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Frank Potter's Science Gems : Mathematics
Linear Algera & Matrices Matroids and Signed Graphs - S. Pagano "A matroid is a mathematical construct, just as a group, a field, or a topology is a construct. It has a somewhat surprisingly large number of associated operators...
Facing Up
sequence of steps and the procedures. Discuss what you did to determine where to locate the various components of your face. Use mental and visual measurement strategies related to a concrete example that young children can understand, such as, it is...
 Core Content For Mathematics Assessment
analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed...
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analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating
196
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=196
helps illustrate that the Earth is layered. The lithosphere is the thin crust <span class="highlight">and</span> the upper part <span class="highlight">of</span> the mantle. Lithospheric plates move slowly in response to movements in the mantle. There is <span class="highlight">a</span> dense core at the center <span class="highlight">of</span> the Earth. DOK 2 SC-08-2.3.2 Students will understand that earthquakes <span class="highlight">and</span> volcanic eruptions can be observed on <span class="highlight">a</span> <span class="highlight">human</span> time scale, but many processes, such as mountain building <span class="highlight">and</span> plate movements, take place over hundreds <span class="highlight">of</span> millions <span class="highlight">of</span> years. SC-06-2.3.3 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=210
analogous to those <span class="highlight">of</span> living organisms. During their lifetimes, stars generate energy <span class="highlight">from</span> nuclear <span class="highlight">fusion</span> reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth <span class="highlight">and</span> the rest <span class="highlight">of</span> the solar system formed approximately 4.6 billion years ago <span class="highlight">from</span> <span class="highlight">a</span> nebular cloud <span class="highlight">of</span> dust <span class="highlight">and</span> gas. SC-HS-2.3.6 Students will: • compare the limitations/benefits <span class="highlight">of</span> various techniques ( radioactive dating, observing rock sequences <span class="highlight">and</span> comparing fossils) <span class="highlight">for</span> estimating
260
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
influence climate, culture, the economy <span class="highlight">and</span> world events. <span class="highlight">A</span> geographic perspective also enables students to better understand the past <span class="highlight">and</span> present <span class="highlight">and</span> to prepare <span class="highlight">for</span> the future. High School The Use <span class="highlight">of</span> Geographic Tools SS-HS-4.1.1 Students will use <span class="highlight">a</span> variety <span class="highlight">of</span> geographic tools (e.g., maps, globes, photographs, models, satellite <span class="highlight">images</span>, charts, graphs, databases) to explain <span class="highlight">and</span> analyze the reasons <span class="highlight">for</span> the distribution <span class="highlight">of</span> physical <span class="highlight">and</span> <span class="highlight">human</span> features on Earth's surface. DOK 3 SS-HS-4.1.2 Students will explain
KINDERGARTEN
values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a...
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values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a face, and volume. 3. Create a model of a 3-dimensional figure from a 2-dimensional drawing and make a 2-dimensional representation of a 3-dimensional object (for example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36
values <span class="highlight">and</span> correctly identify the appropriate unit <span class="highlight">of</span> measure <span class="highlight">of</span> each. 2. Similarity: Use ratios <span class="highlight">of</span> similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference <span class="highlight">of</span> <span class="highlight">a</span> <span class="highlight">face</span>, area <span class="highlight">of</span> <span class="highlight">a</span> <span class="highlight">face</span>, <span class="highlight">and</span> volume. 3. Create <span class="highlight">a</span> model <span class="highlight">of</span> <span class="highlight">a</span> 3-dimensional figure <span class="highlight">from</span> <span class="highlight">a</span> 2-dimensional drawing <span class="highlight">and</span> make <span class="highlight">a</span> 2-dimensional representation <span class="highlight">of</span> <span class="highlight">a</span> 3-dimensional object (<span class="highlight">for</span> example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student
STANDARDS.05
language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, fac...
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language study that all cultures contribute to the global society. A student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel; 2) use experiences with language and culture to explore the student’s personal interests and career options; 3) learn how language skills and cultural knowledge enhance a person’s competitiveness in the
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
www.eed.state.ak.us/standards/pdf/standards.pdf#page=30
language <span class="highlight">study</span> that all cultures contribute to the global society. <span class="highlight">A</span> student who meets the content standard should: 1) interact appropriately in multilingual communities through various means, including printed <span class="highlight">and</span> electronic media, audio <span class="highlight">and</span> <span class="highlight">visual</span> sources, <span class="highlight">face</span>-to-<span class="highlight">face</span> conversations, penpals, <span class="highlight">and</span> travel; 2) use experiences with language <span class="highlight">and</span> culture to explore the student’s personal interests <span class="highlight">and</span> career options; 3) learn how language skills <span class="highlight">and</span> cultural knowledge enhance <span class="highlight">a</span> person’s competitiveness in the
CONTENts.PDF
visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will...
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visual and written texts; K-4: Students will note in their independent reading the qualities they like and dislike. Example: Students respond in their reader-response journals, giving reasons for why they like or dislike Grandpa’s Face. 5-8: Students will identify and discuss the aesthetic attributes of literary works. Example: Students work in pairs to prepare a presentation which focuses on aesthetic elements in My Brother, My Sister and I. K-12 PERFORMANCE STANDARDS 9-12: Students will
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=19
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
<span class="highlight">visual</span> <span class="highlight">and</span> written texts; K-4: Students will note in their independent reading the qualities they like <span class="highlight">and</span> dislike. Example: Students respond in their reader-response journals, giving reasons <span class="highlight">for</span> why they like or dislike Grandpa’s <span class="highlight">Face</span>. 5-8: Students will identify <span class="highlight">and</span> discuss the aesthetic attributes <span class="highlight">of</span> literary works. Example: Students work in pairs to prepare <span class="highlight">a</span> presentation which focuses on aesthetic elements in My Brother, My Sister <span class="highlight">and</span> I. K-12 PERFORMANCE STANDARDS 9-12: Students will
Speaking Standard 3
make designs, patterns, and pictures. 2. Combine and subdivide simple shapes to make other shapes. 4.2.2 C. Coordinate Geometry 1. Give and follow directions for getting from one point to another on a map or grid. 4.2.2 D. Units of Measurement 1....
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make designs, patterns, and pictures. 2. Combine and subdivide simple shapes to make other shapes. 4.2.2 C. Coordinate Geometry 1. Give and follow directions for getting from one point to another on a map or grid. 4.2.2 D. Units of Measurement 1. Directly compare and order objects according to measurable attributes. • Attributes – length, weight, capacity, time, temperature 2. Recognize the need for a uniform unit of measure. 3. Select and use appropriate standard and non-standard units of
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=18
www.nj.gov/education/cccs/2004/s4_math.pdf#page=18
make designs, patterns, <span class="highlight">and</span> pictures. 2. Combine <span class="highlight">and</span> subdivide simple shapes to make other shapes. 4.2.2 C. Coordinate Geometry 1. Give <span class="highlight">and</span> follow directions <span class="highlight">for</span> getting <span class="highlight">from</span> one point to another on <span class="highlight">a</span> map or grid. 4.2.2 D. Units <span class="highlight">of</span> Measurement 1. Directly compare <span class="highlight">and</span> order objects according to measurable attributes. • Attributes – length, weight, capacity, time, temperature 2. Recognize the need <span class="highlight">for</span> <span class="highlight">a</span> uniform unit <span class="highlight">of</span> measure. 3. Select <span class="highlight">and</span> use appropriate standard <span class="highlight">and</span> non-standard units <span class="highlight">of</span>
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills and objectives necessary for success in calculus. Topics of study include sequences and series, functions, and higher order polynomials. Polynomial functions pro...
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2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills and objectives necessary for success in calculus. Topics of study include sequences and series, functions, and higher order polynomials. Polynomial functions provide the context for higher-order investigations. Topics are addressed from a numeric, graphical, and analytical perspective. Technology is to be used to enhance presentation and understanding of concepts. The instructional approach
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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=66
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 65 PRE-CALCULUS Pre-Calculus covers those skills <span class="highlight">and</span> objectives necessary <span class="highlight">for</span> success in calculus. Topics <span class="highlight">of</span> <span class="highlight">study</span> include sequences <span class="highlight">and</span> series, functions, <span class="highlight">and</span> higher order polynomials. Polynomial functions provide the context <span class="highlight">for</span> higher-order investigations. Topics are addressed <span class="highlight">from</span> <span class="highlight">a</span> numeric, graphical, <span class="highlight">and</span> analytical perspective. Technology is to be used to enhance presentation <span class="highlight">and</span> understanding <span class="highlight">of</span> concepts. The instructional approach
Microsoft Word - 06.029.0007.doc
(i) Demonstrate relationships of different attributes with concrete materials (e.g., change one characteristic of a shape while preserving others such as increasing number of sides while perimeter stays the same). (ii) Select and use visualization skills to crea...
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(i) Demonstrate relationships of different attributes with concrete materials (e.g., change one characteristic of a shape while preserving others such as increasing number of sides while perimeter stays the same). (ii) Select and use visualization skills to create mental images of geometric shapes. (iii) Describe geometric shapes and structures from different perspectives
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
(i) Demonstrate relationships <span class="highlight">of</span> different attributes with concrete materials (e.g., change one characteristic <span class="highlight">of</span> <span class="highlight">a</span> shape while preserving others such as increasing number <span class="highlight">of</span> sides while perimeter stays the same). (ii) Select <span class="highlight">and</span> use visualization skills to create mental <span class="highlight">images</span> <span class="highlight">of</span> geometric shapes. (iii) Describe geometric shapes <span class="highlight">and</span> structures <span class="highlight">from</span> different perspectives
SBEinsideCovTitleIX.qxd
results. a) Solve using tables, graphs, and algebraic properties. b) Interpret the constants, coefficients, and bases in the context of the problem. 2.04 Create and use best-fit mathematical models of linear, exponential, and quadratic function...
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results. a) Solve using tables, graphs, and algebraic properties. b) Interpret the constants, coefficients, and bases in the context of the problem. 2.04 Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data. a) Interpret the constants, coefficients, and bases in the context of the data. b) Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions. 2.05 Use rational equations to
54
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=54
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=54
results. <span class="highlight">a</span>) Solve using tables, graphs, <span class="highlight">and</span> algebraic properties. b) Interpret the constants, <span class="highlight">coefficients</span>, <span class="highlight">and</span> bases in the context <span class="highlight">of</span> the problem. 2.04 Create <span class="highlight">and</span> use best-fit mathematical models <span class="highlight">of</span> linear, exponential, <span class="highlight">and</span> quadratic functions to solve problems involving sets <span class="highlight">of</span> data. <span class="highlight">a</span>) Interpret the constants, <span class="highlight">coefficients</span>, <span class="highlight">and</span> bases in the context <span class="highlight">of</span> the data. b) Check the model <span class="highlight">for</span> goodness-<span class="highlight">of</span>-fit <span class="highlight">and</span> use the model, where appropriate, to draw conclusions or make predictions. 2.05 Use rational equations to
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