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 GRADE HS
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 of the simulation? Model this probability using two different representations. (see representations in MHS-S2C2-01) PO 4. Explain and use the law ...
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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 of the simulation? Model this probability using two different representations. (see representations in MHS-S2C2-01) PO 4. Explain and use the law of large numbers (that experimental results tend to approach theoretical probabilities after a large number of trials). MHS-S5C2-05. Summarize and communicate mathematical ideas using formal and informal reasoning. The
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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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