RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY


 Juliana Perry
 6 years ago
 Views:
Transcription
1 RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY I. INTRODUCTION According to the Common Core Standards (2010), Decisions or predictions are often based on data numbers in context. These decisions or predictions would be easy if the data always sent a clear message, but the message is often obscured by variability. Statistics provides tools for describing variability in data and for making informed decisions that take it into account. Statistics and Probability is designed for the college bound student who has demonstrated success in Algebra 2 and wishes to continue to explore a large range of topics with an emphasis on real world applications such as games of chance, random population, and actuarial science. Technology plays an important role in statistics and probability by making it possible to generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time. Students will regularly apply the tools of technology including the graphing calculator and computer to solve problems. They will be challenged through critical thinking exercises and participate in various group and individual activities that will enhance their mathematical reasoning ability and communication skills. Students are expected to use the information and technology in various ways in real world applications. II. OBJECTIVES A. SKILLS The student will: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
2 B. CONTENT The student will: 1. Summarize, represent, and interpret data on a single count or measurement variable by: a. Representing data with plots on the real number line (dot plots, histograms, and box plots). b. Using statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. c. Interpreting differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). d. Using the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. e. Recognizing that there are data sets for which such a procedure is not appropriate. f. Using calculators, spreadsheets, and tables to estimate areas under the normal curve. 2. Summarize, represent, and interpret data on two categorical and quantitative variables by: a. Summarizing categorical data for two categories in twoway frequency tables. b. Interpreting relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). c. Recognizing possible associations and trends in the data. d. Representing data on two quantitative variables on a scatter plot, and describe how the variables are related. e. Fitting a function to the data; using functions fitted to data to solve problems in the context of the data. f. Using given functions or choose a function suggested by the context, emphasizing linear, quadratic, and exponential models. g. Informally assessing the fit of a function by plotting and analyzing residuals. h. Fitting a linear function for a scatter plot that suggests a linear association. 3. Interpret linear models by: a. Interpreting the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. b. Computing (using technology) and interpreting the correlation coefficient of a linear fit. c. Distinguishing between correlation and causation.
3 4. Understand and evaluate random processes underlying statistical experiments by: a. Using statistics as a process for making inferences about population parameters based on a random sample from that population. b. Deciding if a specified model is consistent with results from a given datagenerating process, e.g., using simulation. 5. Make inferences and justify conclusions from sample surveys, experiments, and observational studies by: a. Recognizing the purposes of and differences among sample surveys, experiments, and observational studies; explaining how randomization relates to each. b. Using data from a sample survey to estimate a population mean or proportion; developing a margin of error through the use of simulation models for random sampling. c. Using data from a randomized experiment to compare two treatments; using simulations to decide if differences between parameters are significant. d. Evaluating reports based on data. 6. Understand independence and conditional probability and use them to interpret data by: a. Describing events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ( or, and, not ). b. Understanding that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and using this characterization to determine if they are independent. c. Understanding the conditional probability of A given B as P (A and B)/P (B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. d. Constructing and interpreting twoway frequency tables of data when two categories are associated with each object being classified. Use the twoway table as a sample space to decide if events are independent and to approximate conditional probabilities. e. Recognizing and explaining the concepts of conditional probability and independence in everyday language and everyday situations. 7. Use the rules of probability to compute probabilities of compound events in a uniform probability model by: a. Finding the conditional probability of A given B as the fraction of B s outcomes that also belong to A, and interpreting the answer in terms of the model. b. Applying the Addition Rule, P (A or B) = P (A) + P (B) P (A and B), and interpreting the answer in terms of the model.
4 c. Applying the general Multiplication Rule in a uniform probability model, P (A and B) = P (A) P (B A) = P (B) P (A B), and interpreting the answer in terms of the model. d. Using permutations and combinations to compute probabilities of compound events and solving problems. 8. Calculate expected values and use them to solve problems by: a. Defining a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graphing the corresponding probability distribution using the same graphical displays as for data distributions. b. Calculating the expected value of a random variable; interpreting it as the mean of the probability distribution. c. Developing a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; finding the expected value. d. Developing a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; finding the expected value. 9. Use probability to evaluate outcomes of decisions by: a. Weighing the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. b. Finding the expected payoff for a game of chance. c. Evaluating and comparing strategies on the basis of expected values. d. Using probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). e. Analyzing decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). III. PROFICIENCY LEVELS Statistics and Probability is available to students who have successfully completed Algebra 2 or its equivalent. IV. METHODS OF ASSESSMENT Students will be evaluated by a variety of assessment tools and strategies, which include teachermade tests and quizzes, homework, notebook (portfolio), computer labs, projects that model probability and statistics in the real world, presentations and a final exam. Students will also be encouraged to assess their own work in order to strive for the highest level of achievement they can attain. Through perseverance, a strong work ethic, and regular participation, students can gain selfconfidence in their ability to do mathematics and often improve their overall marking period grades.
5 V. GROUPING Statistics and Probability is a heterogeneously grouped junior/senior level course. Students may take this course in place of or in addition to PreCalculus or College Math as a fourth year mathematics course. VI. ARTICULATION/SCOPE The length of the course is one year. VII. RESOURCES A. Text Elementary Statistics, Prentice Hall, B. Resources Statistics: A First Course, McGrawHill, Investigating Probability and Statistics, Jones, C. Software TI82, TI83 Programs SAT Software D. Manipulatives Dice Spinners Cards VIII. METHODOLOGIES Students in this course will use technology on a daily basis in the form of the TI82/TI 83+ Graphing Calculator. Through discovery exercises and laboratory explorations, they will discover many of the concepts for themselves. They will take an active part in using various algebraic manipulatives and laboratory projects in cooperative learning situations, thus applying teamwork to the learning process. ( A.4, C.1, E.2, B.5, D.2, E.1)
6 IX. SUGGESTED ACTIVITIES Class activities include graphing calculator and software explorations, projects that include data collection and mathematical modeling, portfolio activities, Internet explorations, journal writing, and working with manipulatives to model concepts. Other suggested activities appear in the attached curriculum map. X. INTERDISCIPLINARY CONNECTIONS Connections are made to music during the study of harmonic sequences. Data analysis applications to science and business problems are frequent throughout the course. Connections are also made by means of formulas used in computer programming classes. Writing assignments and portfolios strengthen the connection between mathematics and language arts literacy and fine arts. ( A.9, E.5, E.8, F.5, C.3, B.4) XI. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multisensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquirybased instruction Independent study Higherorder thinking skills Interestbased content Studentdriven
7 Realworld problems and scenarios English Language Learners Preteaching of vocabulary and concepts Visual learning, including graphic organizers Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames thinkpairshare cooperative learning groups teacher thinkalouds XII. PROFESSIONAL DEVELOPMENT Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations. XIII. CURRICULUM MAP Month Topic Activities September Rules of probability Probability Lab  Create a sample October Expected values Probability Lab Design a survey to collect data for an experiment November Probability to evaluate outcomes of decisions Probability Lab  Roll of the Dice December Independence and conditional probability Frequency Distribution Project using the Internet January Data on a single count or Q2 Cumulative Test measurement variable February Data on two categorical and quantitative variables Statistics Lab collect data about dice rolling March Linear models Statistics Lab  Business April Random processes underlying statistical experiments Use of Calculator  generate random numbers and develop random sample
8 May Sample surveys, Statistics Lab  ZScore experiments, and observational studies June Review for Final Exam Culminating Projects Final Exam Revised 2015
COMMON CORE STATE STANDARDS FOR
COMMON CORE STATE STANDARDS FOR Mathematics (CCSSM) High School Statistics and Probability Mathematics High School Statistics and Probability Decisions or predictions are often based on data numbers in
More informationSouth Carolina College and CareerReady (SCCCR) Probability and Statistics
South Carolina College and CareerReady (SCCCR) Probability and Statistics South Carolina College and CareerReady Mathematical Process Standards The South Carolina College and CareerReady (SCCCR)
More informationWhat is the purpose of this document? What is in the document? How do I send Feedback?
This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Statistics
More information3. Data Analysis, Statistics, and Probability
3. Data Analysis, Statistics, and Probability Data and probability sense provides students with tools to understand information and uncertainty. Students ask questions and gather and use data to answer
More informationRUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE FORENSIC SCIENCE
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE FORENSIC SCIENCE I. INTRODUCTION Forensic Science focuses on the analysis of evidence collection, the decomposition process, crime scenes, skeletal
More informationRUTHERFORD PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE CURRICULUM GRADE 7
RUTHERFORD PUBLIC SCHOOLS ENVIRONMENTAL SCIENCE CURRICULUM GRADE 7 I. INTRODUCTION The overall intent for the environmental studies course is to expose seventh grade students to a multitude of environmental
More informationCOURSE TITLE. Computer Programming 1 LENGTH. One Semester Grades 912 DEPARTMENT. Computer Department Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Computer Programming 1 LENGTH One Semester Grades 912 DEPARTMENT Computer Department Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Computer Programming 1 Page
More informationCOURSE TITLE: PHOTOGRAPHY 2 GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: PHOTOGRAPHY 2 GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 2 2 Rutherford High School Rutherford, NJ Photography 2
More informationCOURSE TITLE: CHILD CARE & DEVELOPMENT LENGTH: ONE SEMESTER GRADES 11 12 DEPARTMENT: FINE, PRACTICAL, AND PERFORMING ARTS SCHOOL:
COURSE TITLE: CHILD CARE & DEVELOPMENT LENGTH: ONE SEMESTER GRADES 11 12 DEPARTMENT: FINE, PRACTICAL, AND PERFORMING ARTS SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 Child Care
More informationCOURSE TITLE: ART BY COMPUTER DESIGN GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: ART BY COMPUTER DESIGN GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 ART BY COMPUTER DESIGN 2 Rutherford High School Rutherford,
More informationFinancial Literacy. Half Year Grades 1012
COURSE TITLE Financial Literacy LENGTH Half Year Grades 1012 DEPARTMENT Business Education/Social Studies Barbara O Donnell, Supervisor, Business Department Charles Ryan, Supervisor, Social Studies SCHOOL
More informationCOURSE TITLE. Honors Accounting I LENGTH. Full Year Grades 1112 DEPARTMENT. Business Education Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Honors Accounting I LENGTH Full Year Grades 1112 DEPARTMENT Business Education Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Honors Accounting I Page 1 I. Introduction/Overview/Philosophy
More informationCOURSE TITLE: LENGTH: DEPARTMENT: SCHOOL: DATE:
COURSE TITLE: TV PRODUCTION LENGTH: ONE YEAR GRADES 9 12 DEPARTMENT: FINE, PRACTICAL AND PERFORMING ARTS SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 TV Production 2 RUTHERFORD
More informationThis curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS
CURRICULUM FOR STATISTICS & PROBABILITY GRADES 11 & 12 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum
More informationCOURSE TITLE. Multimedia Design LENGTH. Full Year Grades 1012 DEPARTMENT. Computer Department Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Multimedia Design LENGTH Full Year Grades 1012 DEPARTMENT Computer Department Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Multimedia Design Page 1 MULTIMEDIA
More informationA Correlation of. to the. South Carolina Data Analysis and Probability Standards
A Correlation of to the South Carolina Data Analysis and Probability Standards INTRODUCTION This document demonstrates how Stats in Your World 2012 meets the indicators of the South Carolina Academic Standards
More informationCOURSE TITLE: ADVANCED TEXTILES & FASHION DESIGN LENGTH: FULL YEAR GRADES 10 12 SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: ADVANCED TEXTILES & FASHION DESIGN LENGTH: FULL YEAR GRADES 10 12 SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 Advanced Textiles & Fashion Design  2 Rutherford
More informationCOURSE TITLE: PHOTOGRAPHY 1 GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: PHOTOGRAPHY 1 GRADES 912 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 1 2 Rutherford High School Rutherford, NJ Photography 1
More informationCOURSE TITLE. Investing and the Stock Market LENGTH. Half Year Grades 1112 DEPARTMENT. Business Education Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Investing and the Stock Market LENGTH Half Year Grades 1112 DEPARTMENT Business Education Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Investing and the Stock
More informationIndiana Academic Standards Mathematics: Probability and Statistics
Indiana Academic Standards Mathematics: Probability and Statistics 1 I. Introduction The college and career ready Indiana Academic Standards for Mathematics: Probability and Statistics are the result of
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationVertical Alignment Colorado Academic Standards 6 th  7 th  8 th
Vertical Alignment Colorado Academic Standards 6 th  7 th  8 th Standard 3: Data Analysis, Statistics, and Probability 6 th Prepared Graduates: 1. Solve problems and make decisions that depend on un
More informationInstitute of Actuaries of India Subject CT3 Probability and Mathematical Statistics
Institute of Actuaries of India Subject CT3 Probability and Mathematical Statistics For 2015 Examinations Aim The aim of the Probability and Mathematical Statistics subject is to provide a grounding in
More informationProblem of the Month Through the Grapevine
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationCurriculum Map Statistics and Probability Honors (348) Saugus High School Saugus Public Schools 20092010
Curriculum Map Statistics and Probability Honors (348) Saugus High School Saugus Public Schools 20092010 Week 1 Week 2 14.0 Students organize and describe distributions of data by using a number of different
More informationThis unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.
Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course
More informationMathematics Curriculum Guide Precalculus 201516. Page 1 of 12
Mathematics Curriculum Guide Precalculus 201516 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
More informationCOURSE TITLE: LENGTH: DEPARTMENT: SCHOOL: DATE:
COURSE TITLE: TV PRODUCTION LENGTH: ONE YEAR GRADES 9 12 DEPARTMENT: FINE, PRACTICAL AND PERFORMING ARTS SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 TV Production 2 RUTHERFORD
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationFairfield Public Schools
Mathematics Fairfield Public Schools AP Statistics AP Statistics BOE Approved 04/08/2014 1 AP STATISTICS Critical Areas of Focus AP Statistics is a rigorous course that offers advanced students an opportunity
More informationRUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE I. INTRODUCTION Environmental Science introduces students to a broad view of the biosphere and the physical parameters
More informationAlgebra 1 Course Information
Course Information Course Description: Students will study patterns, relations, and functions, and focus on the use of mathematical models to understand and analyze quantitative relationships. Through
More informationCORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA
We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical
More informationPCHS ALGEBRA PLACEMENT TEST
MATHEMATICS Students must pass all math courses with a C or better to advance to the next math level. Only classes passed with a C or better will count towards meeting college entrance requirements. If
More informationGeorgia Standards of Excellence 20152016 Mathematics
Georgia Standards of Excellence 20152016 Mathematics Standards GSE Coordinate Algebra K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationAlgebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard
Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express
More informationLAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre
More informationCOURSE SYLLABUS 
Last Reviewed by: Leslie Wurst Date Approved: Date Revised: Fall 2012 COURSE SYLLABUS Syllabus for: MATH 1010 Math for General Studies Former Course and Title: Former Quarter Course(s): Mat 1260 Contemporary
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationIntro to Statistics 8 Curriculum
Intro to Statistics 8 Curriculum Unit 1 Bar, Line and Circle Graphs Estimated time frame for unit Big Ideas 8 Days... Essential Question Concepts Competencies Lesson Plans and Suggested Resources Bar graphs
More informationThe Comparisons. Grade Levels Comparisons. Focal PSSM K8. Points PSSM CCSS 912 PSSM CCSS. Color Coding Legend. Not Identified in the Grade Band
Comparison of NCTM to Dr. Jim Bohan, Ed.D Intelligent Education, LLC Intel.educ@gmail.com The Comparisons Grade Levels Comparisons Focal K8 Points 912 prek through 12 Instructional programs from prekindergarten
More informationPrentice Hall Algebra 2 2011 Correlated to: Colorado P12 Academic Standards for High School Mathematics, Adopted 12/2009
Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level
More informationCOURSE TITLE. Advanced Computer Software Systems LENGTH. HalfYear Grades 1012 DEPARTMENT. Business Education Barbara O Donnell, Supervisor SCHOOL
COURSE TITLE Advanced Computer Software Systems LENGTH HalfYear Grades 1012 DEPARTMENT Business Education Barbara O Donnell, Supervisor SCHOOL Rutherford High School DATE Spring 2015 Advanced Computer
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School
Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education
More informationDELAWARE MATHEMATICS CONTENT STANDARDS GRADES 910. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 910) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
More informationManhattan Center for Science and Math High School Mathematics Department Curriculum
Content/Discipline Algebra 1 Semester 2: Marking Period 1  Unit 8 Polynomials and Factoring Topic and Essential Question How do perform operations on polynomial functions How to factor different types
More informationUNIT 1: COLLECTING DATA
Core Probability and Statistics Probability and Statistics provides a curriculum focused on understanding key data analysis and probabilistic concepts, calculations, and relevance to realworld applications.
More informationDiagrams and Graphs of Statistical Data
Diagrams and Graphs of Statistical Data One of the most effective and interesting alternative way in which a statistical data may be presented is through diagrams and graphs. There are several ways in
More informationAP Statistics: Syllabus 1
AP Statistics: Syllabus 1 Scoring Components SC1 The course provides instruction in exploring data. 4 SC2 The course provides instruction in sampling. 5 SC3 The course provides instruction in experimentation.
More informationStreet Address: 1111 Franklin Street Oakland, CA 94607. Mailing Address: 1111 Franklin Street Oakland, CA 94607
Contacts University of California Curriculum Integration (UCCI) Institute Sarah Fidelibus, UCCI Program Manager Street Address: 1111 Franklin Street Oakland, CA 94607 1. Program Information Mailing Address:
More informationBusiness Statistics. Successful completion of Introductory and/or Intermediate Algebra courses is recommended before taking Business Statistics.
Business Course Text Bowerman, Bruce L., Richard T. O'Connell, J. B. Orris, and Dawn C. Porter. Essentials of Business, 2nd edition, McGrawHill/Irwin, 2008, ISBN: 9780073319889. Required Computing
More informationSTAT 360 Probability and Statistics. Fall 2012
STAT 360 Probability and Statistics Fall 2012 1) General information: Crosslisted course offered as STAT 360, MATH 360 Semester: Fall 2012, Aug 20Dec 07 Course name: Probability and Statistics Number
More informationPELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS INTRODUCTION TO STATISTICS MATH 2050
PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS INTRODUCTION TO STATISTICS MATH 2050 Class Hours: 2.0 Credit Hours: 3.0 Laboratory Hours: 2.0 Date Revised: Fall 2013 Catalog Course Description: Descriptive
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationPearson Algebra 1 Common Core 2015
A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).
More informationClover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701
Clover Park School District Exploring Computer Science Course: Exploring Computer Science Total Framework Hours up to: 180 CIP Code: 110701 Exploratory Preparatory Date Last Modified: 1/2015 CPSD Course:
More informationHow To Understand And Solve A Linear Programming Problem
At the end of the lesson, you should be able to: Chapter 2: Systems of Linear Equations and Matrices: 2.1: Solutions of Linear Systems by the Echelon Method Define linear systems, unique solution, inconsistent,
More informationCourse Text. Required Computing Software. Course Description. Course Objectives. StraighterLine. Business Statistics
Course Text Business Statistics Lind, Douglas A., Marchal, William A. and Samuel A. Wathen. Basic Statistics for Business and Economics, 7th edition, McGrawHill/Irwin, 2010, ISBN: 9780077384470 [This
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationCHICAGO PUBLIC SCHOOLS (ILLINOIS) MATH & SCIENCE INITIATIVE COURSE FRAMEWORK FOR ALGEBRA Course Framework: Algebra
Chicago Public Schools (Illinois) Math & Science Initiative Course Framework for Algebra Course Framework: Algebra Central Concepts and Habits of Mind The following concepts represent the big ideas or
More informationIndiana Academic Standards Mathematics: Algebra II
Indiana Academic Standards Mathematics: Algebra II 1 I. Introduction The college and career ready Indiana Academic Standards for Mathematics: Algebra II are the result of a process designed to identify,
More informationPrentice Hall Connected Mathematics 2, 7th Grade Units 2009
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems
More informationAMSCO S Ann Xavier Gantert
AMSCO S Integrated ALGEBRA 1 Ann Xavier Gantert AMSCO SCHOOL PUBLICATIONS, INC. 315 HUDSON STREET, NEW YORK, N.Y. 10013 Dedication This book is dedicated to Edward Keenan who left a profound influence
More informationProblem of the Month Pick a Pocket
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationDENTAL IMPRESSIONS TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: NQ.1:
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More informationMS TASKS TO BUILD PROFICIENCY IN PROBABILITY AND STATISTICS
MS TASKS TO BUILD PROFICIENCY IN PROBABILITY AND STATISTICS DARLA OLSON & JENNA MUNDEN, RICE LAKE MIDDLE SCHOOL BRIAN DANIEL, MENOMONIE MIDDLE SCHOOL DEAN ROUSH, LUCK HIGH SCHOOL MSP: MATH TRANSITION INTO
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationEducation & Training Plan Accounting Math Professional Certificate Program with Externship
University of Texas at El Paso Professional and Public Programs 500 W. University Kelly Hall Ste. 212 & 214 El Paso, TX 79968 http://www.ppp.utep.edu/ Contact: Sylvia Monsisvais 9157477578 samonsisvais@utep.edu
More information096 Professional Readiness Examination (Mathematics)
096 Professional Readiness Examination (Mathematics) Effective after October 1, 2013 MISGFLD096M02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationPrentice Hall Mathematics, Algebra 1 2009
Prentice Hall Mathematics, Algebra 1 2009 Grades 912 C O R R E L A T E D T O Grades 912 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension
More informationInterpreting Data in Normal Distributions
Interpreting Data in Normal Distributions This curve is kind of a big deal. It shows the distribution of a set of test scores, the results of rolling a die a million times, the heights of people on Earth,
More informationALGEBRA I (Created 2014) Amherst County Public Schools
ALGEBRA I (Created 2014) Amherst County Public Schools The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifies
More informationEducation & Training Plan. Accounting Math Professional Certificate Program with Externship
Office of Professional & Continuing Education 301 OD Smith Hall Auburn, AL 36849 http://www.auburn.edu/mycaa Contact: Shavon Williams 3348443108; szw0063@auburn.edu Auburn University is an equal opportunity
More informationHow To Write A Data Analysis
Mathematics Probability and Statistics Curriculum Guide Revised 2010 This page is intentionally left blank. Introduction The Mathematics Curriculum Guide serves as a guide for teachers when planning instruction
More informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
More informationPHILOSOPHY OF THE MATHEMATICS DEPARTMENT
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
More informationInternational College of Economics and Finance Syllabus Probability Theory and Introductory Statistics
International College of Economics and Finance Syllabus Probability Theory and Introductory Statistics Lecturer: Mikhail Zhitlukhin. 1. Course description Probability Theory and Introductory Statistics
More informationAnswers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables
of 26 8/20/2014 2:00 PM Answers Teacher Copy Activity 3 Lesson 31 Systems of Linear Equations Monetary Systems Overload Solving Systems of Two Equations in Two Variables Plan Pacing: 1 class period Chunking
More informationRARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 111H STATISTICS II HONORS
RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 111H STATISTICS II HONORS I. Basic Course Information A. Course Number and Title: MATH 111H Statistics II Honors B. New or Modified Course:
More information(Advanced Preparation)
1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major
More informationProblem Solving and Data Analysis
Chapter 20 Problem Solving and Data Analysis The Problem Solving and Data Analysis section of the SAT Math Test assesses your ability to use your math understanding and skills to solve problems set in
More informationPreAlgebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio PreAlgebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationTennessee Department of Education
Tennessee Department of Education Task: Pool Patio Problem Algebra I A hotel is remodeling their grounds and plans to improve the area around a 20 foot by 40 foot rectangular pool. The owner wants to use
More informationGeorgia Department of Education Common Core Georgia Performance Standards Framework Teacher Edition Coordinate Algebra Unit 4
Equal Salaries for Equal Work? Mathematical Goals Represent data on a scatter plot Describe how two variables are related Informally assess the fit of a function by plotting and analyzing residuals Fit
More informationTo represent mathematical relationships using graphs. 41 Activity: Relating Quantities See Department Chair for File 1 day A.REI.10, F.IF.
CCSS for Mathematical Practice: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model
More informationRECOMMENDED COURSE(S): Algebra I or II, Integrated Math I, II, or III, Statistics/Probability; Introduction to Health Science
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More informationApplied Statistics and Data Analysis
Applied Statistics and Data Analysis Rick Cleary, Babson College John Gabrosek, Grand Valley State University Patti Frazer Lock, Saint Lawrence University, chair Mary Parker, Austin Community College Allan
More informationMath 1324.50 (Mathematics for Business and Social Sciences I),19480, MW 11:10 12:35, Room 117, AEC
CISCO COLLEGE FALL 2015Semester Math 1324.50 (Mathematics for Business and Social Sciences I),19480, MW 11:10 12:35, Room 117, AEC INSTRUCTOR: J. C. McDANIEL J.C. McDaniel is a 1970 and 1971 graduate of
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationAlabama Department of Postsecondary Education
Date Adopted 1998 Dates reviewed 2007, 2011, 2013 Dates revised 2004, 2008, 2011, 2013, 2015 Alabama Department of Postsecondary Education Representing Alabama s Public TwoYear College System Jefferson
More informationDiablo Valley College Catalog 20142015
Mathematics MATH Michael Norris, Interim Dean Math and Computer Science Division Math Building, Room 267 Possible career opportunities Mathematicians work in a variety of fields, among them statistics,
More informationDesigner: Nathan Kimball. Stage 1 Desired Results
Interpolation Subject: Science, math Grade: 68 Time: 4 minutes Topic: Reading Graphs Designer: Nathan Kimball Stage 1 Desired Results Lesson Overview: In this activity students work with the direct linear
More informationSpreadsheets and Databases For Information Literacy
Spreadsheets and Databases For Information Literacy What are students expected to do with data? Read & Interpret Collect, Analyze Make Predictions Compare & Contrast Describe Draw Conclusions Make Inferences
More informationTasks in the Lesson. Mathematical Goals Common Core State Standards. Emphasized Standards for Mathematical Practice. Prior Knowledge Needed
Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Lesson 2.4 Five Numbers Bingo Overview and Background Information By the
More information