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Scholastic: Making Space Shapes
Model Magic because it dries fast and holds really well.) Popsicle sticks Toothpicks Describe Your Shape (PDF) Set Up and Prepare Create a space shape ahead of time to use as an example. Photocopy Describe Your Shape (PDF). You can copy one or two for each student, but note t...
Who wrote the Book of Life?
life forms that have at one time or another shown their face on our planet. "Some fossils in the ancient Burgess shale are so alien we can't determine which end of the creatures are up, and yet these monsters evolved right here on Earth from the same origins that we did,&...
What is a Soil Test?
subsamples and combine them to make one sample. If one area of your yard seems healthy and another has bare or yellow areas, sample healthy and unhealthy areas separately even if both are lawn grasses or flower gardens, etc. Figure 1. Unique areas...
Early Childhood Education in China
have their own playground. The classrooms contrast sharply with a typical American preschool. The space is not organized into special interest areas and equipment is scarce or not easily accessible to children. American pre-schools are supplied with unit blocks, dramatic play centers, open s...
Braille Input
Braille writer: One of the first attempts to increase the production of Braille writing was the mechanical Braille writer, the most common being the Perkins Brailler. The mechanical Braille writer operates like a typewriter. It has six keys, (each representing the individual...
Euclidean and Non-Euclidean Geometry
on a flat piece of paper or chalkboard. In flat space, we know such concepts as: the shortest distance between two points is one unique straight line. the sum of the angles in any triangle equals 180 degrees. the concept of perpendicular to a line can be illustrated...
 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
Math.6.042.doc
that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an even...
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that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an 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
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http://mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7
mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7
that make up the <span class="highlight">sample</span> space for a given real life situation b) Identify possible outcomes that make up the <span class="highlight">sample</span> space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability <span class="highlight">of</span> an 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
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...
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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
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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
Understand patterns, relations, and functions
Data and Probability April, 2008 24 4. Understand and apply basic concepts of probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree of likelihood of events using such words as certain, equally likely and impos...
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Data and Probability April, 2008 24 4. Understand and apply basic concepts of probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree of likelihood of events using such words as certain, equally likely and impossible use a model (diagrams, list, sample space, or area model) to illustrate the possible outcomes of an event use models to compute the probability
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=24
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Data and Probability April, 2008 24 4. Understand and apply basic concepts <span class="highlight">of</span> probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree <span class="highlight">of</span> likelihood <span class="highlight">of</span> events <span class="highlight">using</span> such words as certain, equally likely and impossible use a <span class="highlight">model</span> (diagrams, list, <span class="highlight">sample</span> space, or area <span class="highlight">model</span>) to illustrate the possible outcomes <span class="highlight">of</span> an event use models to compute the probability
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