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Imagination Estimation
Imagination Estimation: Introduction Imagination Estimation Introduction Task Process Evaluation Conclusion Credits Teacher Page by Brenda Biehler, Emporia State University Mary Sigle, Emporia State A way for studnets to explore estimation. Use their imagination on where they w...
 ALGEBRA II
problems. DAP.6.AII.1 *Find regression line for scatter plot, using appropriate technology, and interpret the correlation coefficient DAP.6.AII.2 *Interpret and use the correlation coefficient to assess the strength of the linear relationship between two variables DAP.6.AII.3 *Find...
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problems. DAP.6.AII.1 *Find regression line for scatter plot, using appropriate technology, and interpret the correlation coefficient DAP.6.AII.2 *Interpret and use the correlation coefficient to assess the strength of the linear relationship between two variables DAP.6.AII.3 *Find the quadratic curve of best fit using appropriate technology DAP.6.AII.4 *Identify strengths and weaknesses of using regression equations to approximate data DAP.6.AII.5 *Compute and explain measures of spread (range
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http://arkansased.org/teachers/pdf/alg_II_06.pdf#page=8
arkansased.org/teachers/pdf/alg_II_06.pdf#page=8
problems. DAP.6.AII.1 *Find regression line <span class="highlight">for</span> scatter plot, <span class="highlight">using</span> appropriate technology, and interpret the correlation coefficient DAP.6.AII.2 *Interpret and use the correlation coefficient to assess the strength of the linear relationship between two variables DAP.6.AII.3 *Find the quadratic curve of best fit <span class="highlight">using</span> appropriate technology DAP.6.AII.4 *Identify strengths and weaknesses of <span class="highlight">using</span> regression equations to approximate data DAP.6.AII.5 *Compute and explain measures of spread (range
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http://arkansased.org/teachers/pdf/alg_II_06.pdf#page=9
arkansased.org/teachers/pdf/alg_II_06.pdf#page=9
<span class="highlight">A</span> process used to create <span class="highlight">a</span> perfect square trinomial Composition of Functions Suppose f and g are functions such that the range of g is <span class="highlight">a</span> subset of the <span class="highlight">domain</span> of f, then the composite function f ◦ g can be described by the equation [ f ◦ g](x) = f[g(x)] Conditional Probability If <span class="highlight">A</span> and B are events, the probability of <span class="highlight">A</span> assuming B holds is equal to the probability of both <span class="highlight">A</span> and B being favorable divided by the probability of B Dependent Event The outcome of <span class="highlight">a</span> dependent event is affected by the
KINDERGARTEN
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability...
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Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is <span class="highlight">a</span> curve of best fit <span class="highlight">for</span> the data, <span class="highlight">using</span> various methods and tools which may include <span class="highlight">a</span> graphing calculator. * 2. Measures of Central Tendency and Variability <span class="highlight">a</span>. Analyze and synthesize data from <span class="highlight">a</span> sample <span class="highlight">using</span> appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from <span class="highlight">a</span> sample <span class="highlight">using</span> appropriate measures of
Core Content For Mathematics Assessment
data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the...
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data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
data <span class="highlight">using</span> matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data <span class="highlight">based</span> on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the <span class="highlight">Gaussian</span> normal
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9 Topics in Discrete Mathematics: Glossary Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Linear programming A method for finding the maximum or minimum value of a function in two variables subject to given constraints on the variab...
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9 Topics in Discrete Mathematics: Glossary Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Linear programming A method for finding the maximum or minimum value of a function in two variables subject to given constraints on the variables Normal distribution A pattern for the distribution of a set of data which follows a bell shaped curve; sometimes called the Gaussian distribution Objective function (or objective quantity) An algebraic expression in
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http://arkansased.org/teachers/pdf/discrete_math_9-12_08.pdf#page=10
arkansased.org/teachers/pdf/discrete_math_9-12_08.pdf#page=10
9 Topics in Discrete Mathematics: Glossary Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Linear programming <span class="highlight">A</span> method <span class="highlight">for</span> finding the maximum or minimum value of <span class="highlight">a</span> function in two variables subject to given constraints on the variables Normal distribution <span class="highlight">A</span> pattern <span class="highlight">for</span> the distribution of <span class="highlight">a</span> set of data which follows <span class="highlight">a</span> bell shaped curve; sometimes called the <span class="highlight">Gaussian</span> distribution Objective function (or objective quantity) An algebraic expression in
Microsoft Word - VSC. Algegra II 6.07.doc
defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately...
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defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values for x or f(x) using a graphing calculator. #0;� Given a verbal description and/or a table of values of a function, the students will recognize
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http://mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6
defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include <span class="highlight">a</span> verbal description of <span class="highlight">a</span> real-world situation. Skill Statement #0;� Given <span class="highlight">a</span> scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values <span class="highlight">for</span> x or f(x) <span class="highlight">using</span> <span class="highlight">a</span> graphing calculator. #0;� Given <span class="highlight">a</span> verbal description and/or <span class="highlight">a</span> table of values of <span class="highlight">a</span> function, the students will recognize
Strand
intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of a function. 9.2.1.7 Understand the concept of an asymptote and identify asymptotes for exponential functions and reciprocals of linear functions, using symbolic and graphical methods. 9.2....
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intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of a function. 9.2.1.7 Understand the concept of an asymptote and identify asymptotes for exponential functions and reciprocals of linear functions, using symbolic and graphical methods. 9.2.1.8 Make qualitative statements about the rate of change of a function, based on its graph or table of values. For example: The function f(x) = 3x increases for all x, but it increases faster when x > 2 than it does when x < 2
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=35
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of <span class="highlight">a</span> function. 9.2.1.7 Understand the concept of an asymptote and identify asymptotes <span class="highlight">for</span> exponential functions and reciprocals of linear functions, <span class="highlight">using</span> symbolic and graphical methods. 9.2.1.8 Make qualitative statements about the rate of change of <span class="highlight">a</span> function, <span class="highlight">based</span> on its graph or table of values. <span class="highlight">For</span> example: The function f(x) = 3x increases <span class="highlight">for</span> all x, but it increases faster when x > 2 than it does when x < 2
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and ser...
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2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and series. a. Express sequences and series using recursive and explicit formulas. (DOK 2) b. Evaluate and apply formulas for arithmetic and geometric sequences and series. (DOK 2) c. Calculate
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=67
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 66 PRE-CALCULUS CONTENT STRANDS: Number and Operations Algebra Geometry Data Analysis & Probability Competencies and Objectives: NUMBER AND OPERATIONS 1. Explore and illustrate the characteristics and operations connecting sequences and series. <span class="highlight">a</span>. Express sequences and series <span class="highlight">using</span> recursive and explicit formulas. (DOK 2) b. Evaluate and apply formulas <span class="highlight">for</span> arithmetic and geometric sequences and series. (DOK 2) c. Calculate
Algebra Course fractions
2 Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data LF.3.AI.3 Know and/or use function notation, including evaluating functions for given values in their domain LF.3.AI.4 Identify independent variables an...
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2 Determine domain and range of a relation from an algebraic expression, graphs, set of ordered pairs, or table of data LF.3.AI.3 Know and/or use function notation, including evaluating functions for given values in their domain LF.3.AI.4 Identify independent variables and dependent variables in various representational modes: words, symbols, and/or graphs LF.3.AI.5 Interpret the rate of change/slope and intercepts within the context of everyday life (Ex. telephone charges based on base rate (y
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http://arkansased.org/teachers/pdf/alg_I_06.pdf#page=5
arkansased.org/teachers/pdf/alg_I_06.pdf#page=5
2 Determine <span class="highlight">domain</span> and range of <span class="highlight">a</span> relation from an algebraic expression, graphs, set of ordered pairs, or table of data LF.3.AI.3 Know and/or use function notation, including evaluating functions <span class="highlight">for</span> given values in their <span class="highlight">domain</span> LF.3.AI.4 Identify independent variables and dependent variables in various representational modes: words, symbols, and/or graphs LF.3.AI.5 Interpret the rate of change/slope and intercepts within the context of everyday life (Ex. telephone charges <span class="highlight">based</span> on base rate (y
GRADE 8
Explanations and Examples Students are expected to: Estimation strategies for calculations with fractions and decimals extend from students’ work with whole number operations. Estimation strategies include, but are not limited to: • front-end estimation with adjusting (using...
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Explanations and Examples Students are expected to: Estimation strategies for calculations with fractions and decimals extend from students’ work with whole number operations. Estimation strategies include, but are not limited to: • front-end estimation with adjusting (using the highest place value and estimating from the front end making adjustments to the estimate by taking into account the remaining amounts), • clustering around an average (when the values are close together an average value is
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=6
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: Estimation strategies <span class="highlight">for</span> calculations with fractions and decimals extend from students’ work with whole number operations. Estimation strategies include, but are not limited to: • front-end estimation with adjusting (<span class="highlight">using</span> the highest place value and estimating from the front end making adjustments to the estimate by taking into account the remaining amounts), • <span class="highlight">clustering</span> around an average (when the values are close together an average value is
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