# Math Models At-A-Glance

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```Mathematical Models
Dates
1st Nine Weeks at a Glance (8/24 – 10/23)
TEKS
1A apply mathematics to problems arising in
everyday life, society, and the workplace
1B use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process and
the reasonableness of the solution
Focus
Chapter 1
Introduction to
Problem Solving
and
Mathematical
Models
Vocabulary
patterns
dependent variable
arithmetic sequence
independent variable
geometric sequence
variable
Fibonacci sequence
coefficient
inductive reasoning
domain
deductive reasoning
range
organize
Mathematical Models
sort
Numerical Method
ratio
Graphical Method
equivalent
gross pay
percent
net pay
unit analysis
direct variation
proportional
inverse variation
depreciation
solution
algebraic equation
formula
algebraic expression
independent variable
algebraic formula
dependent variable
input
perimeter
output
enclosed
function
evaluate
Chapter 2:
Problem Solving
with Probability
and Statistical
Models
bar graph
circle graph
dependent variable
independent variable
vertical line test
bar graph
circle graph
line of best fit
scatter plot
1C select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and techniques,
including mental math, estimation, and
8/24-9/30
number sense as appropriate, to solve
problems
1D communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate
Products
Notes
Text: Mathematical
Models with
Applications (MMA)
Chapter 1
2A use rates and linear functions to solve
problems involving personal finance and
budgeting, including compensations and
deductions
2B solve problems involving personal taxes
1A apply mathematics to problems arising in
everyday life, society, and the workplace
10/110/23
1B use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining
a solution, justifying the solution, and
evaluating the problem-solving process and
the reasonableness of the solution
&copy; San Antonio ISD – Math Models At A Glance 2015-16
Text: Mathematical
Models with
Applications (MMA)
Chapter 2
Page 1
San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance
with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended.
Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el T&iacute;tulo VI de la Ley de Derechos Civiles
de 1964, seg&uacute;n enmienda; el T&iacute;tulo IX de las Enmiendas en la Educaci&oacute;n, de 1972, y la Secci&oacute;n 504 de la Ley de Rehabilitaci&oacute;n de 1973, seg&uacute;n enmienda.
1C select tools, including real objects,
manipulatives, paper and pencil, and
technology as appropriate, and techniques,
including mental math, estimation, and
number sense as appropriate, to solve
problems
1D communicate mathematical ideas,
reasoning, and their implications using
multiple representations, including
symbols, diagrams, graphs, and language
as appropriate
1E create and use representations to organize,
record, and communicate mathematical
ideas
1F analyze mathematical relationships to
connect and communicate mathematical
ideas
1Gdisplay, explain, and justify mathematical
ideas and arguments using precise
mathematical language in written or oral
communication
8A determine the number of ways an event
may occur using combinations,
permutations, and the Fundamental
Counting Principle
regression line
Method of Least Squares
Box plot
Standard deviation
Range
Event
Probability
Sample space
Tree diagram
Variability
Sample space
Permutation
Five number summary
Independent events
Binomial probability
Combinations
Factorial notation
Pascal’s triangle
Multiplication
Principal of probability
Theoretical probability
Frequency model
Dot plot
Histogram
Mean
Median
Mode
Midrange
Standard deviation
Range
8B compare theoretical to empirical
probability
9A interpret information from various graphs,
including line graphs, bar graphs, circle
graphs, histograms, scatterplots, dot plots,
stem-and-leaf plots, and box and whisker
plots, to draw conclusions from the data
and determine the strengths and
weaknesses of conclusions
&copy; San Antonio ISD – Math Models At A Glance 2015-16
Page 2
San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance
with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended.
Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el T&iacute;tulo VI de la Ley de Derechos Civiles
de 1964, seg&uacute;n enmienda; el T&iacute;tulo IX de las Enmiendas en la Educaci&oacute;n, de 1972, y la Secci&oacute;n 504 de la Ley de Rehabilitaci&oacute;n de 1973, seg&uacute;n enmienda.
9B analyze numerical data using measures of
central tendency (mean, median, and
mode) and variability (range, interquartile
range or IQR, and standard deviation) in
order to make inferences with normal
distributions
9C distinguish the purposes and differences
among types of research, including
surveys, experiments, and observational
studies
9D use data from a sample to estimate
population mean or population proportion
9E analyze marketing claims based on graphs
and statistics from electronic and print
media and justify the validity of stated or
implied conclusions
10A formulate a meaningful question,
determine the data needed to answer the
question, gather the appropriate data,
analyze the data, and draw reasonable
conclusions
10B communicate methods used, analyses
conducted, and conclusions drawn for a
data-analysis project through the use of
one or more of the following: a written
report, a visual display, an oral report, or a
multi-media presentation
&copy; San Antonio ISD – Math Models At A Glance 2015-16
Page 3
San Antonio Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance
with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; section 504 of the Rehabilitation Act of 1973, as amended.
Es norma del distrito de San Antonio no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades vocacionales, tal como lo requieren el T&iacute;tulo VI de la Ley de Derechos Civiles
de 1964, seg&uacute;n enmienda; el T&iacute;tulo IX de las Enmiendas en la Educaci&oacute;n, de 1972, y la Secci&oacute;n 504 de la Ley de Rehabilitaci&oacute;n de 1973, seg&uacute;n enmienda.
```