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Math Topics List
- for younger students (8-10 year olds)
- addition, subtraction, multiplication, division, estimation, place value, prime, composite, factor, fractions, decimals, percentages, integers, patterns, sequences, equations, ratio, proportion, geometry, similarity, reflections, rotations, translations, symmetry, measurement, data analysis, statistics, probability
- For a full list of topics, see Math Tools: Math 4
- for middle school students (11-13 year olds)
- order of operations, properties of numbers, exponents, square roots, scientific notation, prime, composite, factorization, fractions, decimals, percentages, integers, absolute value, equations, functions, monomials, polynomials, 1:1 correspondence, linear relationships, slope, distance formula, ratio, proportion, rate, scale, coordinate graphing, geometry, Pythagorean theorem, tessellations, fractals, polyhedra, area, perimeter, surface area, volume, metrics, data analysis, graphs, probability, Venn diagrams, counting principles
- For a full list of topics, see Math Tools: Math 7
- for high school students (14-18 year olds)
- This can be quite a wide range of topics because of the various high school courses.
- algebra: integer operations, variables, functions, linear equations, slope, intercepts, parallel lines, perpendicular lines, systems of equations, linear inequalities, exponents, polynomials, factoring polynomials, rational expressions, radicals, quadratics, solving quadratic systems, exponential functions
- geometry: points, lines, planes, angles, perpendicular, parallel, inductive reasoning, triangles, congurence, similarity, Pythagorean theorem, polygons, circles, pi, perimeter, area, volume, transformations, symmetry
- For a full list of topics, see Math Tools: Algebra || Geometry
Algebra II || Trigonometry || PreCalculus || Calculus || Prob & Stat || Discrete Math
This material is based upon work supported by the National Science Foundation under Grant No. 0205625.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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