SECTION 130.5. Mathematical Applications in Agriculture, Food, and Natural Resources (One Credit), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Algebra I. Recommended prerequisite: one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster. This course satisfies a high school mathematics graduation requirement. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

(3) In Mathematical Applications in Agriculture, Food, and Natural Resources, students will apply knowledge and skills related to mathematics, including algebra, geometry, and data analysis in the context of agriculture, food, and natural resources. To prepare for careers in agriculture, food, and natural resources, students must acquire technical knowledge in the discipline as well as apply academic skills in mathematics. To prepare for success, students need opportunities to reinforce, apply, and transfer their knowledge and skills related to mathematics in a variety of contexts.

(4) The mathematical process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(5) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(6) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities;

(B) demonstrate competencies related to resources, information, interpersonal skills, and systems of operation;

(C) demonstrate knowledge of personal and occupational health and safety practices in the workplace;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;

(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership; and

(F) research career topics using technology such as the Internet.

(2) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) The student develops a supervised agriculture experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(C) participate in youth leadership opportunities to create a well-rounded experience program; and

(D) produce and participate in a local program of activities using a strategic planning process.

(4) The student performs mathematical calculations used in agriculture, food, and natural resources. The student is expected to:

(A) add, subtract, multiply, and divide whole numbers, fractions, and decimals in calculations related to agriculture, food, and natural resources;

(B) apply mathematical skills such as measurement, conversion, and data analysis needed for agriculture, food, and natural resources;

(C) find solutions to problems related to agriculture, food, and natural resources by calculating percentages and averages;

(D) convert between English and metric units;

(E) use scientific calculations to determine weight, volume, and linear measurements;

(F) solve word problems using ratios and dimensional analysis; and

(G) interpret data using tables, charts, and graphs.

(5) The student demonstrates mathematics knowledge and skills required to solve problems related to the agriculture, food, and natural resources industries. The student is expected to:

(A) demonstrate use of relational expressions such as equal to, not equal, greater than, and less than in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(B) apply statistical and data analysis to solve problems related to agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(C) analyze mathematical problem statements for missing or irrelevant data essential to agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(D) construct and analyze charts, tables, and graphs from functions and data generated in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(E) analyze data using measures of central tendency when interpreting operational documents in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems; and

(F) use mathematical operations and knowledge of relationships to solve problems such as the calculation of gallons of water from inches of rain, acres of ground water, liquid and gaseous volumes, and conversion of units; calculation of caloric value, parts per million of restricted ingredients, conversion of measurements, and U.S. Department of Agriculture (USDA) grades; estimation of wildlife populations and pulpwood yields; and calculation of mapping data inherent to systems of agriculture or agribusiness.

(6) The student demonstrates mathematical knowledge and skills required to solve problems related to agribusiness systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve daily problems related to record keeping such as profit/loss statements, income statements, capital asset inventories, insurance, risk management, lease agreements, employee payroll and benefits, and investments and loan, real estate contract, or tax documentation in agribusiness systems;

(B) demonstrate knowledge of algebraic applications and linear and exponential functions related to concepts such as simple interest, compound interest, maturity value, tax rates, depreciation, production analysis, market trends, investments, and price determination in agribusiness systems;

(C) use statistical and data analysis, including counts, percentages, central tendency, and prediction, to evaluate agribusiness systems data such as demographic, production, consumption, weather, and market data; and

(D) report statistical data related to concepts such as pricing, market trends, commodity prices, exports and imports, supply and demand, and production yields numerically or graphically.

(7) The student demonstrates mathematical knowledge and skills required to solve problems related to animal systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of purchasing, marketing, and production costs; housing requirements; conversion of units; average daily gain; topical and injectable medication dosages; USDA grades; feeding schedules; volumes; stocking rates; and breeding and gestation cycles related to animal systems;

(B) demonstrate knowledge of algebraic applications related to animal system calculations such as ration formulation using the Pearson Square, percent homozygosity, heritability, USDA grades, gene frequency, cost per unit of nutrient, and weaning weight ratio;

(C) use geometric principles to solve problems such as the use of right triangles for perpendicular cross fencing and the calculation of square footage for housing requirements; acreage for normal and irregular shaped pastures; feed bin volume based upon shape such as cylinder, cone, cube, or pyramid; and housing volume for ventilation related to animal systems; and

(D) use statistical and data analysis to evaluate animal systems data reported numerically or graphically such as birth weight, weaning weight, days to market weight, expected progeny differences, feed efficiencies, birth type, litter size, presence or absence of genetic abnormality, milk production, sow productivity index, and veterinary costs or records.

(8) The student demonstrates mathematical knowledge and skills required to solve problems related to environmental service systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to create solutions to problems such as the calculation of acre feet of water, water volume in ponds, water well volume, water pressure friction loss, flow rate, total head pressure, pump efficiency, soil solids volume, and soil degree of saturation related to environmental service systems;

(B) use geometric principles to solve problems such as calculating acreage for normal and irregular shaped pastures and slope of land, planning runoff drainage structures, and applying differential leveling techniques related to environmental service systems; and

(C) use statistical and data analysis to evaluate environmental service systems data reported numerically or graphically such as rainfall, soil classifications, groundwater levels, recycling activities, and pollution rates.

(9) The student demonstrates mathematical knowledge and skills required to solve problems related to food products and processing systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to solve problems such as the calculation of exponential growth of bacteria, contribution margin in processing, percentage of weight loss in packaged food, percentage of water absorption in packaged food, and microbe analysis following pasteurization related to food products and processing systems;

(B) use geometric principles to solve problems such as the calculation of packaging requirements, construction of food storage structures and containers, liquid transfer materials, and vessels design and volume related to food products and processing systems; and

(C) use statistical and data analysis to evaluate food products and processing systems data reported numerically or graphically such as governmental regulations, hazard analysis, critical control points data, taste tests, quality assurance data, and industry packing practices.

(10) The student demonstrates mathematical knowledge and skills required to solve problems related to natural resource systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to solve problems such as the calculation of mean harvest area, calibration of pesticides, and the Doyle Log Rule related to natural resource systems;

(B) use geometric principles to solve problems such as planning and construction of structures related to wildlife and fisheries management, determination of lumber volume in given tree stock, and calculation of tank volume for chemical application related to natural resource systems; and

(C) use statistical and data analysis to evaluate natural resource systems data reported numerically or graphically such as Geographic Information Systems and Global Positioning Systems data, weather-related data, and data related to wildlife and habitat.

(11) The student demonstrates mathematical knowledge and skills required to solve problems related to plant systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of crop yields, crop loss, grain drying requirements, grain weight shrinkage, germination rates, greenhouse heating, and cooling and fertilizer application rates related to plant systems;

(B) demonstrate knowledge of algebraic applications to solve problems such as the calculation of grain handling efficiency, harvesting capacity, crop rotation, seeding rates, fertilizer nutrient requirements, and greenhouse ventilation related to plant systems;

(C) use geometric principles for the analysis of problems such as planning grain storage structures and calculating volume of grain storage vessels, grain handling volume, greenhouse capacity, and regular and irregular shaped planting bed size related to plant systems; and

(D) use statistical and data analysis to evaluate plant systems data such as crop yields, Global Information Systems data, plant growth data, and climate data.

(12) The student demonstrates mathematical knowledge and skills required to solve problems related to power, structural, and technical systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of gear ratio, fuel efficiency, construction costs, project layout, energy costs, unit conversions, and bid preparation and labor-related calculations related to power, structural, and technical systems;

(B) demonstrate knowledge of algebraic applications such as the calculation of strength of magnetism, chain or belt tension, horsepower, Ohm's Law, hydraulic multiplication of force, stresses using Mohr's Circle, and tensile strength related to power, structural, and technical systems;

(C) use geometric principles for the evaluation of problems such as rafter length, land measurement, differential leveling, concrete volume, heating, ventilating, and air conditioning requirements and creation of structural drawings related to power, structural, and technical systems;

(D) use statistical and data analysis to evaluate power, structural, and technical systems data such as construction cost data; equipment maintenance; heating, ventilation, and air conditioning efficiencies; engine performance; and labor costs; and

(E) use geometric principles to develop and implement a plan for construction of a project such as a trailer, an agricultural structure, a storage facility, or a fence.

Source Note: The provisions of this §130.5 adopted to be effective August 28, 2017, 40 TexReg 9123