Mathematics Core Competencies for the SRP

in Mathematics (AHS)
Fundamental content areas for the core competencies in mathematics

Version as of February 2022

Content Area Algebra and Geometrie (AG)

Algebra is the language of mathematics, through which two central mathematical ideas
become particularly visible: generalisation and operational flexibility. Variables shift the
attention from specific numbers to a defined set of numbers (or other mathematical ob-
jects); defined operations make it possible to combine variables and thus to represent
relationships between them; and, finally, algebra provides a system of rules for the formal
operational rearranging of relationships of this type, through which yet more relationships
become visible.

In order to use mathematics and for communicating about and reflecting on mathematics,
a proper handling of basic terms and concepts in algebra is essential. In particular, this
includes various sets of numbers, variables, expressions, equations (formulae), and ine-
qualities as well as systems of equations. A proper handling includes an appropriate inter-
pretation of these terms and concepts in context as well as suitable usage of these terms
and concepts to represent abstract situations and their rearrangement following certain
rules. Reflection on possible solutions and cases as well as the (limits and exploration of
the) applicability of the respective concepts are also significant for certain communicative
purposes.

The extension of the concept of number to vectors and the determination of suitable rules
to combine these mathematical objects operationally leads to an important generalisation
of the concepts of number and variable.

By introducing coordinates, it is possible to place points in two- and three-dimensional

space so that geometric objects can be described algebraically using vectors and can there-
fore be solved through purely geometric (using angles, lengths or volumes) means and
geometric problems can be considered through the lens of algebra.

This connection between algebra and geometry does not only allow geometric situations
to be represented by algebraic means (e.g. vectors as algebraic representations of arrows
or points) and to be treated as such, but also algebraic situations can be considered
geometrically (e.g. lists of three numbers as points or arrows in three dimensions) and to
gain new insights from this shift in perspectives. These interpretations of algebraic objects
in geometry as well as geometric objects in algebra and a flexible exchange between these
representations and perspectives are of great significance for various communicative
purposes.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 1 of 15

In trigonometry, relationships in right-angled triangles are of interest, as well as the expan-
sion to general triangles. Elementary relationships of this type should be understood, and
more complex geometric relationships should be able to be represented using these
elementary relationships.

Core Competencies
Fundamental Concepts in Algebra
AG 1.1 to be able to apply knowledge of the number sets ℕ, ℤ, ℚ, ℝ, ℂ
AG 1.2 to be able to apply knowledge of algebraic concepts appropriately: variables,
expressions, formulae, inequalities, equations, systems of equations,
equivalency, rearrangements, solvability
Comments:
For the sets of numbers, the names of the sets and the subset relationships should be familiar, elements of the sets
should be able to be given and assigned, and the set of real numbers should be understood as the basis for continuous
models. Knowledge of the real numbers also includes knowing that sets of numbers exist that go beyond ℝ.
The algebraic concepts should be able to be described/explained using simple examples and to be applied appropriately.

Inequalities, Equations and Systems of Equations

AG 2.1 to be able to construct and rearrange simple expressions and formulae and inter-
pret them in context
AG 2.2 to be able to construct, interpret and rearrange/solve linear equations and to
interpret the solution in context
AG 2.3 to be able to rearrange/solve quadratic equations in one variable, understand
solution cases, interpret solutions and solution cases (also geometrically)
AG 2.4 to be able to construct, interpret and rearrange/solve inequalities, understand
solution cases, interpret solutions and solution cases (also geometrically)
AG 2.5 to be able to construct, interpret and rearrange/solve systems of linear equa-
tions, understand solution cases, interpret solutions and solution cases (also
geometrically)
Comments:
Simple expressions can also include exponents, roots, logarithms, sine etc.
Using electronic aids, more complex rearrangements of expressions, formulae, equations, inequalities and systems of
equations can also be conducted.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 2 of 15

Vectors
AG 3.1 to be able to appropriately use vectors as an ordered list of numbers and
interpret them in context
AG 3.2 to be able to interpret and appropriately use vectors geometrically (as points or
arrows)
AG 3.3 to be able to understand the definitions of operations with vectors (addition,
multiplication with a scalar, scalar product), appropriately apply these operations
and interpret them (also geometrically)
AG 3.4 to be able to write lines in ℝ2 as vector equations and equations and in ℝ3 as
vector equations and interpret these representations; analyse positional rela-
tionships (between lines and between a point and a line), determine points of
intersection
AG 3.5 to be able to write normal vectors in ℝ2 , apply them appropriately and interpret
them
Comments:
Vectors are to be understood as ordered lists of numbers i.e. as algebraic objects and be applied in appropriate contexts.
Points and arrows in two- and three-dimensional space must be able to be interpreted as geometric visualisations of
these algebraic objects.
The geometric interpretation of the scalar (in ℝ2 and ℝ3) refers here only to the special case a · b = 0. Lines should be
able to be written and interpreted as vector equations and as equations (without parameters) in ℝ2.

Trigonometry
AG 4.1 to be able to understand the definitions of sine, cosine and tangent in
right-angled triangles and apply them to solve right-angled triangles
AG 4.2 to be able to understand and apply the definitions of sine and cosine for angles
greater than 90°
Comments:
The contexts are restricted to simple cases in two- and three-dimensional space, more complex (measurement) tasks are
not referred to; the sine and cosine rules are not required.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 3 of 15

Content Area Functional Relationships (FA)
When experts use mathematics, they often employ the tool of functions. Therefore, it
is necessary for comprehensible communication to be familiar and competent with the
specific perspective of functions. This means being able to focus the attention on the rela-
tionship between two (or more) amounts in various contexts as well as being able to work
flexibly with the common forms of representation.

The understanding of the use of the most important function types is central to the funda-
mental knowledge of mathematics: knowing their names and equations, recognising and
knowing the typical behaviours of their graphs, changing between the forms of representa-
tion, knowing their characteristic properties and being able to interpret these.

In general, communicative purposes (representing, interpreting, justifying) are of signifi-

cance; sometimes also constructive purposes (building models) may be helpful. Mathemat-
ical-operational purposes are of lesser importance in communicative situations.

Furthermore, (reflective) knowledge of the advantages and disadvantages of functions is

very important. In this respect, knowledge about the different types of models (construc-
tive, explanatory, descriptive) as well as their significance and usage is helpful.

If an overview of the most important types of functions has been gained and important
characteristics needed to describe functions are known (monotonicity, change in mono-
tonicity, points of inflexion, periodicity, zeros, poles), communication can be extended to
unknown functions as well as compositions of functions.

Core Competencies
Concept of a function, real functions, representations and properties
FA 1.1 to be able to decide whether given relations can be considered as functions
FA 1.2 to be able to interpret formulae as representations of functions and classify
them as a type of function
FA 1.3 to be able to convert between tabular and graphical representations of functional
relationships
FA 1.4 to be able to determine (pairs of) values of functions from tables, graphs1 and
equations and interpret them in context
FA 1.5 to be able to recognise properties of functions, name them, interpret them in
context and apply them in constructing graphs of functions: (change of) mono-
tonicity, local maxima and minima, points of inflexion, periodicity, symmetry
about the axes, asymptotic behaviour, points of intersection with the axes
FA 1.6 to be able to determine points of intersection between two graphs of functions
graphically and by calculation and interpret them in context
FA 1.7 to be able to understand functions as mathematical models and thus work with
them appropriately

1
T he graph of a function is defined as the set of its pairs of values. Following a widely used linguistic convention, we also
call the graphical representation of the graph in the Cartesian coordinate system a “graph”.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 4 of 15

FA 1.8 to be able to interpret functions in multiple variables given as equations
(formulae) in context and determine values of these functions
FA 1.9 to be able to give an overview of the most important types of mathematical
functions (listed below) and compare their characteristics
Comments:
Value is placed on the ability to consistently distinguish between functional and non-functional relationships; theoretical
properties (e.g. injectivity, survectivity, invertibility) are not focused on. The role of functions as models and the appro-
priate use of fundamental types of functions and their characteristics as well as the various forms of representation of
functions (including f: A → B, x ↦ f(x)) are prioritised.
Working with functions in multiple variables is restricted to the interpretation of the equation of the function in context
as well as determining values of these functions.
The behaviour of functions should not only be described mathematically but also interpreted in the given context.

Linear Functions [ f(x) = m ∙ x + d]

FA 2.1 to be able to recognise and work with linear relationships in verbal, tabular or
graphical form or represented as an equation (formula) and to convert between
these forms of representation
FA 2.2 to be able to determine (pairs of) values as well as the parameters m and c from
tables, graphs and equations and interpret these in context
FA 2.3 to be able to recognise the effect of the parameters m and c and interpret these
parameters in various contexts
FA 2.4 to be able to understand important properties and interpret them in context:
f(x2) – f(x1)
f(x + 1) = f(x) + m; x2 – x1 = m = [ f ′(x) ]
FA 2.5 to be able to evaluate the appropriacy of using a linear function to describe a
situation
FA 2.6 to be able to describe directly proportional relationships as linear functions of
the type f(x) = m ∙ x
Comments:
The parameters m and c c should be able to be interpreted for concrete values as well as in general in a given context.
This also applies to the effect of the parameters and the effect of varying them.

Power functions with f(x) = a ∙ x z and functions of the type f(x) = a ∙ x z + b with
z ∈ ℤ\{0} or z = 12
FA 3.1 to be able to recognise and work with these types of relationships in verbal,
tabular or graphical form or represented as an equation (formula) and to convert
between these forms of representation
FA 3.2 to be able to determine (pairs of) values as well as the parameters a and b from
tables, graphs and equations and interpret these in context
FA 3.3 to be able to recognise the effect of the parameters a and b and interpret these
parameters in context
FA 3.4 to be able to describe indirectly proportional relationships as power functions of
the type
f(x) = ax ∙ (bzw. f(x) = a ∙ x –1)

Mathematics Core Competencies for the SRP in Mathematics (AHS) 5 of 15

 n
Polynomial functions [f(x) = ∑ ai ∙ x i with n ∈ ℕ]
i=0
FA 4.1 to be able to recognise and understand typical behaviours of graphs based on
the degree of the polynomial function
FA 4.2 to be able to convert between tabular and graphical representations of relation-
ships of this type
FA 4.3 to be able to determine values of the function from tables, graphs and equations
and to determine argument values from tables, graphs and the equations of
quadratic functions
FA 4.4 to be able to understand the relationship between the degree of a polynomial
function and the number of (possible) zeros, maxima and minima and points of
inflexion
Comments:
The relationship between the degree of a polynomial function and the number of (possible) zeros, maxima and minima
and points of inflexion should be known for general n, concrete tasks are restricted to polynomial functions with n ≤ 4.
Using technology, argument values for higher degree polynomial functions can be determined.

Exponential functions [f(x) = a ∙ b x or f(x) = a ∙ ℯλ ∙ x with a, b ∈ ℝ+, λ ∈ ℝ\{0}]

FA 5.1 to be able to recognise and work with exponential relationships in verbal, tabular
or graphical form or represented as an equation (formula) and to convert
between these forms of representation
FA 5.2 to be able to determine (pairs of) values from tables, graphs and equations of
exponential functions and interpret these in context
FA 5.3 to be able to recognise the effect of the parameters a and b as well as λ and
interpret these parameters in various contexts
FA 5.4 to be able to understand important properties (f(x + 1) = b ∙ f(x); [ℯ x]′ = ℯ x) and
interpret them in context
FA 5.5 to be able to understand the terms half-life and doubling time, calculate the
corresponding values and interpret these in context
FA 5.6 to be able to evaluate the appropriacy of using an exponential function to
describe a situation
Comments:
The parameters a and b as well as λ should be able to be interpreted for concrete values as well as in general in a given
context. This also applies to the effect of the parameters and the effect of varying them.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 6 of 15

Sine functions, cosine functions
FA 6.1 to be able to recognise given relationships of the type f(x) = a ∙ sin(b ∙ x) as a gen-
eral sine function given a graph or an equation (formula) and work with these
types of function; to be able to convert between these forms of representation
FA 6.2 to be able to determine (pairs of) values from tables, graphs and equations of
sine functions and interpret these in context
FA 6.3 to be able to recognise the effect of the parameters a and b and interpret these
parameters in context
FA 6.4 to be able to understand periodicity as a characteristic property and interpret this
in context
FA 6.5 to be able to understand that cos(x) = sin(x + π2 )
FA 6.6 to be able to understand that [sin(x)]′ = cos(x) and [cos(x)]′ = – sin(x) hold
Comments:
While sine, cosine and tangent are used to solve right-angled triangles, the functional perspective is (mainly) restricted to
the general sine function. The interpretation of the parameters (in a graph as well as in appropriate contexts), the
behaviour of the graph of the function and the periodicity are essential.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 7 of 15

Content Area Calculus (AN)
Calculus provides concepts for formal, analytical descriptions of discrete and continuous
change behaviour, which are of fundamental importance in mathematics and also in many
areas of application. The terms difference quotient and differential quotient are general
mathematical means of quantitatively describing this change behaviour of variables in
various contexts, which is also used in many subject areas to create new terms.

In terms of communication skills, it is therefore important to be able to interpret these

mathematical terms in various applications and also to recognise any connections between
technical terms on the basis of the mathematical concepts mentioned here (e.g. the
relationship between charge and current in physics or, in general, the relationship between
stock and flow variables). Some of the terms mentioned here are also used colloquially
(e.g. instantaneous velocity, acceleration, decay velocity, progressive growth). In terms of
communication with the general public, it is therefore also important for a generally edu-
cated person to be able to draw on the mathematical core of these technical terms when
explaining them.

With regard to the ability to communicate, the central concept of integral calculus is the
definite integral. It is important to know what this concept enables in mathematics and
concretely in various application situations. One the one hand, the view of the definite
integral as the limit of a sum of products in different contexts results from this; on the
other hand, the fact that the typical applications of the definite integral can be generally
described and the term itself can be used in various contexts to represent corresponding
relationships (e.g. physical work as a path integral of force or the distance covered as a
time integral of speed) follow from this too.

The mathematical representation of each term is generally a symbolic one with the sym-
bols having a particular meaning within calculus. A knowledgeable understanding of this
formalism is necessary for the accessibility of elementary specialist literature i.e. the
various symbolic representations of the differential quotient, the derivative function as
well as the definite integral should be recognised as such and they should be able to be
interpreted in context and used independently as a means of representation. It is impor-
tant to know that these symbols can also be calculated with and what in each concrete
case is being calculated; the execution of the calculation itself can largely be omitted. It is
sufficient to focus on the simplest rules of differentiation, especially as the symbolic rep-
resentation of the concepts is available alongside the graphical representation of the
corresponding functions, with which the relevant properties and relationships can be
recognised and also quantitatively estimated.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 8 of 15

Core Competencies
Measures of change
AN 1.1 to be able to distinguish between absolute and relative (percentage) measures of
change and use them appropriately
AN 1.2 to be able to understand the relationship between the difference quotient (aver-
age rate of change) and the differential quotient (“instantaneous” or local rate of
change) on the basis of an intuitive concept of limits and apply these concepts
(verbally as well as in formal notation) in context
AN 1.3 to be able to interpret the difference and differential quotients in various con-
texts and be able to describe corresponding facts using the difference and differ-
ential quotients
Comments:
The focus is on the representation of changes through the differences between the values of functions, through percent-
age changes, through difference quotients and through differential quotients, in particular though also on the interpreta-
tion of these measures of change in context.
Using technology, the calculation of difference and differential quotients for arbitrary (differentiable) functions is possible.

Differentiation rules
AN 2.1 to be able to understand and apply simple differentiation rules: the power rule,
the [k · f(x)]′ and [f(k · x)]′ (see also the content area Functional Relationships)

Derivative function / antiderivative

AN 3.1 to be able to understand the terms derivative function and antiderivative and
apply them in the description of functions
AN 3.2 to be able to recognise, understand and describe the relationship between a
function and its derivative (and a function and its antiderivative) in graphical
form
AN 3.3 to be able to describe properties of functions using the derivative (function):
montonicity, local maxima and minima, concavity, points of inflexion
Comments:
The term derivative (function) should be used sensibly and purposefully to describe functions.
Using technology, differentiating functions that are not included in the differentiation rules in the core competencies is
possible.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 9 of 15

Summation and integral
AN 4.1 to be able to interpret and describe the concept of the definite integral as the
limit of a sum of products
AN 4.2 to be able to understand and apply simple integration rules: power rule, sum
rule, ∫ k · f(x) dx, ∫ f(k · x) dx (see also the content area Functional Relationships),
and determine definite integrals of polynomial functions
AN 4.3 to be able to interpret the definite integral in various contexts and describe
situations using integrals
Comments:
Similarly to differential quotients, the focus of the definite integral is on the description of situations through definite
integrals as well as, above all, the interpretation of the definite integral in context.
Using technology, integrating functions that are not included in the differentiation rules in the core competencies is
possible.

Mathematics Core Competencies for the SRP in Mathematics (AHS) 10 of 15

Content Area Probability and Statistics (WS)
Mathematicians as well as users of mathematics often employ the concepts, the forms of
representation and the (basic) procedures of descriptive statistics and probability theory.
For general laypeople, it is important for their communication skills to be able to use the
stochastic terms and representations appropriately in context and assess and evaluate
their significance or appropriateness.

The independent creation of statistical tables and diagrams is limited to situations of low
complexity (e.g. when communicating with the general public); a similar approach also
applies to the determination of statistical parameters (measures of central tendency and
dispersion).

In the case of probability, too, the content is limited to the fundamental interpretations of
probability, the basic terms (random variable, (random) sample, probability distribution, ex-
pectation value and variance/standard deviation) and concepts (the binomial distribution) as
well as the simplest probability calculations; on the other hand, it is important to understand
probability as a way of modelling and quantifying random chance (from a given level of
information).

Core Competencies
Descriptive statistics
WS 1.1 to be able to read values from tables and simple graphical representations (and
determine composite values i.e. to be able to use data that can be read from
diagrams to calculate further parameters) and interpret them appropriately in
context
Comments:
(un)ordered lists, tally charts, pictograms, column graphs, bar charts, line graphs, stem-and-leaf diagrams, scatter plots,
histograms (as a special case of a column graph), percentage strips, box plots

WS 1.2 to be able to create tables and simple statistical diagrams and convert between
forms of representation
WS 1.3 to be able to interpret statistical parameters (absolute and relative frequencies,
mean, median, mode, quartiles, range, empirical variance/standard deviation) in
context and determine the parameters listed above for simple data sets
WS 1.4 to be able to state and use the definitions and important properties of the mean
and the median, determine and interpret quartiles and justify the choice of a
particular parameter for a certain purpose
Comments:
Although statistical parameters (for simple data sets) should be determined and basic statistical diagrams should be cre-
ated, the focus is on the sensible interpretation of diagrams (taking manipulation into consideration) and parameters. Es-
pecially for the mean and the median (as well as quartiles), the most important properties (defining properties, data type
compatibility, outlier sensitivity) should be known, properly applied and taken into account. For the mean, any necessary
weightings must be observed (“weighted mean”) and used (calculation of the mean from the means of subsets).

Mathematics Core Competencies for the SRP in Mathematics (AHS) 11 of 15

Probability calculations
WS 2.1 to be able to state the sample space (set of possible outcomes of an experiment)
and events for situations verbally as well as formally
WS 2.2 to be able to use and apply the relative frequency as an estimate of probability
WS 2.3 to be able to calculate and interpret probabilities using the Laplace assumption
(Laplace probability) and apply and interpret the addition and multiplication
rules
Comments:
The multiplication rule should also be able to be determined using combinatorial principles and the application of
Laplace’s rule should (also) be able to be avoided.

WS 2.4 to be able to calculate and interpret binomial coefficients

Probability Distribution(s)
WS 3.1 to be able to understand and apply the terms random variable, (probability)
distribution, expectation value and standard deviation
WS 3.2 to be able to understand the binomial distribution as a model of a discrete distri-
bution, determine the expectation value as well as the variance/standard devia-
tion of binomially distributed random variables, state the probability distribution
of binomially distributed random variables and apply the binomial distribution in
appropriate situations
WS 3.3 to be able to recognise and describe situations that can be modelled using the
binomial distribution

Mathematics Core Competencies for the SRP in Mathematics (AHS) 12 of 15

Contexts
A central purpose of school is to impart fundamental knowledge; in particular, pupils
should be empowered and encouraged to acquire knowledge independently and actively.
Furthermore, they should be encouraged to critically examine the available knowledge
again and again during their years at school.

In this way, pupils learn to define and tackle problems appropriate for their age and to
monitor their own success. The “interdisciplinary” competencies developed in various
areas of education can and should be included in the standardised written school-leaving
examination in mathematics. It is particularly important to note that pupils must be given
the opportunity to connect prior experiences and knowledge to relevant contexts.

The list of contexts given below represents a selection of available areas of application
of mathematics. This list is intended as an aid to prepare for the standardised written
school-leaving examination. In any case, the contexts listed below can arise without de-
tailed explanation in the standardised written school-leaving examination. For all other
contexts, the necessary and sufficient explanations for each task will be given in the intro-
ductory text.

When applying mathematics in everyday situations, one cannot avoid dealing with propor-
tions, (physical) quantities in general and units in particular. In any case, the correct way of
working with (proportions of) amounts and units in unavoidable in communication situa-
tions and demonstrates a deeper understanding of connections.

1 percent = 10−2 = 10 000 ppm = parts per hundred = 1 %

1 tenth of a percent = 10−3 = 1 000 ppm = parts per thousand = 0,1 % = 1 ‰
1 ppm (parts per million) = 10−6 = parts per million = 0,0001 %

Prefixes
Prefix Meaning Symbol Ausführung
tera- trillion T 10 = 1 000 000 000 000
12

giga- billion G 109 = 1 000 000 000

mega- million M 106 = 1 000 000
kilo- thousand k 103 = 1 000
hecto- hundred h 102 = 100
deca- ten da 101 = 10
deci- tenth d 10 −1 = 0.1
centi- hundredth c 10 −2 = 0.01
milli- thousandth m 10 −3 = 0.001
micro- millionth μ 10 −6 = 0.000 001
nano- billionth n 10 −9 = 0.000 000 001
pico- trillionth p 10 −12 = 0.000 000 000 001

Mathematics Core Competencies for the SRP in Mathematics (AHS) 13 of 15

Quantities and their units
Quantity Unit Symbol Relationship
degrees Celsius
temperature °C, K Δt = ΔT
or Kelvin
frequency hertz Hz 1 Hz = 1 s−1
energy, work, amount of heat joule J 1 J = 1 kg · m2 · s− 2
force newton N 1 N = 1 kg · m · s− 2
torque newton metre N·m 1 N · m = 1 kg · m2 · s− 2
electrical resistance ohm Ω 1 Ω = 1 V · A−1 = 1 kg · m2 · A− 2 · s− 3
pressure pascal Pa 1 Pa = 1 N · m− 2 = 1 kg · m−1 · s− 2
electrical current ampere A 1 A = 1 C · s−1
1 V = 1 J · C −1 =
voltage volt V
1 kg · m2 · A−1 · s− 3
power watt W 1 W = 1 J · s−1 = 1 kg · m2 · s− 3

Technical-scientific basics
Beziehung 1 Beziehung 1 Beziehung 2 Beziehung 3

ϱ= m
density V

ΔE ΔW dW
power P= = P= dt
Δt Δt

force F=m∙a
work W=F∙s
F= dW
W = ∫ F(s) ds ds
1
kinetic energy Ekin = 2
∙ m ∙ v2

potential energy Epot = m ∙ g ∙ h

s
uniform linear motion v=
t
v = ds v(t) = s′(t)
dt

uniformly accelerated line- dv d2s

v = a ∙ t + v0 a= = a(t) = v′(t) = s″(t)
ar motion dt dt2

Financial mathematics
The curriculum for mathematics does not only draw on scientific and technical contexts
but also thematises economic affairs. Therefore, basic concepts in this field are also
necessary.
Compound interest calculations
K0 ... initial capital
Kn ... final capital
p ... annual interest rate in percent
p
Kn = K0 ∙ (1 + i) n with i =
100

Mathematics Core Competencies for the SRP in Mathematics (AHS) 14 of 15

Cost-price theory
x ... amount produced, offered, demanded or sold (x ≥ 0)
variable costs Kv(x)
fixed costs Kf
(total) costs K(x) = Kv(x) + Kf
marginal costs K′(x)
demand price p(x)
revenue/ ield E(x) = p(x) ∙ x
marginal revenue E′(x)
profit G(x) = E(x) – K(x)
marginal profit G′(x)
break-even point E(x) = K(x) ... at the (first) zero x of the profit function

Mathematics Core Competencies for the SRP in Mathematics (AHS) 15 of 15