|
Education
Web
Viewing 1-9 of 9 total results
 null
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...
1
0
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
3
0
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
Math Final
18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&#...
1
0
18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Sample Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic
1
0
http://dpi.wi.gov/standards/pdf/math.pdf#page=1
dpi.wi.gov/standards/pdf/math.pdf#page=1
16 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ <span class="highlight">Sample</span> Proficiency Standards The following general statements reflect ratings <span class="highlight">of</span> student work created in response to a mathematically challenging task. Advanced Student work is distinguished in that it goes well beyond the criteria for Proficient in an insightful and creative ap- proach to the task. It includes: • evidence <span class="highlight">of</span> reflection upon one’s work • multiple solutions and/or solution strategies
3
0
http://dpi.wi.gov/standards/pdf/math.pdf#page=3
dpi.wi.gov/standards/pdf/math.pdf#page=3
18 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ <span class="highlight">Sample</span> Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic
GRADE 5
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
1
0
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 5, students
19
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. 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 Grade 5, students
null
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...
1
0
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;
3
0
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 - 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...
1
0
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
154
0
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
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...
GRADE 8
and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students d...
1
0
and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students describe and analyze patterns and have the opportunity to create both types of sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
17
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
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 Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking <span class="highlight">using</span> a variety <span class="highlight">of</span> representations. Students describe and analyze patterns and have the opportunity to create both types <span class="highlight">of</span> sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
GRADE 7
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
1
0
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 7, students
25
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=25
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. 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 Grade 7, students
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
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
|
