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CCRStandardsAdultEd

5. THE RESULTS: COLLEGE

5. THE RESULTS: COLLEGE AND CAREER READINESS STANDARDS FOR MATHEMATICS 82 MATHEMATICS STANDARDS n engines in a factory, then the positive integers would be an appropriate domain for the function.* (F.IF.5) Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* (F.IF.6) [NOTE: See conceptual modeling categories.] Analyze functions using different representations. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* (F.IF.7) [Also see 8.F.5] Use properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in an exponential function and then classify it as representing exponential growth or decay. (F.IF.8b) [Also see 8.EE.1] Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. (F.IF.9) Functions: Building Functions Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities.* (F.BF.1) [Also see 8.F.4] Functions: Linear, Quadratic, and Exponential Models Construct and compare linear, quadratic, and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.* (F.LE.1) • Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.* (F.LE.1b) • Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.* (F.LE.1c) Interpret expressions for functions in terms of the situation they model. Interpret the parameters in a linear or exponential function in terms of a context.* (F.LE.5) [Also see 8.F.4]

5. THE RESULTS: COLLEGE AND CAREER READINESS STANDARDS FOR MATHEMATICS 83 MATHEMATICS STANDARDS Geometry: Congruence Experiment with transformations in the plane. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. (G.CO.1) Geometry: Similarity, Right Triangles, and Trigonometry Prove theorems involving similarity. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. (G.SRT.5) [Also see 8.G.2 and 8.G.4] Geometry: Geometric Measurement and Dimension Explain volume formulas and use them to solve problems. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.* (G.GMD.3) [Also see 7.G.6] Geometry: Modeling with Geometry Apply geometric concepts in modeling situations. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).* (G.MG.2) [Also see 7.RP.3] Statistics and Probability: Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or measurable variable. Represent data with plots on the real number line (dot plots, histograms, and box plots). (S.ID.1) [Also see 6.SP.4 and 8.SP.1] Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). (S.ID.3) [Also see 7.SP.4] Summarize, represent, and interpret data on two categorical and quantitative variables. 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. (S.ID.5) [Also see 8.SP.4]

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