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Resources for Teachers of Developmental Mathematics (MAA)
About "Resources for Teachers of Developmental Mathematics (MAA)" Resources for Teachers of Developmental Mathematics (MAA) Library Home || Full Table of Contents || Suggest a Link || Library Help Visit this site: http://www.monmouth.edu/~bgold/DvMthIn.html Aut...
Frank Potter's Science Gems : Mathematics
concept-based problem solving. These are typical of problems in high school textbooks and in a variety of competency tests. In some cases the "answer book" solutions are included. Some introductory physics and chemistry as well as some intermediate physics an...
 Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and cont...
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State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics ad hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
State Board of Education; Sue Stickel, <span class="highlight">a</span> member of the Curriculum Development <span class="highlight">and</span> Supplemental Materials Commission; <span class="highlight">and</span> internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, <span class="highlight">and</span> H-H. Wu. Their service <span class="highlight">and</span> contributions to the mathematics <span class="highlight">ad</span> <span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies of this publication are available <span class="highlight">for</span> $8.50 each, plus shipping <span class="highlight">and</span> handling charges. California residents are charged sales tax. Orders may
Standard 1: Number and Operation
We stand on the shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts and dedication. Each passing generation stands as a testament to the spirit of excellence that exists within the education...
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We stand on the shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts and dedication. Each passing generation stands as a testament to the spirit of excellence that exists within the education community. Each generation builds upon the strengths of its predecessors in order to secure a better future for those who follow. The work of developing and implementing the State mathematics standards finds its
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=7
www.dpi.state.nd.us/standard/content/math/math.pdf#page=7
We stand on the shoulders of those educators who have preceded us. Whatever measure of success we have experienced to date rests in large measure on their efforts <span class="highlight">and</span> dedication. Each passing generation stands as <span class="highlight">a</span> testament to the spirit of excellence that exists within the education community. Each generation builds upon the strengths of its predecessors in order to <span class="highlight">secure</span> <span class="highlight">a</span> better future <span class="highlight">for</span> those who follow. The work of developing <span class="highlight">and</span> implementing the State mathematics standards finds its
MATHEMATICS
Indicators & Descriptors 3 4 5 6 7 8 probability in grade three, but it is not expected that the knowledge will be secure. probability in grade four, but it is not expected that the knowledge will be secure. probability in grade five, but it is not expected that the knowledge will...
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Indicators & Descriptors 3 4 5 6 7 8 probability in grade three, but it is not expected that the knowledge will be secure. probability in grade four, but it is not expected that the knowledge will be secure. probability in grade five, but it is not expected that the knowledge will be secure. probability in grade six, but it is not expected that the knowledge will be secure. discuss the concept of likelihood using such words phrases as “certain”, “equally likely”, and “impossible”. b
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http://www.maine.gov/education/lres/pei/math_0708.pdf#page=16
www.maine.gov/education/lres/pei/math_0708.pdf#page=16
Indicators & Descriptors 3 4 5 6 7 8 probability in grade three, but it is not expected that the knowledge will be <span class="highlight">secure</span>. probability in grade four, but it is not expected that the knowledge will be <span class="highlight">secure</span>. probability in grade five, but it is not expected that the knowledge will be <span class="highlight">secure</span>. probability in grade six, but it is not expected that the knowledge will be <span class="highlight">secure</span>. discuss the concept of likelihood using such words phrases as “certain”, “equally likely”, <span class="highlight">and</span> “impossible”. b
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http://www.maine.gov/education/lres/pei/math_0708.pdf#page=22
www.maine.gov/education/lres/pei/math_0708.pdf#page=22
Indicators & Descriptors 3 4 5 6 7 8 two dimensions. <span class="highlight">a</span>. Locate points on the Cartesian plane. b. Determine horizontal <span class="highlight">and</span> vertical distance on the coordinate plane. c. Measure angles in degrees. Geometric Measurement 9-Diploma Performance Indicators & Descriptors 4 Students find the surface area <span class="highlight">and</span> volume of three-dimensional objects. <span class="highlight">a</span>. Find the volume <span class="highlight">and</span> surface area of three-dimensional figures including cones <span class="highlight">and</span> spheres. b. Determine the effect of changes in linear dimensions on the
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relationship of finite and infinite geometric series, including how the concept of limits connects them. D.7.7 Apply recurrence or recursion to the design and understanding of sorting and searching algorithms. D.7.8 Analyze algorithms for efficiency, including how the...
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relationship of finite and infinite geometric series, including how the concept of limits connects them. D.7.7 Apply recurrence or recursion to the design and understanding of sorting and searching algorithms. D.7.8 Analyze algorithms for efficiency, including how the number of steps grows as a function of the size of the problem. D.7.9 Compare the efficiency of iterative and recursive solutions of a problem. D.8 Logic: Understand the fundamentals of propositional logic, arguments, and
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
or develop algorithms using modular arithmetic or congruence relations such as creating error detection codes, calculating greatest common factor, <span class="highlight">and</span> solving simple coin-change problems. D.4 Graph theory: Understand how graphs of vertices joined by edges can model relationships <span class="highlight">and</span> be used to solve <span class="highlight">a</span> wide variety of problems. D.4.1 Use graphs to model <span class="highlight">and</span> solve problems such as shortest paths, vertex coloring, critical paths, <span class="highlight">routing</span>, <span class="highlight">and</span> scheduling problems. D.4.2
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
relationship of finite <span class="highlight">and</span> infinite geometric series, including how the concept of limits connects them. D.7.7 Apply recurrence or recursion to the design <span class="highlight">and</span> understanding of sorting <span class="highlight">and</span> searching algorithms. D.7.8 Analyze algorithms <span class="highlight">for</span> efficiency, including how the number of steps grows as <span class="highlight">a</span> function of the size of the problem. D.7.9 Compare the efficiency of iterative <span class="highlight">and</span> recursive solutions of <span class="highlight">a</span> problem. D.8 Logic: Understand the fundamentals of propositional logic, arguments, <span class="highlight">and</span>
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect shape, center and...
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect shape, center and spread . Example: Discuss whether you would use the mean or median to measure the center of each of the data below and why you made your particular choice. • The yield of soybeans (bushels per acre) for a sample farm in Indiana. • The prices of
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
living in Florida live in <span class="highlight">mobile</span> homes. Describe how you would gather, display <span class="highlight">and</span> analyze the data to determine if more people 65 <span class="highlight">and</span> older lived in <span class="highlight">mobile</span> homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect shape, center <span class="highlight">and</span> spread . Example: Discuss whether you would use the mean or median to measure the center of each of the data below <span class="highlight">and</span> why you made your particular choice. • The yield of soybeans (bushels per acre) <span class="highlight">for</span> <span class="highlight">a</span> sample farm in Indiana. • The prices of
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort,...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort, merge sort, and network sort; and b) ISBN, UPC, zip, and banking codes. DM.12 The student will select, justify, and apply an appropriate technique to solve a logic problem. Techniques will include Venn diagrams, truth tables, and matrices. DM
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
Mathematics Standards of Learning <span class="highlight">for</span> Virginia Public Schools – February 2009 40 DM.11 The student will describe <span class="highlight">and</span> apply sorting algorithms <span class="highlight">and</span> coding algorithms used in sorting, processing, <span class="highlight">and</span> communicating information. These will include <span class="highlight">a</span>) bubble sort, merge sort, <span class="highlight">and</span> <span class="highlight">network</span> sort; <span class="highlight">and</span> b) ISBN, UPC, zip, <span class="highlight">and</span> banking codes. DM.12 The student will select, justify, <span class="highlight">and</span> apply an appropriate technique to solve <span class="highlight">a</span> logic problem. Techniques will include Venn diagrams, truth tables, <span class="highlight">and</span> matrices. DM
STANDARDS.05
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Conte...
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36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards <span class="highlight">for</span> Students were developed by the Alaska Native Knowledge <span class="highlight">Network</span> in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards <span class="highlight">and</span> provide guidelines <span class="highlight">for</span> nurturing <span class="highlight">and</span> building in students the rich <span class="highlight">and</span> varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=136
www.eed.state.ak.us/standards/pdf/standards.pdf#page=136
SA3.1. The student demonstrates an understanding of the <span class="highlight">dynamic</span> relationships among scientific, cultural, social, <span class="highlight">and</span> personal perspectives by [9] SF1.1-SF3.1 describing the scientific principles involved in <span class="highlight">a</span> subsistence activity (e.g., hunting, fishing, gardening) (L). Cross referenced with SA3.1. The student demonstrates an understanding of the <span class="highlight">dynamic</span> relationships among scientific, cultural, social, <span class="highlight">and</span> personal perspectives by: [10] SF1.1-SF3.1 analyzing the competition <span class="highlight">for</span> resources by various
Speaking Standard 3
engineering, and 2 students in all three?). 3. Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts. 4.4.8 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Use vertex-edge graphs and algorithmic think...
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engineering, and 2 students in all three?). 3. Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts. 4.4.8 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Use vertex-edge graphs and algorithmic thinking to represent and find solutions to practical problems. • Finding the shortest network connecting specified sites • Finding a minimal route that includes every street (e.g., for trash pick-up) • Finding the shortest route on a map from one site to
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
shortest <span class="highlight">network</span> connecting specified sites • Finding the shortest route on <span class="highlight">a</span> map from one site to another • Finding the shortest circuit on <span class="highlight">a</span> map that makes <span class="highlight">a</span> tour of specified sites Building upon knowledge <span class="highlight">and</span> skills gained in preceding grades, by the end of Grade 8, students will: 4.4.8 <span class="highlight">A</span>. Data Analysis 1. Select <span class="highlight">and</span> use appropriate representations <span class="highlight">for</span> sets of data, <span class="highlight">and</span> measures of central tendency (mean, median, <span class="highlight">and</span> mode). • Type of display most appropriate <span class="highlight">for</span> given data • Box-<span class="highlight">and</span>-whisker plot
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
engineering, <span class="highlight">and</span> 2 students in all three?). 3. Apply techniques of systematic listing, counting, <span class="highlight">and</span> reasoning in <span class="highlight">a</span> variety of different contexts. 4.4.8 D. Discrete Mathematics—Vertex-Edge Graphs <span class="highlight">and</span> Algorithms 1. Use vertex-edge graphs <span class="highlight">and</span> algorithmic thinking to represent <span class="highlight">and</span> find solutions to practical problems. • Finding the shortest <span class="highlight">network</span> connecting specified sites • Finding <span class="highlight">a</span> minimal route that includes every street (e.g., <span class="highlight">for</span> trash pick-up) • Finding the shortest route on <span class="highlight">a</span> map from one site to
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