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analyze theoretical or experimental probability to determine the likelihood of an event; analyze data using linear and quadratic functions using the appropriate technology; analyze the validity of statistical conclusions and the use, misuse, and abuse of data; identify the mean and the standard devi...
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analyze theoretical or experimental probability to determine the likelihood of an event; analyze data using linear and quadratic functions using the appropriate technology; analyze the validity of statistical conclusions and the use, misuse, and abuse of data; identify the mean and the standard deviation given the graph of a normal distribution. At Level 3, the student is able to find the equation for the line of best fit given a scatterplot depicting real-world data use the measure of
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
analyze theoretical or experimental probability to determine the likelihood of an event; analyze data using linear and quadratic functions using the appropriate technology; analyze the validity of statistical conclusions and the use, misuse, and abuse of data; identify the mean and the standard deviation given the graph of a normal distribution. At Level 3, the student is able to find the equation for the line of <span class="highlight">best</span> fit given a scatterplot depicting real-world data use the measure of
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GLE 0806.5.1 Explore probabilities for compound, independent and/or dependent events. GLE 0806.5.2 Select, create, and use appropriate graphical representations of data (including scatterplots with lines of best fit) to make and test conjectures. GLE 0806.5.3 Evaluate the use of statistics in...
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GLE 0806.5.1 Explore probabilities for compound, independent and/or dependent events. GLE 0806.5.2 Select, create, and use appropriate graphical representations of data (including scatterplots with lines of best fit) to make and test conjectures. GLE 0806.5.3 Evaluate the use of statistics in media reports. Checks for Understanding (Formative/Summative Assessment): #0;9 0806.5.1 Solve simple problems involving probability and relative frequency. #0;9 0806.5.2 Compare probabilities of two or more
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_8.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_Grade_8.pdf#page=4
GLE 0806.5.1 Explore probabilities for compound, independent and/or dependent events. GLE 0806.5.2 Select, create, and use appropriate graphical representations of data (including scatterplots with lines of <span class="highlight">best</span> fit) to make and test conjectures. GLE 0806.5.3 Evaluate the use of statistics in media reports. Checks for Understanding (Formative/Summative Assessment): #0;9 0806.5.1 Solve simple problems involving probability and relative frequency. #0;9 0806.5.2 Compare probabilities of two or more
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selection of images, words, and sounds. #0;3 0601.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators SPI 0601.7.1 Select the medium that best reinfo...
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selection of images, words, and sounds. #0;3 0601.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators SPI 0601.7.1 Select the medium that best reinforces a viewpoint or enhances a presentation. SPI 0601.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation. SPI 0601.7.3 Identify the purpose of a medium (i.e., to inform
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_6.pdf#page=15
www.state.tn.us/education/ci/english/doc/ENG_Grade_6.pdf#page=15
selection of images, words, and sounds. #0;3 0601.7.6 Consider potential audience reaction (e.g., being aware of verbal and nonverbal cues given by the audience during a presentation) to improve media productions. State Performance Indicators SPI 0601.7.1 Select the medium that <span class="highlight">best</span> reinforces a viewpoint or enhances a presentation. SPI 0601.7.2 Select the visual image that <span class="highlight">best</span> reinforces a viewpoint or enhances a presentation. SPI 0601.7.3 Identify the purpose of a medium (i.e., to inform
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Grade 5 Page 11 State Performance Indicators SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). SPI 0501.6.3...
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Grade 5 Page 11 State Performance Indicators SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics) SPI 0501.6.4 Identify the stated main idea and supporting details in text. SPI 0501.6.5 Select the best summary
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=6
newspapers, periodicals, school displays). State Performance Indicators (see note*** at end of SPIs) SPI 0501.3.1 Identify the audience for which a text is written. SPI 0501.3.2 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report). SPI 0501.3.3 Choose the supporting sentence that <span class="highlight">best</span> fits the context and flow of ideas in a paragraph. SPI 0501.3.4 Identify the sentence irrelevant to a paragraph’s theme or flow. SPI 0501.3.5 Select an
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_Grade_5.pdf#page=11
Grade 5 Page 11 State Performance Indicators SPI 0501.6.1 Select questions used to focus and clarify thinking before, during, and after reading text. SPI 0501.6.2 Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). SPI 0501.6.3 Locate information using available text features (e.g., maps, charts, graphics) SPI 0501.6.4 Identify the stated main idea and supporting details in text. SPI 0501.6.5 Select the <span class="highlight">best</span> summary
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circle graph using real-world data; construct a line graph using real-world data. At Level 2, the student is able to construct a stem-and-leaf plot using real-world data. At Level 3, the student is able to use simulations to estimate probability; select the measure of central tendency that best...
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circle graph using real-world data; construct a line graph using real-world data. At Level 2, the student is able to construct a stem-and-leaf plot using real-world data. At Level 3, the student is able to use simulations to estimate probability; select the measure of central tendency that best describes the given real-world situation. Sample Tasks: Survey 100 people on political candidates, favorite shows, etc. Create a frequency table and display the data. Randomly sample the school
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=7
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=7
circle graph using real-world data; construct a line graph using real-world data. At Level 2, the student is able to construct a stem-and-leaf plot using real-world data. At Level 3, the student is able to use simulations to estimate probability; select the measure of central tendency that <span class="highlight">best</span> describes the given real-world situation. Sample Tasks: Survey 100 people on political candidates, favorite shows, etc. Create a frequency table and display the data. Randomly sample the school
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appropriate medium for a prescribed purpose and audience. 0801.7.2 Select a visual image that best reinforces a viewpoint or enhances a presentation. 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). 0801.7.4 Draw an inference from a non-p...
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appropriate medium for a prescribed purpose and audience. 0801.7.2 Select a visual image that best reinforces a viewpoint or enhances a presentation. 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). 0801.7.4 Draw an inference from a non-print medium. 0801.7.5 Choose the statement that best summarizes/communicates the message presented by a medium. 0801.7.6 Select the type of conflict (e.g., person vs. person, person vs. self, person vs
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http://www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=17
www.state.tn.us/education/ci/english/doc/ENG_Grade_8.pdf#page=17
appropriate medium for a prescribed purpose and audience. 0801.7.2 Select a visual image that <span class="highlight">best</span> reinforces a viewpoint or enhances a presentation. 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). 0801.7.4 Draw an inference from a non-print medium. 0801.7.5 Choose the statement that <span class="highlight">best</span> summarizes/communicates the message presented by a medium. 0801.7.6 Select the type of conflict (e.g., person vs. person, person vs. self, person vs
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English II Page 6 to meet the goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are res...
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English II Page 6 to meet the goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method. State Performance Indicators SPI 3002.2.1 Identify the thesis and main
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=6
English II Page 6 to meet the goal and purpose, distinguish between tasks that are <span class="highlight">best</span> completed as a team vs. tasks <span class="highlight">best</span> completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method. State Performance Indicators SPI 3002.2.1 Identify the thesis and main
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English I Page 6 to meet goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respecte...
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English I Page 6 to meet goal and purpose, distinguish between tasks that are best completed as a team vs. tasks best completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method. State Performance Indicators SPI 3001.2.1 Identify the thesis and main points
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=6
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=6
English I Page 6 to meet goal and purpose, distinguish between tasks that are <span class="highlight">best</span> completed as a team vs. tasks <span class="highlight">best</span> completed individually, and set deadlines for completing each task. • Establish clear group agreements and ensure appropriate individual contributions are respected by the team. • Set the ground rules for decision making, either by reaching consensus, following the majority, or some other method. State Performance Indicators SPI 3001.2.1 Identify the thesis and main points
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using the appropriate measure of central tendency for the data set; 5.4 determine the measures of dispersion of a data set including range and quartiles; 5.5 apply basic counting principles, introducing factorial notation; apply experimental and theoretical probability with simulations where appro...
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using the appropriate measure of central tendency for the data set; 5.4 determine the measures of dispersion of a data set including range and quartiles; 5.5 apply basic counting principles, introducing factorial notation; apply experimental and theoretical probability with simulations where appropriate; 5.6 make predictions from a linear data set using a line of best fit. Student Performance Indicators: At Level 1, the student is able to • determine the mean (average) of a given
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http://www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=6
using the appropriate measure of central tendency for the data set; 5.4 determine the measures of dispersion of a data set including range and quartiles; 5.5 apply basic counting principles, introducing factorial notation; apply experimental and theoretical probability with simulations where appropriate; 5.6 make predictions from a linear data set using a line of <span class="highlight">best</span> fit. Student Performance Indicators: At Level 1, the student is able to • determine the mean (average) of a given
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determine the probability of an event (i.e., rolling a die or spinning a spinner). At Level 2, the student will be able to construct and interpret bar, circle, and line graphs of real-world data; determine the number of possible outcomes for simple experiments using lists, tree diagrams, or the mul...
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determine the probability of an event (i.e., rolling a die or spinning a spinner). At Level 2, the student will be able to construct and interpret bar, circle, and line graphs of real-world data; determine the number of possible outcomes for simple experiments using lists, tree diagrams, or the multiplication counting principle; determine the median from a given stem-and-leaf plot. At Level 3, the student will be able to make predictions based on data; develop meaning for lines of best
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http://www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=5
www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=5
determine the probability of an event (i.e., rolling a die or spinning a spinner). At Level 2, the student will be able to construct and interpret bar, circle, and line graphs of real-world data; determine the number of possible outcomes for simple experiments using lists, tree diagrams, or the multiplication counting principle; determine the median from a given stem-and-leaf plot. At Level 3, the student will be able to make predictions based on data; develop meaning for lines of <span class="highlight">best</span>
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