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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 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
Utah Secondary Mathematics Core Curriculum
greater than one using scientific notation. d. Select the most appropriate form of a rational number for a given context. Objective 2: Compare and order rational numbers, including positive and negative fractions, positive and negative mixed numbers, and positive and negative...
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,...
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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
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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
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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
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