# CTE Resource Center - Verso - Programming, Advanced Task 108145650

Code behaviors of an object within the context of a game.

Definition

Coding should include creating behaviors (e.g., collisions, collision avoidance, collision detection) by
• using the components that are available with the game engine
• creating methods and properties for objects.

Mathematics

A.1

The student will
1. represent verbal quantitative situations algebraically; and
2. evaluate algebraic expressions for given replacement values of the variables.

A.4

The student will solve
1. multistep linear and quadratic equations in one variables algebraically;
2. quadratic equations in one variables algebraically;
3. literal equations for a specified variable;
4. systems of two linear equations in two variables algebraically and graphically; and
5. practical problems involving equations and systems of equations.

A.6

The student will
1. determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line;
2. write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; and
3. graph linear equations in two variables.

AFDA.1

The student will investigate and analyze linear, quadratic, exponential, and logarithmic function families and their characteristics. Key concepts include
1. domain and range;
2. intervals in which the function is increasing or decreasing;
3. absolute maxima and minima;
4. zeros;
5. intercepts;
6. values of a function for elements in its domain;
7. connections between and among multiple representations of functions using verbal descriptions, tables, equations, and graphs;
8. end behavior; and
9. vertical and horizontal asymptotes.

AII.3

The student will solve
1. absolute value linear equations and inequalities;
2. quadratic equations over the set of complex numbers;
3. equations containing rational algebraic expressions; and
4. equations containing radical expressions.

COM.1

The student will design and apply computer programs to solve practical problems in mathematics arising from business and applications in mathematics.

COM.2

The student will design, write, document, test, and debug, a computer program.

COM.12

The student will design and implement computer graphics to enhance output.

G.1

The student will use deductive reasoning to construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include
1. identifying the converse, inverse, and contrapositive of a conditional statement;
2. translating a short verbal argument into symbolic form; and
3. determining the validity of a logical argument.

G.2

The student will use the relationships between angles formed by two lines intersected by a transversal to
1. prove two or more lines are parallel; and
2. solve problems, including practical problems, involving angles formed when parallel lines are intersected by a transversal.

G.4

The student will construct and justify the constructions of
1. a line segment congruent to a given line segment;
2. the perpendicular bisector of a line segment;
3. a perpendicular to a given line from a point not on the line;
4. a perpendicular to a given line at a given point on the line;
5. the bisector of a given angle,
6. an angle congruent to a given angle;
7. a line parallel to a given line through a point not on the line; and
8. an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

G.14

The student will apply the concepts of similarity to two- or three-dimensional geometric figures. This will include
1. comparing ratios between lengths, perimeters, areas, and volumes of similar figures;
2. determining how changes in one or more dimensions of a figure affect area and/or volume of the figure;
3. determining how changes in area and/or volume of a figure affect one or more dimensions of the figure; and
4. solving problems, including practical problems, about similar geometric figures.

T.3

The student, given one of the six trigonometric functions in standard form, will
1. state the domain and the range of the function;
2. determine the amplitude, period, phase shift, vertical shift, and asymptotes;
3. sketch the graph of the function by using transformations for at least a two-period interval; and
4. investigate the effect of changing the parameters in a trigonometric function on the graph of the function.