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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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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 - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, product...
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2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, production of models using probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use of technology will be an
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=75
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major <span class="highlight">areas</span> <span class="highlight">of</span> concentration include data explorations, design <span class="highlight">of</span> experiments, production <span class="highlight">of</span> models <span class="highlight">using</span> probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use <span class="highlight">of</span> technology will be an
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 - MathStandards--Approved05-17-04.rtf
154 Teens 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Adults 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Kids 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot • Make a box-and-whisker plot to model a set of one-variable...
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154 Teens 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Adults 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Kids 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot • Make a box-and-whisker plot to model a set of one-variable data. Example: These box plots show the amount of sugar in cereals preferred by “kids” (ages 12 or younger), “teens” (ages 13 – 19) and “adults” (ages over 19). 1) In general, which group prefers cereal with less sugar? Use the graphs and summary
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=154
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
154 Teens 0 10 20 30 40 50 60 70 Sugar Content <span class="highlight">of</span> Cereals Box Plot Adults 0 10 20 30 40 50 60 70 Sugar Content <span class="highlight">of</span> Cereals Box Plot Kids 0 10 20 30 40 50 60 70 Sugar Content <span class="highlight">of</span> Cereals Box Plot • Make a box-and-whisker plot to <span class="highlight">model</span> a set <span class="highlight">of</span> <span class="highlight">one</span>-variable data. Example: These box plots show the amount <span class="highlight">of</span> sugar in cereals preferred by “kids” (ages 12 or younger), “teens” (ages 13 – 19) and “adults” (ages over 19). 1) In general, which group prefers cereal with less sugar? Use the graphs and summary
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regression equations and correlation coefficients using technological tools . Example: Measure the wrist and neck size of each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the...
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regression equations and correlation coefficients using technological tools . Example: Measure the wrist and neck size of each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit of the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least one variable is categorical . Example: It is sometimes perceived that many retired people
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
regression equations and correlation coefficients <span class="highlight">using</span> technological tools . Example: Measure the wrist and neck size <span class="highlight">of</span> each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit <span class="highlight">of</span> the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least <span class="highlight">one</span> variable is categorical . Example: It is sometimes perceived that many retired people
KINDERGARTEN
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability...
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Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40
Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the <span class="highlight">model</span>/equation is a curve <span class="highlight">of</span> best fit for the data, <span class="highlight">using</span> various methods and tools which may include a graphing calculator. * 2. Measures <span class="highlight">of</span> Central Tendency and Variability a. Analyze and synthesize data from a <span class="highlight">sample</span> <span class="highlight">using</span> appropriate measures <span class="highlight">of</span> central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a <span class="highlight">sample</span> <span class="highlight">using</span> appropriate measures <span class="highlight">of</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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