- Text
- Mathematics,
- Readiness,
- Equations,
- Literacy,
- Interpret,
- Operations,
- Selected,
- Panelists,
- Texts,
- Linear,
- Ccrstandardsadulted

APPENDIX B. CONNECTIONS BETWEEN STANDARDS 102 Connections Between Level D and Level E Level D Level E Comments on Connections 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. 8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). [Also see 8.F.5] F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. While this Level E standard does not expressly address the “qualitative” description of the relationship, it does address the graphic analysis of that relationship. Both levels address the features of a graph, as stated in the second part of the Level D counterpart. While both levels address congruence and similarity, they are approached somewhat differently in the levels. In the Level D standards, the emphasis is on demonstrating congruence/similarity through transformations. The Level E counterpart does not imply that transformations must be used to prove congruence/similarity. Both levels require using scatter plots to represent data. The Level D counterpart also requires interpretation and analysis of the plots, while at Level E, other types of plots also are specified. Both levels address interpretation of slope and intercept in models created from data.

APPENDIX B. CONNECTIONS BETWEEN STANDARDS 103 Connections Between Level D and Level E Level D Level E Comments on Connections 8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they like to cook and whether they participate actively in a sport. Is there evidence that those who like to cook also tend to play sports? S.ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. Analysis of frequency of data points and two-way tables to display and analyze those frequencies are required in both levels. Level D gives a detailed description of the tables, while Level E also requires interpretation in the context of the data, including recognition of associations and trends.

- Page 1 and 2:
College and Career Readiness Standa

- Page 3 and 4:
College and Career Readiness Standa

- Page 5 and 6:
iii CONTENTS Acknowledgments.......

- Page 7 and 8:
v ACKNOWLEDGMENTS The success of th

- Page 9 and 10:
1 1 INTRODUCTION Overview of Projec

- Page 11 and 12:
1. INTRODUCTION 3 that some educato

- Page 13 and 14:
5 2 APPLICABILITY OF THE COMMON COR

- Page 15 and 16:
7 3 PROCESS OF SELECTING COLLEGE AN

- Page 17 and 18:
9 4 THE RESULTS: COLLEGE AND CAREER

- Page 19 and 20:
4. THE RESULTS: COLLEGE AND CAREER

- Page 21 and 22:
4. THE RESULTS: COLLEGE AND CAREER

- Page 23 and 24:
4. THE RESULTS: COLLEGE AND CAREER

- Page 25 and 26:
4. THE RESULTS: COLLEGE AND CAREER

- Page 27 and 28:
4. THE RESULTS: COLLEGE AND CAREER

- Page 29 and 30:
4. THE RESULTS: COLLEGE AND CAREER

- Page 31 and 32:
4. THE RESULTS: COLLEGE AND CAREER

- Page 33 and 34:
4. THE RESULTS: COLLEGE AND CAREER

- Page 35 and 36:
4. THE RESULTS: COLLEGE AND CAREER

- Page 37 and 38:
4. THE RESULTS: COLLEGE AND CAREER

- Page 39 and 40:
4. THE RESULTS: COLLEGE AND CAREER

- Page 41 and 42:
4. THE RESULTS: COLLEGE AND CAREER

- Page 43 and 44:
4. THE RESULTS: COLLEGE AND CAREER

- Page 45 and 46:
4. THE RESULTS: COLLEGE AND CAREER

- Page 47 and 48:
4. THE RESULTS: COLLEGE AND CAREER

- Page 49 and 50:
4. THE RESULTS: COLLEGE AND CAREER

- Page 51 and 52:
4. THE RESULTS: COLLEGE AND CAREER

- Page 53 and 54:
5. THE RESULTS: COLLEGE AND CAREER

- Page 55 and 56:
5. THE RESULTS: COLLEGE AND CAREER

- Page 57 and 58:
5. THE RESULTS: COLLEGE AND CAREER

- Page 59 and 60: 5. THE RESULTS: COLLEGE AND CAREER
- Page 61 and 62: 5. THE RESULTS: COLLEGE AND CAREER
- Page 63 and 64: 5. THE RESULTS: COLLEGE AND CAREER
- Page 65 and 66: 5. THE RESULTS: COLLEGE AND CAREER
- Page 67 and 68: 5. THE RESULTS: COLLEGE AND CAREER
- Page 69 and 70: 5. THE RESULTS: COLLEGE AND CAREER
- Page 71 and 72: 5. THE RESULTS: COLLEGE AND CAREER
- Page 73 and 74: 5. THE RESULTS: COLLEGE AND CAREER
- Page 75 and 76: 5. THE RESULTS: COLLEGE AND CAREER
- Page 77 and 78: 5. THE RESULTS: COLLEGE AND CAREER
- Page 79 and 80: 5. THE RESULTS: COLLEGE AND CAREER
- Page 81 and 82: 5. THE RESULTS: COLLEGE AND CAREER
- Page 83 and 84: 5. THE RESULTS: COLLEGE AND CAREER
- Page 85 and 86: 5. THE RESULTS: COLLEGE AND CAREER
- Page 87 and 88: 5. THE RESULTS: COLLEGE AND CAREER
- Page 89 and 90: 5. THE RESULTS: COLLEGE AND CAREER
- Page 91 and 92: 5. THE RESULTS: COLLEGE AND CAREER
- Page 93 and 94: 85 REFERENCES ACT, Inc. 2006. Readi
- Page 95 and 96: REFERENCES 87 National Governors As
- Page 97 and 98: 89 APPENDIX A IN-DEPTH DESCRIPTION
- Page 99 and 100: APPENDIX A. IN-DEPTH DESCRIPTION OF
- Page 101 and 102: APPENDIX A. IN-DEPTH DESCRIPTION OF
- Page 103 and 104: 95 APPENDIX B CONNECTIONS BETWEEN S
- Page 105 and 106: APPENDIX B. CONNECTIONS BETWEEN STA
- Page 107 and 108: APPENDIX B. CONNECTIONS BETWEEN STA
- Page 109: APPENDIX B. CONNECTIONS BETWEEN STA
- Page 113 and 114: 105 APPENDIX C RATIONALES FOR THE S
- Page 115 and 116: APPENDIX C. RATIONALES FOR THE SELE
- Page 117 and 118: APPENDIX C. RATIONALES FOR THE SELE
- Page 119 and 120: APPENDIX C. RATIONALES FOR THE SELE
- Page 121 and 122: APPENDIX C. RATIONALES FOR THE SELE
- Page 123 and 124: APPENDIX C. RATIONALES FOR THE SELE
- Page 125 and 126: 117 APPENDIX D UNDERSTANDING TEXT C
- Page 127 and 128: 119 APPENDIX E PREPARING STUDENTS F
- Page 129 and 130: APPENDIX E. PREPARING STUDENTS FOR
- Page 131 and 132: APPENDIX E. PREPARING STUDENTS FOR
- Page 133 and 134: 125 APPENDIX F BIOGRAPHICAL SUMMARI
- Page 135 and 136: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 137 and 138: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 139 and 140: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 141 and 142: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 143 and 144: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 145 and 146: APPENDIX F. BIOGRAPHICAL SUMMARIES
- Page 147 and 148: 139 APPENDIX G STAKEHOLDERS AND THE
- Page 149 and 150: APPENDIX G. STAKEHOLDERS AND THE CO