iSEEK - Education

Probability & Statistics Examples - K.S. Brown Poisson, collector's problem, lottery, barrel of colors, etc. - explanations and answers to questions. Prisoner's Dilemma (Java) "This game is an implementation of the Prisoners' Dilemma, a classic problem in which comp...

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Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0606.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0606.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or

1 0 http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1 www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0606.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0606.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or

www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1

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09/09 For more information: Contact the Indiana Department of Education Web site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.

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09/09 For more information: Contact the Indiana Department of Education Web site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.

123 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=123 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

Mathematics Page 119 IM3 .3 .2 Evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis and the validity of conclusions . Interpret confidence levels and “margin of error .” Example: In a random poll of 1,025 women, it was found that 47 percent of the women polled said they do not get enough time for themselves. The poll announced a margin of error of ±3 percent points for 95 percent confidence in its conclusion. Explain to

138 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=138 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

09/09 For more information: Contact the Indiana Department of Education Web site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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Framework for 2005, current literature and research. These resources served as a foundation for the development of the framework. Drafts were distributed to the writing team and advisory team in March 2005 and to superintendents and curriculum coordinators in November 2005 as a part of the Administrative Procedures Act. Revisions were made in response to the submitted suggestions and feedback. The Mississippi Department of Education solicited further comment from the Norman Webb Group, and other

7 0 http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=7 www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

Mississippi content area frameworks are reviewed on a six-year cycle. Approximately three years after a framework is implemented, a writing team is selected to review the current framework and recommend changes and modifications based on best practices in the teaching of content areas as reflected in state and national trends. The implementation (required) year for the 2007 Mathematics Framework Revised is school year 2007-2008.

13 0 http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=13 www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

Framework for 2005, current literature and research. These resources served as a foundation for the development of the framework. Drafts were distributed to the writing team and advisory team in March 2005 and to superintendents and curriculum coordinators in November 2005 as a part of the Administrative Procedures Act. Revisions were made in response to the submitted suggestions and feedback. The Mississippi Department of Education solicited further comment from the Norman Webb Group, and other

www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

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Tennessee Mathematics Standards 2009-2010 Implementation Grade Eight Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0806.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0806.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0806.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and

1 0 http://www.state.tn.us/education/ci/math/doc/MA_Grade_8.pdf#page=1 www.state.tn.us/education/ci/math/doc/MA_Grade_8.pdf#page=1

Tennessee Mathematics Standards 2009-2010 Implementation Grade Eight Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0806.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0806.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0806.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and

www.state.tn.us/education/ci/math/doc/MA_Grade_8.pdf#page=1

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Tennessee Mathematics Standards 2009-2010 Implementation Grade Seven Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0706.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0706.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0706.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and

1 0 http://www.state.tn.us/education/ci/math/doc/MA_Grade_7.pdf#page=1 www.state.tn.us/education/ci/math/doc/MA_Grade_7.pdf#page=1

Tennessee Mathematics Standards 2009-2010 Implementation Grade Seven Mathematics Standard 1 – Mathematical Processes Grade Level Expectations: GLE 0706.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. GLE 0706.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. GLE 0706.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and

www.state.tn.us/education/ci/math/doc/MA_Grade_7.pdf#page=1

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Strand

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graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. For example: Dividing 153 by

15 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=15 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...

graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. For example: Dividing 153 by

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...

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Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)

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(mailing address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 1999 by the California Department of Education All rights reserved ISBN 0-8011-1457-8 Special Acknowledgment The State Board of Education acknowledges the members and staff of the Commission for the Establishment of Academic Content and Performance Standards (Academic Standards Commis sion) for their work in developing and recommending a

3 0 http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3 www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3

(mailing address: P.O. Box 944272, Sacramento, CA 94244-2720). It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 1999 by the California Department of Education All rights reserved ISBN 0-8011-1457-8 Special Acknowledgment The State Board of Education acknowledges the members and staff of the Commission for the Establishment of Academic Content and Performance Standards (Academic Standards Commis sion) for their work in developing and recommending a

www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3

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Microsoft Word - VSC. Algegra II 6.07.doc

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constructed response items. 1.3.2 The student will ascribe a meaning to the solution in the context of the problem and consider the reasonableness of the solution. Assessment Limits #0;� This indicator is assessed through the implementation of the Core Learning Goal rubric for the constructed response items. Correlation Coefficient 1.2.0.1 The student will communicate when it is appropriate to use a line of best fit to make predictions based on its correlation coefficient

6 0 http://mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6 mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6

constructed response items. 1.3.2 The student will ascribe a meaning to the solution in the context of the problem and consider the reasonableness of the solution. Assessment Limits #0;� This indicator is assessed through the implementation of the Core Learning Goal rubric for the constructed response items. Correlation Coefficient 1.2.0.1 The student will communicate when it is appropriate to use a line of best fit to make predictions based on its correlation coefficient

mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6

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STANDARDS.05

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124 PERFORMANCE STANDARDS (Grade Level Expectations) 125PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives. SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology. SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs

118 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=118 www.eed.state.ak.us/standards/pdf/standards.pdf#page=118

116 PERFORMANCE STANDARDS (Grade Level Expectations) 117PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 SCIENCE GRADES 3—5 SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives. SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology. SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs

126 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=126 www.eed.state.ak.us/standards/pdf/standards.pdf#page=126

124 PERFORMANCE STANDARDS (Grade Level Expectations) 125PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 6 GRADE 7 GRADE 8 SCIENCE GRADES 6—8 SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives. SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology. SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs

136 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=136 www.eed.state.ak.us/standards/pdf/standards.pdf#page=136

134 PERFORMANCE STANDARDS (Grade Level Expectations) 135PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 9 GRADE 10 GRADE 11 SCIENCE GRADES 9—11 SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives. SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology. SF2 Students develop an understanding that some individuals, cultures, and societies use other

www.eed.state.ak.us/standards/pdf/standards.pdf#page=126

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