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Education
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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
Microsoft Word - readstdhs.docreadstdhs.pdf
across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most comm...
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across all content areas, science, mathematics, and social studies should model using the list and require students to use the list to help determine meaning of appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types of relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how
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http://www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=cS6RMCs2ojg%3d&tabid=142&mid=8050&...
across all content <span class="highlight">areas</span>, science, mathematics, and social studies should <span class="highlight">model</span> <span class="highlight">using</span> the list and require students to use the list to help determine meaning <span class="highlight">of</span> appropriate content area vocabulary. 4. (a) directs students to illustrate posters to represent the most common types <span class="highlight">of</span> relationships expressed in analogies, similes, and metaphors. These posters could include student-generated examples and artwork/illustrations and can be displayed in the classroom as instructional tools. (b) models how
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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;
Microsoft Word - Math GLE 9-12 8-08.doc
expectations, all students in Grade 11 will be able to: Building upon the K-11 expectations, all student in Grade 12 will be able to: Collect: • Describe and explain how the validity of predictions are affected by number of trials, sample size, and the population Represent:...
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expectations, all students in Grade 11 will be able to: Building upon the K-11 expectations, all student in Grade 12 will be able to: Collect: • Describe and explain how the validity of predictions are affected by number of trials, sample size, and the population Represent: • Select and interpret the most appropriate display for a given purpose and set(s) of data (e.g., histograms, parallel box plots, stem-and-leaf plots, scatter plots) • Find an appropriate mathematical model of a linear or
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-12%208-08.pdf#page=9
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...
expectations, all students in Grade 11 will be able to: Building upon the K-11 expectations, all student in Grade 12 will be able to: Collect: • Describe and explain how the validity <span class="highlight">of</span> predictions are affected by number <span class="highlight">of</span> trials, <span class="highlight">sample</span> size, and the population Represent: • Select and interpret the most appropriate display for a given purpose and set(s) <span class="highlight">of</span> data (e.g., histograms, parallel box plots, stem-and-leaf plots, scatter plots) • Find an appropriate mathematical <span class="highlight">model</span> <span class="highlight">of</span> a linear or
Microsoft Word - Statistics.doc
16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the c...
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16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the chance of obtaining any particular sample can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range of numbers.) Relative Frequency The
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http://arkansased.org/teachers/pdf/statistics.pdf#page=17
arkansased.org/teachers/pdf/statistics.pdf#page=17
16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department <span class="highlight">of</span> Education errors is smaller than that for any other straight-line <span class="highlight">model</span>. Random <span class="highlight">Sample</span> A <span class="highlight">sample</span> whose members are chosen at random from a given population in such a way that the chance <span class="highlight">of</span> obtaining any particular <span class="highlight">sample</span> can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range <span class="highlight">of</span> numbers.) Relative Frequency The
Mathematics Performance Standard D Grade 12
pressure) to represent and solve problem situations D.12.2 Select and use tools with appropriate degree of precision to determine measurements directly* within specified degrees of accuracy and error (tolerance) D.12.3 Determine measurements indirectly*, using estimation proport...
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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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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social studies educators face a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to fi nd ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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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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