|
Education
Web
Viewing 1-3 of 3 total results
 SBEinsideCovTitleIX.qxd
Revised 2003 67 Mathematics Integrated Mathematics 3 Integrated Mathematics 3 continues students’ study of topics from algebra, geometry, and statistics in a problem-centered, connected approach. Functions and the deductive methods of proof with geome...
1
0
Revised 2003 67 Mathematics Integrated Mathematics 3 Integrated Mathematics 3 continues students’ study of topics from algebra, geometry, and statistics in a problem-centered, connected approach. Functions and the deductive methods of proof with geometric concepts are the principle topics of study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relationships and use those representations to solve problems. Appropriate
49
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=49
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=49
problems. Strands: Number <span class="highlight">and</span> Operations, Geometry <span class="highlight">and</span> Measurement, Data Analysis <span class="highlight">and</span> Probability, Algebra COMPETENCY GOAL 1: The learner will perform operations with numbers <span class="highlight">and</span> expressions to solve problems. Objectives 1.01 Write equivalent forms <span class="highlight">of</span> algebraic expressions to solve problems. <span class="highlight">a</span>) Apply the laws <span class="highlight">of</span> exponents. b) Operate with polynomials. c) Factor polynomials. 1.02 Use formulas <span class="highlight">and</span> algebraic expressions, including <span class="highlight">iterative</span> <span class="highlight">and</span> recursive forms, to model <span class="highlight">and</span> solve problems. 1.03 Model <span class="highlight">and</span> solve
63
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=63
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=63
describe <span class="highlight">and</span> use recursively-defined relationships to solve problems. Objective 3.01 Use recursion to model <span class="highlight">and</span> solve problems. <span class="highlight">a</span>) Find the sum <span class="highlight">of</span> <span class="highlight">a</span> finite sequence. b) Find the sum <span class="highlight">of</span> an infinite sequence. c) Determine whether <span class="highlight">a</span> given series converges or diverges. d) Write explicit definitions using <span class="highlight">iterative</span> processes, including finite differences <span class="highlight">and</span> arithmetic <span class="highlight">and</span> geometric formulas. e) Verify an explicit definition with inductive proof.
66
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=66
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=66
Revised 2003 62 Mathematics Integrated Mathematics 1 Integrated Mathematics 1 provides students the opportunity to <span class="highlight">study</span> traditional topics from algebra, geometry, probability, <span class="highlight">and</span> statistics in <span class="highlight">a</span> problem-centered, connected approach. Students will be expected to describe <span class="highlight">and</span> translate among graphic, algebraic, numeric, tabular, <span class="highlight">and</span> verbal representations <span class="highlight">of</span> relationships <span class="highlight">and</span> use those representations to solve problems. Appropriate technology, from manipulatives to calculators <span class="highlight">and</span> application software
68
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=68
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=68
Revised 2003 64 Mathematics Integrated Mathematics 2 Integrated Mathematics 2 continues students’ <span class="highlight">study</span> <span class="highlight">of</span> topics from algebra, geometry, <span class="highlight">and</span> statistics in <span class="highlight">a</span> problem-centered, connected approach. Functions, matrix operations, <span class="highlight">and</span> algebraic representations <span class="highlight">of</span> geometric concepts are the principle topics <span class="highlight">of</span> <span class="highlight">study</span>. Students will be expected to describe <span class="highlight">and</span> translate among graphic, algebraic, numeric, tabular, <span class="highlight">and</span> verbal representations <span class="highlight">of</span> relationships <span class="highlight">and</span> use those representations to solve problems
71
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=71
Revised 2003 67 Mathematics Integrated Mathematics 3 Integrated Mathematics 3 continues students’ <span class="highlight">study</span> <span class="highlight">of</span> topics from algebra, geometry, <span class="highlight">and</span> statistics in <span class="highlight">a</span> problem-centered, connected approach. Functions <span class="highlight">and</span> the deductive methods <span class="highlight">of</span> proof with geometric concepts are the principle topics <span class="highlight">of</span> <span class="highlight">study</span>. Students will be expected to describe <span class="highlight">and</span> translate among graphic, algebraic, numeric, tabular, <span class="highlight">and</span> verbal representations <span class="highlight">of</span> relationships <span class="highlight">and</span> use those representations to solve problems. Appropriate
81
0
http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=81
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=81
Revised 2003 77 Mathematics 3.02 Apply standard <span class="highlight">techniques</span> <span class="highlight">of</span> anti-differentiation. <span class="highlight">a</span>) Find anti-derivatives following directly from derivatives <span class="highlight">of</span> basic functions. b) Find anti-derivatives by substitution <span class="highlight">of</span> variables. (including change <span class="highlight">of</span> limits for definite integrals). 3.03 Apply <span class="highlight">and</span> interpret the Fundamental Theorem <span class="highlight">of</span> Calculus. <span class="highlight">a</span>) Use the Fundamental Theorem to evaluate definite integrals. b) Use the Fundamental Theorem to represent <span class="highlight">a</span> particular anti-derivative, <span class="highlight">and</span> the <span class="highlight">analytical</span> <span class="highlight">and</span> graphical
ACKNOWLEDGEMENTS
War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of...
1
0
War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. 3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. COMPETENCY GOAL 4: The Great West
70
0
http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=70
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
War. 3.02 Analyze <span class="highlight">and</span> assess the causes <span class="highlight">of</span> the Civil War. 3.03 Identify political <span class="highlight">and</span> military turning points <span class="highlight">of</span> the Civil War <span class="highlight">and</span> assess their significance to the outcome <span class="highlight">of</span> the conflict. 3.04 Analyze the political, economic, <span class="highlight">and</span> social impact <span class="highlight">of</span> <span class="highlight">Reconstruction</span> on the nation <span class="highlight">and</span> identify the reasons why <span class="highlight">Reconstruction</span> came to an end. 3.05 Evaluate the degree to which the Civil War <span class="highlight">and</span> <span class="highlight">Reconstruction</span> proved to be <span class="highlight">a</span> test <span class="highlight">of</span> the supremacy <span class="highlight">of</span> the national government. COMPETENCY GOAL 4: The Great West
Science.qxd
evidence and explanation. Physics, the most fundamental of the natural sciences, is quantitative in nature and uses the language of mathematics to describe natural phenomena. Inquiry is applied to the study of matter and energy and their...
1
0
evidence and explanation. Physics, the most fundamental of the natural sciences, is quantitative in nature and uses the language of mathematics to describe natural phenomena. Inquiry is applied to the study of matter and energy and their interaction. Learners will study natural and technological systems. The program strands and unifying concepts provide a context for teaching content and process skill goals. All goals should focus on the unifying concepts: • Systems, Order and Organization • Evidence, Models, and
143
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=143
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=14...
evidence <span class="highlight">and</span> explanation. Physics, the most fundamental <span class="highlight">of</span> the natural sciences, is <span class="highlight">quantitative</span> in nature <span class="highlight">and</span> uses the language <span class="highlight">of</span> mathematics to describe natural phenomena. Inquiry is applied to the <span class="highlight">study</span> <span class="highlight">of</span> matter <span class="highlight">and</span> energy <span class="highlight">and</span> their interaction. Learners will <span class="highlight">study</span> natural <span class="highlight">and</span> technological systems. The program strands <span class="highlight">and</span> unifying concepts provide <span class="highlight">a</span> context for teaching content <span class="highlight">and</span> process skill goals. All goals should focus on the unifying concepts: • Systems, Order <span class="highlight">and</span> Organization • Evidence, Models, <span class="highlight">and</span>
|
