Glaring omissions to me, that is.

The obsession with Al Gebra and manipulations has used up loads of time which could have been spent on

1. Parameters.

The sudden appearance of the word “parameter” in High School :

*“Interpret expressions for functions in terms of the situation they model. 5. Interpret the parameters in a linear or exponential function in terms of a context.” *

The idea of a parameter is basic to the study of functions and relationships. At the start the equation y = mx + b has four letters in it. x and y are variables. What on earth are m and b? Numbers? Fixed numbers? Variable numbers, but not as variable as variables? No, they are parameters for the line. For a given line they are fixed, but for different lines one or both are different.

(When I was at school we, that is the kids, used to call them “variable constants”)

2. Parametric representation of curves and relationships.

For example a circle. With parameter θ a point (x,y) on the unit circle is described by x = cos(θ), y = sin(θ)

and a parabola, parameter a, point on curve given by x = a, y = a^{2}

and for a lot of curves the only neat way.

It also allows for ease in programming graphics of curves.

3. Polar coordinates. The ONLY mention of the word “polar” is with regard to representation of complex numbers. With no way of simple plotting them ?????

How about the function representation of a circle as r = 2 ??

There are others!

It was admitted at the time of development of the CCSSM that too much time was spent on K-8, and HS math was a rough job – so why can it not be modified ???????