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of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply form...
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of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, model, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties
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http://www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3
www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3
<span class="highlight">of</span> change in real-world problems; <span class="highlight">Sample</span> Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other <span class="highlight">areas</span> <span class="highlight">of</span> science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, <span class="highlight">model</span>, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties
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• solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system...
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• solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system of equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one). Sample Task: Students use an
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http://www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4
• solve multi-step linear inequalities in real-world situations; • analyze "families <span class="highlight">of</span> functions" <span class="highlight">using</span> technology; • determine the domain and/or range <span class="highlight">of</span> a function represented by the graph <span class="highlight">of</span> real- world situations; • select the system <span class="highlight">of</span> equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient <span class="highlight">of</span> <span class="highlight">one</span>). <span class="highlight">Sample</span> Task: Students use an
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Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and j...
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Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties of quadrilaterals and circles; 3.2 solve real world problems involving volume of geometric solids;
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3
Root Theorem, and Synthetic Division). <span class="highlight">Sample</span> Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern <span class="highlight">recognition</span> in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties <span class="highlight">of</span> quadrilaterals and circles; 3.2 solve real world problems involving volume <span class="highlight">of</span> geometric solids;
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple al...
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple algebraic expressions (i.e., collecting like terms). Sample Tasks: Search the newspapers for various uses of numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations <span class="highlight">of</span> absolute value; <span class="highlight">model</span> inverse operations; explore various representations and equivalent forms <span class="highlight">of</span> real numbers; justify, <span class="highlight">using</span> models, operations on simple algebraic expressions (i.e., collecting like terms). <span class="highlight">Sample</span> Tasks: Search the newspapers for various uses <span class="highlight">of</span> numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=4
At Level 1, the student is able to complete a function table given the function rule. At Level 2, the student is able to construct linear and non-linear graphs that <span class="highlight">model</span> given real-world situations; solve a two-step linear equation <span class="highlight">using</span> models and justify each step. At Level 3, the student is able to use the Distributive Property to solve a <span class="highlight">one</span>-variable linear equation (variable on both sides <span class="highlight">of</span> the equation); solve and graph linear inequalities with integral coefficients. <span class="highlight">Sample</span>
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabi...
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area model, using length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector of a circle, shaded region
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http://www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
pie chart. #0;9 3108.5.2 Translate from <span class="highlight">one</span> representation <span class="highlight">of</span> data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately <span class="highlight">using</span> the area <span class="highlight">of</span> a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area <span class="highlight">model</span>, <span class="highlight">using</span> length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector <span class="highlight">of</span> a circle, shaded region
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