|
Education
Web
Viewing 1-4 of 4 total results
 GRADE 6
Connections: M06-S2C2-03 M06-S5C2-05. Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution. Students have had opportunities to build tree diagrams in balanced s...
1
0
Connections: M06-S2C2-03 M06-S5C2-05. Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution. Students have had opportunities to build tree diagrams in balanced situations, that is, when a consistent outcome happens at every step. They will be challenged by counting problems where an item is repeated. This seemingly little twist in the problem requires students to count the outcomes differently and makes
15
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
possible outcomes (sample space) of <span class="highlight">a</span> given situation <span class="highlight">using</span> <span class="highlight">a</span> systematic <span class="highlight">approach</span>. Connections: M06-S2C2-01, M06-S2C2- 02, M06-S2C3-01 M06-S5C2-05. Represent <span class="highlight">a</span> problem situation <span class="highlight">using</span> multiple representations, describe the process used to solve the problem, <span class="highlight">and</span> verify the reasonableness of the solution. Systematic approaches may include, but are not limited to, frequency tables, <span class="highlight">tree</span> diagrams, charts/tables, ordered pairs, <span class="highlight">and</span> matrices. Example: • What are all of the outcomes of flipping <span class="highlight">a</span> coin
16
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=16
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Connections: M06-S2C2-03 M06-S5C2-05. Represent <span class="highlight">a</span> problem situation <span class="highlight">using</span> multiple representations, describe the process used to solve the problem, <span class="highlight">and</span> verify the reasonableness of the solution. Students have had opportunities to build <span class="highlight">tree</span> diagrams <span class="highlight">in</span> balanced situations, that is, when <span class="highlight">a</span> consistent outcome happens at every step. They will be challenged by counting problems where an item is repeated. This seemingly little twist <span class="highlight">in</span> the problem requires students to count the outcomes differently <span class="highlight">and</span> makes
GRADE 4
Probability, and Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grade 4, students focus on constructing tree diagrams to solve systematic listing an...
1
0
Probability, and Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grade 4, students focus on constructing tree diagrams to solve systematic listing and counting problems. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Construct tree diagrams to solve problems in context by • representing all possibilities for a variety of counting
16
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=16
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Probability, <span class="highlight">and</span> Discrete Mathematics Concept 3: Systematic Listing <span class="highlight">and</span> Counting Understand <span class="highlight">and</span> demonstrate the systematic listing <span class="highlight">and</span> counting of possible outcomes. <span class="highlight">In</span> Grade 4, students focus on constructing <span class="highlight">tree</span> diagrams to solve systematic listing <span class="highlight">and</span> counting problems. Performance Objectives Process Integration Explanations <span class="highlight">and</span> Examples Students are expected to: PO 1. Construct <span class="highlight">tree</span> diagrams to solve problems <span class="highlight">in</span> context by • representing all possibilities <span class="highlight">for</span> <span class="highlight">a</span> variety of counting
GRADE 7
READ? How many different ways can you arrange the letters in the word REED? In the word, DEED? In the word, EPEE? Demonstrate the number of arrangements for each of these words using a tree diagram. Why are the number of arrangements for the wo...
1
0
READ? How many different ways can you arrange the letters in the word REED? In the word, DEED? In the word, EPEE? Demonstrate the number of arrangements for each of these words using a tree diagram. Why are the number of arrangements for the words different? Which word has the most arrangements? Why? How might you figure out the number of arrangements mathematically without having to complete the entire tree diagram? PO 2. Solve counting problems using Venn diagrams and represent the answer
16
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=16
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
READ? How many different ways can you arrange the letters <span class="highlight">in</span> the word REED? <span class="highlight">In</span> the word, DEED? <span class="highlight">In</span> the word, EPEE? Demonstrate the number of arrangements <span class="highlight">for</span> each of these words <span class="highlight">using</span> <span class="highlight">a</span> <span class="highlight">tree</span> diagram. Why are the number of arrangements <span class="highlight">for</span> the words different? Which word has the most arrangements? Why? How might you figure out the number of arrangements mathematically without having to complete the entire <span class="highlight">tree</span> diagram? PO 2. Solve counting problems <span class="highlight">using</span> Venn diagrams <span class="highlight">and</span> represent the answer
Science Standard Articulated by Grade Level -HS
Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand...
1
0
Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1
5
0
http://www.ade.state.az.us/standards/science/highschool.pdf#page=5
www.ade.state.az.us/standards/science/highschool.pdf#page=5
Perspectives Science <span class="highlight">in</span> Personal <span class="highlight">and</span> Social Perspectives emphasizes developing the ability to design <span class="highlight">a</span> solution to <span class="highlight">a</span> problem, to understand the relationship between science <span class="highlight">and</span> technology, <span class="highlight">and</span> the ways people are involved <span class="highlight">in</span> both. Students understand the impact of science <span class="highlight">and</span> technology on human activity <span class="highlight">and</span> the environment. This strand affords students the opportunity to understand their place <span class="highlight">in</span> the world – as living creatures, consumers, <span class="highlight">decision</span> makers, problem solvers, managers, <span class="highlight">and</span> planners. Concept 1
|
