Author: zelda.rogers
Last saved by: Brown, Maia
Company: Florida Department of Education

2026-2027

Florida Department of Education
Adult General Education Curriculum Frameworks

GED^® PREPARATION MATHEMATICAL REASONING
Program Title | GED^® Preparation
Program Number | 9900130
Course Title | GED^® Mathematical Reasoning
Course Number | 9900134
CIP Number | 1532020207
Grade Equivalent | 9.0-12.9
Grade Level | 30, 31

PURPOSE

GED^® Mathematical Reasoning course: The purpose of the GED^® Mathematical Reasoning course is to prepare students to pass the GED^® Mathematical Reasoning subtest and meet the requirements for a State of Florida High School Diploma. This assessment focuses on quantitative problem solving and algebraic problem solving. Students acquire a deeper conceptual understanding, procedural skill and fluency and the ability to apply these fundamentals in context.

_STUDENTS

Per State Board Rule 6A-6.014, _Florida _Administrative _Code _(F.A.C.) _- _General _Requirements _for _Adult _General _Education, students eligible to enroll in the GED^® Mathematical Reasoning Course are those who:

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

•	Are 16 years of age or older.
•	Does not have a high school diploma. 
•	Are not enrolled in the K12 educational system.
•	Obtain pre-test scores that place them within Educational Functioning Level (EFL) 5 or 6 on a state-approved math test.

_Per _section 1003.435(4), Florida Statutes (F.S.), “A candidate who has filed a formal declaration of intent to terminate school enrollment pursuant to s. 1003.21(1)(c) may take the examination after reaching the age of 16.” See State Board Rule 6A-6.0201, F.A.C. for more information on the age waiver needed for underage students. 

https://www.flsenate.gov/laws/statutes/2012/1003.435

https://flrules.org/gateway/ruleNo.asp?id=6A-6.0201

	
_Table _1: _EFLs _for _the GED^® Mathematical Reasoning course _in _relation _to _the _Grade _Equivalent _for _each _level

Course Title | EFL | Grade Equivalent
GED^® Mathematical Reasoning | ABE Level 5 | 9.0 – 10.9
GED^® Mathematical Reasoning | ABE Level 6 | 11.0 – 12.9

PROGRAM LENGTH 

_The _maximum _number _of _instructional _hours _recommended _by _the _Florida _Department _of _Education _(FDOE) _for _the _GED® _Mathematical _Reasoning _course _is _250 _hours _per _EFL. _Acknowledging _the _individualized _nature _of _learning, _some _students _may _finish _an _EFL _in _fewer _(or _more) _hours _than _the _recommended _maximum _duration _indicated. 

_Table _2: _Recommended _Maximum _Number _of _Hours _by _EFL

Course Title | EFL | Recommended Maximum Hours
GED^® Mathematical Reasoning | ABE Level 5 | 250
GED^® Mathematical Reasoning | ABE Level 6 | 250

ASSESSMENT
For guidance on the assessment guidelines and requirements for GED^® Mathematical Reasoning, see State Board Rule 6.A-6.014, F.A.C.

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the FDOE Assessment Technical Assistance Paper. For guidelines on the procedures for reporting data related to student test results, see the Florida DOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation.

https://www.fldoe.org/file/5398/2526FLAssessmentPolicy.pdf

https://www.fldoe.org/academics/career-adult-edu/research-evaluation/

Pre-testing: Federal and state regulations mandate that local adult education agencies conduct pre-tests for all new students within the initial 12 hours of enrollment activity. The FDOE defines a new student as someone not previously enrolled in the local agency during the current or preceding program year. GED^® Mathematical Reasoning students are required to pre-test in math and obtain a score at or above EFL 5. The agency is responsible for submitting the pre-test results to the FDOE in accordance with the guidelines outlined by the DCAE Office of Research and Evaluation.

Post-testing: Agencies are not required to post-test students enrolled in the GED^® Mathematical Reasoning course for reporting purposes, however, students will benefit from a variety of assessments to gauge their knowledge and skills. The GED^® Ready Test is an appropriate tool for determining when the student is likely to be able to pass the GED^® Test.

https://ged.com/study/ged_ready/

_Course _Completion: _Students _complete _the _GED® _Mathematical _Reasoning _course _when _they _pass _the _GED® _Mathematical _Reasoning _subtest. _Upon _passing _all _subtests _of _the _GED®, _the _agency _is _responsible _for _reporting _the _course _completion _date _as _reflected _by _the _date _on _the _student’s _diploma. _The _agency _is _responsible _for _reporting _the _post-test _results _to _the _FDOE _following _the _guidelines _outlined _by _the _DCAE _Office _of _Research _and _Evaluation.

2014 GED^® Assessment: For additional information on the GED^® 2014 Assessment and the performance targets and content topics, see the GED^® Comprehensive Testing Service Assessment Guide for Educators.

https://www.ged.com/educators-admins/teaching/teaching-resources.html

GED^® MATHEMATICAL REASONING STANDARDS

The GED^® Mathematical Reasoning Standards focus on the fundamentals of mathematics in two areas: quantitative problem-solving and algebraic problem-solving. Students acquire a deeper conceptual understanding, procedural skills and mathematical fluency in realistic situations. In addition to the Mathematical Reasoning Standards and Indicators, students also focuses on the GED^® Mathematical Practices that are based on real-world problem-solving skills in a mathematical context. 

Table 3: The GED^® Mathematical Practices in relation to Webb’s Depth of Knowledge

DOK Ranges | Mathematical Practices

1-2
1-3
2-3
1-2
1-3

MP.1 Building Solution Pathways and Lines of Reasoning 
a.	Search for and recognize entry points for solving a problem. 
b.	Plan a solution pathway or outline a line of reasoning. 
c.	Select the best solution pathway, according to given criteria. 
d.	Recognize and identify missing information that is required to solve a problem. 
e.	Select the appropriate mathematical technique(s) to use in solving a problem or a line of reasoning.

1-2
1-2
2-3

MP2. Abstracting Problems 
a.	Represent real world problems algebraically. 
b.	Represent real world problems visually. 
c.	Recognize the important and salient attributes of a problem.

1-3
1-3
2-3

MP.3 Furthering Lines of Reasoning 
a.	Build steps of a line reasoning or solution pathway, based on previous step or givens. 
b.	Complete the lines of reasoning of others. 
c.	Improve or correct a flawed line of reasoning.

1-2
1-2
1-2

MP.4 Mathematical Fluency 
a.	Manipulate and solve arithmetic expressions. 
b.	Transform and solve algebraic expressions. 
c.	Display data or algebraic expressions graphically.

2-3
2-3
2-3

MP.5 Evaluating Reasoning and Solution Pathways 
a.	Recognize flaws in others’ reasoning. 
b.	Recognize and use counterexamples. 
c.	Identify the information required to evaluate a line of reasoning.

Quantitative Problem-Solving Standards and Content Indicators
Q.1 | Apply number sense concepts, including ordering rational numbers, absolute value, multiples, factors and exponents
Q.1.a | Order fractions and decimals, including on a number line.
Q.1.b | Apply number properties involving multiples and factors, such as using the least common multiple, greatest common factor or distributive property to rewrite numeric expressions.
Q.1.c | Apply rules of exponents in numerical expressions with rational exponents to write equivalent expressions with rational exponents.
Q.1.d | Identify absolute value or a rational number as its distance from zero on the number line and determine the distance between two rational numbers on the number line, including using the absolute value of their difference.
Q.2 | Add, subtract, multiply, divide and use exponents and roots of rational, fraction and decimal numbers
Q.2.a | Perform addition, subtraction, multiplication and division on rational numbers.
Q.2.b | Perform computations and write numerical expressions with squares and square roots of rational numbers.
Q.2.c | Perform computations and write numerical expressions with cubes and cube roots of rational numbers.
Q.2.d | Determine when a numerical expression is undefined.
Q.2.e | Solve single-step or multistep real-world arithmetic problems involving the four operations with rational numbers, including those involving scientific notation.
Q.3 | Calculate and use ratios, percent and scale factors
Q.3.a | Compute unit rates. Examples include but are not limited to: unit pricing, constant speed, persons per square mile, BTUs (British thermal units) per cubic foot.
Q.3.b | Use scale factors to determine the magnitude of a size change. Convert between actual drawings and scale drawings.
Q.3.c | Solve multistep, real-world arithmetic problems using ratios or proportions including those that require converting units of measure.
Q.3.d | Solve two-step, real-world arithmetic problems involving percentages. Examples include but are not limited to: simple interest, tax, markups and markdowns, gratuities and commissions, percent increase and decrease.
Q.4 | Calculate dimensions, perimeter, circumference and area of two-dimensional figures
Q.4.a | Compute the area and perimeter of triangles and rectangles. Determine side lengths of triangles and rectangles when given area or perimeter.
Q.4.b | Compute the area and circumference of circles. Determine the radius or diameter when given area or circumference.
Q.4.c | Compute the perimeter of a polygon. Given a geometric formula, compute the area of a polygon. Determine side lengths of the figure when given the perimeter or area.
Q.4.d | Compute perimeter and area of 2-D composite geometric figures, which could include circles, given geometric formulas as needed.
Q.4.e | Use the Pythagorean theorem to determine unknown side lengths in a right triangle.
Q.5 | Calculate dimensions, surface area and volume of three-dimensional figures
Q.5.a | When given geometric formulas, compute volume and surface area of rectangular prisms. Solve for side lengths or height, when given volume or surface areas.
Q.5.b | When given geometric formulas, compute volume and surface area of cylinders. Solve for height, radius or diameter when given volume or surface area.
Q.5.c | Use geometric formulas to compute volume and surface area of right prisms. Solve for side lengths or height, when given volume or surface area.
Q.5.d | When given geometric formulas, compute volume and surface area of right pyramids and cones. Solve for side lengths, height, radius or diameter when given volume or surface area.
Q.5.e | When given geometric formulas, compute volume and surface area of spheres. Solve for radius or diameter when given the surface area.
Q.5.f | Compute surface area and volume of composite 3-D geometric figures, given geometric formulas as needed.
Q.6 | Interpret and create data displays
Q.6.a | Represent, display and interpret categorical data in bar graphs or circle graphs.
Q.6.b | Represent, display and interpret data involving one variable plots on the real number line including dot plots, histograms and box plots.
Q.6.c | Represent, display and interpret data involving two variables in tables and the coordinate plane including scatter plots and grants.
Q.7 | Calculate and use mean, median, mode and weighted average
Q.7.a | Calculate the mean, median, mode and range. Calculate a missing data value, given the average and all the missing data values but one, as well as calculating the average, given the frequency counts of all the data values, and calculating a weighted average.
Q.8 | Utilize counting techniques and determine probabilities
Q.8.a | Use counting techniques to solve problems and determine combinations and permutations.
Q.8.b | Determine the probability of simple and compound events.
Algebraic Problem-Solving Standards and Content Indicators
A.1 | Write, evaluate and compute with expressions and polynomials
A.1.a | Add, subtract, factor, multiply and expand linear expressions with rational coefficients.
A.1.b | Evaluate linear expressions by substituting integers for unknown quantities.
A.1.c | Write linear expressions as part of word-to-symbol translations or to represent common settings.
A.1.d | Add, subtract, multiply polynomials, including multiplying two binomials, or divide factorable polynomials.
A.1.e | Evaluate polynomial expressions by substituting integers for unknown quantities.
A.1.f | Factor polynomial expressions.
A.1.g | Write polynomial expressions as part of word-to-symbol translations or to represent common settings.
A.1.h | Add, subtract, multiply and divide rational expressions.
A.1.i | Evaluate rational expressions by substituting integers for unknown quantities.
A.1.j | Write rational expressions as part of word-to-symbol translations or to represent common settings.
A.2 | Write, manipulate, solve and graph linear equations
A.2.a | Solve one-variable linear equations with rational number coefficients, including equations for which solutions require expanding expressions using the distributive property and collecting like terms or equations with coefficients represented by letters.
A.2.b | Solve real-world problems involving linear equations.
A.2.c | Write one-variable and multi-variable linear equations to represent context.
A.2.d | Solve a system of two simultaneous linear equations by graphing, substitution or linear combination. Solve real-world problems leading to a system of linear equations.
A.3 | Write, manipulate, solve and graph linear inequalities
A.3.a | Solve linear inequalities in one variable with rational number coefficients.
A.3.b | Identify or graph the solution to a one variable linear inequality on a number line.
A.3.c | Solve real-world problems involving inequalities.
A.3.d | Write linear inequalities in one variable to represent context.
A.4 | Write, manipulate and solve quadratic equations
A.4.a | Solve quadratic equations in one variable with rational coefficients and real solutions, using appropriate methods (e.g., quadratic formula, completing the square, factoring and inspection).
A.4.b | Write one-variable quadratic equations to represent context.
A.5 | Connect and interpret graphs and functions
A.5.a | Locate points in the coordinate plane.
A.5.b | Determine the slope of a line from a graph, equation or table.
A.5.c | Interpret unit rate as the slope in a proportional relationship.
A.5.d | Graph two-variable linear equations.
A.5.e | For a function that models a linear or nonlinear relationship between two quantities, interpret key features of graphs and tables in terms of quantities and sketch graphs showing key features of graphs and tables in terms of quantities and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries, end behavior and periodicity.
A.6 | Connect coordinates, lines and equations
A.6.a | Write the equation of a line with a given slope through a given point.
A.6.b | Write the equation of a line passing through two given distinct points.
A.6.c | Use slope to identify parallel and perpendicular lines and to solve geometric problems.
A.7 | Compare, represent and evaluate functions
A.7.a | Compare two different proportional relationships represented in different ways. Examples include but are not limited to: compare a distance-time graph to a distance-time equation to determine which of two moving objects has a greater speed.
A.7.b | Represent or identify a function in a table or graph as having exactly one output (one element in the range) for each input (each element in the domain).
A.7.c. | Evaluate linear and quadratic functions for values in their domain when represented using function notation.
A.7.d. | Compare properties of two linear or quadratic functions each represented in a different way (algebraically, numerically in tables, graphically or by verbal descriptions). Examples include but are not limited to: given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Additional Information

_ACCOMMODATIONS 

_Federal _and _state _legislation _requires _the _provision _of _accommodations _for _students _with _disabilities _to _address _individual _needs _and _guarantee _equal _access. _Adult _students _with _disabilities _are _required _to _self-identify, _submit _documentation _and _request _the _necessary _accommodations. _Accommodations _for _students _with _disabilities _may _be _necessary _in _various _areas, _including _instructional _methods _and _materials, _assignments _and _assessments, _time _constraints _and _schedules, _learning _environments, _assistive _technology _and _special _communication _systems. _Documentation _detailing _the _requested _and _provided _accommodations _should _be _securely _stored _in _a _confidential _file.
_ADULT _EDUCATION _INSTRUCTOR _CERTIFICATION _REQUIREMENTS

_As _per _s. _1012.39 _(1)(b), _F.S., _each _school _district _shall _establish _the _minimal _qualifications _for _part-time _and _full-time _teachers _in _adult _education _agencies.

https://www.flsenate.gov/laws/statutes/2011/1012.39

_TECHNICAL _ASSISTANCE

_For _technical _assistance, _please _visit _the _FDOE _Career _& _Adult _Education _Technical _Assistance _Page, _or _contact _the _office _at:
_•	_850-245-0450
•	_FloridaAdultEducation@fldoe.org