|
Education
Web
 GRADE HS
Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to model, represent,...
1
0
Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to model, represent, and extend sequences. The representation and modeling of sequences will lead students to use their skills to solve problems in context in grades 11 and 12. Performance Objectives Process Integration Explanations and Examples
12
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=12
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
the first row. The teacher then drew a red marble and gave it to a student in the second row. What was the theoretical probability <span class="highlight">of</span> the simulation? <span class="highlight">Model</span> this probability <span class="highlight">using</span> two different representations. (see representations in MHS-S2C2-01) PO 4. Explain and use the law <span class="highlight">of</span> large numbers (that experimental results tend to approach theoretical probabilities after a large number <span class="highlight">of</span> trials). MHS-S5C2-05. Summarize and communicate mathematical ideas <span class="highlight">using</span> formal and informal reasoning. The
22
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=22
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Concept 1: Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to <span class="highlight">model</span>, represent, and extend sequences. The representation and modeling <span class="highlight">of</span> sequences will lead students to use their skills to solve problems in context in grades 11 and 12. Performance Objectives Process Integration Explanations and Examples
Cover 12.05
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations...
1
0
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations of coins and bills. M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount of money
11
0
http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock <span class="highlight">face</span> to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations <span class="highlight">of</span> coins and bills. M.UN.01.05 Match <span class="highlight">one</span> coin or bill <span class="highlight">of</span> <span class="highlight">one</span> denomination to an equivalent set <span class="highlight">of</span> coins/bills <span class="highlight">of</span> other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount <span class="highlight">of</span> money
Mathematics Performance Standard B Grade 8
Express order relationships among rational numbers using appropriate symbols (>, <, >, <, ≠) B.8.5 Apply proportional thinking in a variety of problem situations that include, but are not limited to ratios and proportions (e.g., rates, scale drawings*, similarity*) perce...
Microsoft Word - VSC3-8MathMaster6-04_b.doc
Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability...
1
0
Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability of one simple event comprised of equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a sample space of no more than 6 outcomes B. Theoretical Probability 1
11
0
http://mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11
mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11
Theoretical Probability 1. Identify the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event a) Describe the probability <span class="highlight">of</span> an event <span class="highlight">using</span> words Assessment limit: Use probability terms <span class="highlight">of</span> more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event comprised <span class="highlight">of</span> equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a <span class="highlight">sample</span> space <span class="highlight">of</span> no more than 6 outcomes B. Theoretical Probability 1
|
