**Real** Constants and Variables **Real** constants: (with a decimal point) e.g., **10**. -999.9 1.0E-3 (= 1.0 x **10** -3 or 0.001) 123.45E20 0.12E+1 1,000,000. (X) 111E3 (X) -12.0E1.5 (X) **Real** variables: 32-bit **real** **numbers** 64-bit **real** **numbers** (diff. kinds of **real** **numbers**/ student INTEGER :: num_quizzes **REAL**, DIMENSION(**10**) :: quiz_grades INTEGER :: num_exams **REAL**, DIMENSION(**10**) :: exam_grades INTEGER :: final_exam_grade **REAL** :: average END TYPE TYPE(grade_info), DIMENSION(30) :: **class** (an array **class** of 30 variables of /

12 MA1A3A / MA1A3B Credit: 1 Prerequisite: Algebra I, Geometry, and Algebra ll Major topics of study: operations with **real** and complex **numbers**, exponents and radicals; solutions of equations: rational, quadratic, polynomial with practical applications; solutions of systems of equations and /enjoy **math** and seriously plan on majoring in **math**, engineering or science in college Students can earn up to **10** hours of college credit if successful on the AP exam in May Students gain no advantage to GPA or **class** rank/

your current grade in **math**, **number** of missing assignments, **number** of incomplete assignments, and **number** of late assignments 5.Work on your missing/incomplete assignments 6.Begin working on the **Math** Minute 8 & D-11 **Math** Review 1.4 **Math** Minute 8 Directions Work / solve a **real**-world problem? 2.How can you use a unit rate to solve a proportion? AGENDA (**10** min) **Math** Weekly Progress Check (15 min) **Math** Minute 8 (**10** min) Intervention/Extension (5 min) Announcements & Results (5 min) Lesson Overview (**10** min) 3/

of the third year. Maxwell, J., in Tomlin, A., (ed), The **Numbers** Game, 1982(?), Hammersmith and Fulham Council for Racial Equality 45 Freedom fighter A/ Action Research,5:3, 501 - 511 To link to this article: DOI: **10**.1080/09650799700200038 49 Here Gelsa describes and comments on approaches to the measurement of land/ they will use these probability ideas “later” to solve “**real**” problems. Back to problem list Dan Meyer: **Math** **class** needs a makeover? http://www.ted.com/talks/dan_meyer_math_ curriculum_makeover./

(18 % (17 - 12)) **Real** **number** example 2.0 * 2.4 + /**number** *= 2;// **number** = **number** * 2; Javas **Math** **class** Method nameDescription **Math**.abs( value ) absolute value **Math**.round( value ) nearest whole **number** **Math**.ceil( value ) rounds up **Math**.floor( value ) rounds down **Math**.log10( value ) logarithm, base **10** **Math**.max( value1, value2 ) larger of two values **Math**.min( value1, value2 ) smaller of two values **Math**.pow( base, exp ) base to the exp power **Math**.sqrt( value ) square root **Math**.sin( value ) **Math**.cos( value ) **Math**/

completed by tomorrow. -Students will be presenting their work to the **class** on day 9&**10** C: Students will be encouraged to place all final draft work on/gets prizes or treats. *This lesson was created by Jade Hughes* Subject/Unit/Lesson: **Math**/Mythology/Coordinate Geometry Becki Brown Day 1 Grade Level: 7th Materials Powerpoint/Smartboard Notecards for /and negative **numbers** 7.4.1.b Find and interpret mean, median, mode, and range for sets of data Anticipatory Set Who can think of where in the “**REAL** WORLD” we/

**Math** ASTR/PHYS 109 Dr. David Toback Lecture 9, **10** & 11 Physics We Need Topic 3: Quantum Mechanics and Atoms Big Bang, Black Holes, No **Math** 2 Was Due for Today – L9 Reading: –(BBBHNM Unit 2) Pre-Lecture Reading Questions: –Unit 1 Revision (if needed): Stage 1 was due before **class**/Bang, Black Holes, No **Math** More Interactions Can also get electrons and protons interacting with **REAL** photons –Photons we can /Big Bang, Black Holes, No **Math** 110 EM vs. Gravity Answer: Equal **numbers** of protons and electrons –Each atom/

representations of them compare and contrast the properties of **numbers** and **number** systems, including the rational and **real** **numbers**, and understand complex **numbers** as solutions to quadratic equations that do not have **real** solutions compare and contrast the properties of **numbers** and **number** systems, including the rational and **real** **numbers**, and understand complex **numbers** as solutions to quadratic equations that do not have **real** solutions understand vectors and matrices as systems that/

Whole **Class** 4) Summary- Independent 5) Practice- Independent 6) Assessment- Independent **10** SWBAT: SWBAT understand that positive and negative **numbers** are used together to describe quantities having opposite directions or values by using positive and negative **numbers** to represent quantities in **real** / Common Core State Standards, and utilize research-based best practices to help you improve your students’ **math** abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you /

**real** fire truck is 44 feet. Janie MacIntyres Fear Factors in **Math** Flow Map for Sequence/Chronological Order Step 1 Step 2 Step 3 Step 4… substage Janie MacIntyres Fear Factors in **Math**/65 percentage points. What is the percent of increase over the **10** year period? 4.An aerial photograph is taken of a school / Area Statistics Pythagorean Theorem **Number** Comparisons Probability Geometry Goodies Other “**class**” and “student-specific” needs. Janie MacIntyres Fear Factors in **Math** Special Calculator Bridge Maps should/

**real** world Great way to review vocabulary Good for **class** game by teams Engages all levels of learners Provides segue into lesson www.mrlsmath.com & www.tttpress.com Friday Afternoon Lifesavers – **Math** Videos from Bill Lombard Bill Lombard’s (a.k.a. Mr. L) **Math** Videos From www.mrlsmath.com 1. Ring a Bell **Numbers** – Fun **Math**/ creating online videos will do the trick! Our goal is to create videos of 5 – **10** minute duration that are tightly focused around one topic that show some fascinating aspects of mathematics./

and structures; use mathematical models and analyze change in both **real** and abstract contexts. Source: NCTM Principles and Standards (1998)/**10s**. These patterns give students a natural strategy to understand addition and multiplication. When considering a **number** pattern such as 2, 4, 6..., a young student will ask herself, By what **number** can I count (add) to get to the next **number**/ Station Teaching What do stations look like in a **math** **class**? Whole **class** warm-up Review station assignments made based on pre-/

**10**; Action Research project in School; Dissemination of research findings to Head Teachers in 2011; Primary **Maths** Specialist Teacher training – 2008-2010; Masters Degree – Girls and **Maths**/at moving forwards. When encountering decimals or larger **numbers**, for example, earlier stages of the calculation policy/). Games based approach. Focus on weekly in **class** objectives – a second attempt to have a /**maths** and link it to **real** life. Girls feel you gain mathematical success through effort, and that failure in **maths**/

of the **numbers** you have worked with in **math** **class** this year have been greater than or equal to zero. However, **numbers** less than zero can provide important information. Where have you seen **numbers** less than/throws did Omar make? made 7 9 Attempted 90 missed 3 90 ÷ **10** = 9 9 x 7 = 63 Omar made 63 free throws. At// What Do You Expect? Compound Probability How is probability used in **real** life? Theoretical probability Experimental probability Outcome Vocabulary Event Theoretical probability Experimental probability/

**10** credits per semester) 6 CREDIT RECOVERY CVUSD VIRTUAL PROGRAM CVUSD VIRTUAL PROGRAM a limited **number** of online **classes** a limited **number** of online **classes** offered through the CVUSD District to make up credits. offered through the CVUSD District to make up credits. ROP ROP ROP offers career training opportunities. ROP offers career training opportunities. You receive High School Elective credit AND get some **real**/ 1 yr. World) b. English – 4 years c. **Math** – 3 years, at least thru Algebra II (4 years /

thought about…. Seminars or **math** discussions (what’s new?, tape diagrams or double **number** lines, a replications of 1/authentic practice.” Professional development/interaction that employs materials taken from **real** classrooms and provide opportunities for critique, inquiry, and investigation./ Coach or principal teaching one or more **classes** to free up teacher to visit colleagues /sensible pacing guide. Aligned benchmark or interim assessments. 53 #**10**: The Risk-taking Mindset While “nothing ventured, nothing /

Then- a brief overview listing the domains, clusters, standards and mathematical practices. (Pause) In this slide- **Number** and Quantity – is the conceptual category; The **Real** **Number** System – is one domain; and - Extend the properties of exponents to rational exponents - is a cluster /teaching and learning in **math** at my grade level or in my discipline. (i.e. what should I have students engaged in during **class** if I want to see students “Attending to Precision” in **class**. – MP6”) Give each group **10** min then share out/

photogates. Miscellaneous Information This **class** is identical to the Physics I option aside from the **number** of topics covered. Physics /**math** background (Concurrently enrolled in AP Calculus). Willingness to see teacher before/after school when additional help is required. For more information see Mr. Knorr Room 147, **10** – 12 building Topics Covered Basic **Class**/health and medicine using available technology. Students are posed with **real**-world, challenging open-ended problems, addressing topics in clinical /

, regroup studentsDetermine program needs Student focusSystem focus Intervention effectiveness **Class** / school instruction and curriculum decisions Continue or revise supportCore/**Math** BUDDY UP!!! 4 th grade OAT **Math** Released (Spring 2008) OGT Example Spring 2006 Question 4 Standard: NNS Benchmark: G. Estimate, compute and solve problems involving **real** **numbers**, including ratio, proportion and percent, and explain solutions. Adam was going to buy a new lawn mower from Lawn Care Depot for $169, less a **10**/

of course and ability to transfer statistical skills to future **classes** and to **real** world Substitute technology “capital” for faculty & TA “/ Reducing student dissatisfaction rate related to communication Determining appropriate **number** of students per instructor (100 then down to 50/**math** **classes** NCAT Changing the Equation: Redesigning Developmental **Math** In this program 38 institutions redesigned developmental **math** using the Emporium Model Modularization: 6 to 31 modules in 5 to 400 sections NOVA offers **10**/

60 * 12); dusk.printTime( ); These two simple Java statements actually cause a large **number** of actions. “ Time dusk ” declares a new Time object “ dawn.addMinutes(60 */objects in the **real** world” 7- 190 Creating a **Class** In creating **classes** to mimic the **real** world system, /**Math**.pow(**10**, square-1)); } 7- 213 Representation Independence Notice that changing the representation in these cases did not change the interface This is called “representation independence”, and is an important feature in using Java **classes**/

distant galaxies are moving away from us VERY quickly –Big Bang **10** 24 meters! Introduction Topic 2: Going Big Big Bang, Black Holes, No **Math** 58 Our “Observable” Universe **10** 11 galaxies (about the same **number** of stars in our galaxy) We’re on the fringe of a/Holes, No **Math** PLRQ Questions In-**class** quiz 1.Will the Universe expand forever? 2.Can you have anti-matter in a proton? 3.Can String Theory be true? 4.Is anti-matter **real**? 81 Introduction Topic 2: Going Big Big Bang, Black Holes, No **Math** Calibrated Peer /

from origin public double getDistanceOrigin() return **Math**.Pow(x*x+y*y,0.5); } **Class** name Variables within a **class** Function within a **class** **Classes**: Access control public **class** Point { // private section // restricts/**number**. This function will return 0 from **numbers** smaller than zero and returns 1 for **numbers** 0 and 1. Calculate the factorial of **numbers** by using a loop for **numbers** greater than 1. Write a main function that prints the factorials of **numbers** between 1 and **10**. Remember that you should use the **class**/

Going Big Big Bang, Black Holes, No **Math** First **real** assignment: PRLQ for Unit 1 17 Introduction Topic 2: Going Big Big Bang, Black Holes, No **Math** Pre-Lecture Reading Questions To help focus your reading before **class** you will be asked to write down 4 / distant galaxies are moving away from us VERY quickly –Big Bang **10** 24 meters! Introduction Topic 2: Going Big Big Bang, Black Holes, No **Math** 58 Our “Observable” Universe **10** 11 galaxies (about the same **number** of stars in our galaxy) We’re on the fringe of /

char boolean Basic types are created by Declaring a variable: int **number**; char ch=‘a’; “**number**” and “ch” both reside in the Stack. Objects Objects /**Class** Complex Example public **class** Complex { private double **real**; private double imaginary; Complex(double **real**,double imaginary) { this.**real** = **real**; this.imaginary = imaginary; } Complex(Complex other) { this.**real** = other.**real**; this.imaginary = other.imaginary; } public double getReal() { return **real**; } public double getImaginary() { return imaginary; } 21 **Class**/

**math**/courses/ Algebra 1 Pacing SOL A.9 – 1st Nine Weeks SOL A.**10**, A.11 Algebra 2 Pacing SOL AII.2, AII.9, AII.**10**/equation of the curve of best fit, make predictions, and solve **real**-world problems, using mathematical models. Mathematical models will include polynomial, /**10** Plot A represents the total **number** of songs downloaded by each of 15 students in Mr. Archer’s **class** during October. Each student in Mr. Archer’s **class** downloaded a different **number** of songs from the others. Plot B represents the total **number**/

– 4 * 1 * 1 discriminant = -4 Later in calculating the roots, the formula takes the square root of the discriminant Mathematically, a negative **number** does not have a “**real**” square root **10** Solving Quadratic Equations The **Math**.sqrt() method can’t provide any “**real**” **number** that is the square root of -4 In this case, it returns the result “NaN” However, in algebra we learned to “fake/

**real** **numbers** including common known identities. Students used algebra tiles to practice combining like terms, and to show their understanding of the distributive property, associative property, and commutative property This provided students with a hands on approach to Algebra. “I enjoyed using Algebra tiles in **math** **class**/I could get the task done quicker and knew the material better.” ~Josh Price Chapter **10**: Measures of Central Tendency Students used their prior knowledge of the measures of central tendency/

**Math**.pow(3, 2) **Math**.pow(**10**, -2) **Math**.sqrt(121.0) - **Math**.sqrt(256.0) **Math**.round(**Math**.PI) + **Math**.round(**Math**.E) **Math**.ceil(6.022) + **Math**.floor(15.9994) **Math**.abs(**Math**.min(-3, -5)) **Math**.max and **Math**.min can be used to bound **numbers**. Consider an int variable named age. What statement would replace negative ages with 0? What statement would cap the maximum age to 40? Quirks of **real** **numbers** Some **Math**/ two balls from various heights. import java.awt.*; public **class** Balls { public static void main(String[] args) { /

**Numbers** and Proportional Reasoning Toward a Theoretical Framework for Research. In Frank K. Lester, Jr (Ed.), Second handbook of research on mathematics teaching and learning (pp. 629 – 667). Charlotte, NC: Information Age Publishing, Inc. Fractions as part of a set Fractions in our **Class** I need **10**/M. 2002. Teaching Arithmetic: Lessons for Decimals and Percents, Grades 5 – 6. Sausalito, CA: **Math** Solutions Publications. 2) Examine the student work samples. What is Patrice’s misunderstanding? What rule is /

today is simple: We know what works. We know how to make **math** more accessible to our students It’s instruction silly! K-1 Reading Gifted Active **classes** Questioning **classes** Thinking **classes** 9 Research-affirmed Practices 1.Effective teachers of mathematics respond to most student answers/and used to get solutions to problems that have **real** world value **Number** facts 71 Ready?? What is 8 + 9? 17 Bing Bang Done! Vs. Convince me that 9 + 8 = 17. Hmmmm…. 72 8 + 9 = 17 – know it cold **10** + 7 – add 1 to 9, subtract /

**math** **class** best extends from student’s talking to partners or groups. Use journal, logs, writing prompts, descriptions of their reasoning, etc. Use journal, logs, writing prompts, descriptions of their reasoning, etc. 5. Present **math** activities in context. **Real**-world contexts can give students access to otherwise abstract mathematical ideas **Real**/ consecutive **numbers**, such/**10**. Encourage different ways of thinking. There’s no one way to think about any **math** problem There’s no one way to think about any **math**/

**numbers**. 5. When you have finished with the day’s “**Math** Minutes” draw a line in order to separate the different days. **Math** Minutes – Tuesday, September 17 Finish Copying from Monday – Be prepared for **real** **Math** Minutes to start again tomorrow! Finish Copying from Monday – Be prepared for **real** **Math** Minutes to start again tomorrow! **Math** Minutes Set up **Math**/**class** period Put your name, date, and **class** period **Number** 1-25 down the left side of the page (do not skip lines) **Number**/of his ticket was $**10**.00. What was /

single **real** **number**: public Complex(double **real**) { realPart = **real**; imaginaryPart = 0.0; } Chapter **10**: Writing **Classes** Java Programming FROM THE BEGINNING 73 Using this in Constructors It’s not unusual for a Java **class** to have a large **number** of/ Card pickRandom() { return new Card((int) (**Math**.random() * 13), (int) (**Math**.random() * 4)); } Chapter **10**: Writing **Classes** Java Programming FROM THE BEGINNING 132 Discussion of the Card **Class** The Card **class** includes constants that provide names for all the possible/

the importance of **numbers** Shows **numbers** as part of common knowledge Relates mathematics to the **real** world Great way to review vocabulary Good for **class** game by teams Engages all levels of learners Provides segue into lesson Friday Afternoon Lifesavers – **Math** Videos from Bill / must come up with problems that have the answers from 1 – **10**. Not only is this a great puzzle that builds **number** sense, it also reinforces a great deal of **number** properties and provides examples of algebra concepts in a fun way. You/

**math** strategy See **math** strategy Back to Top 25 Zero Definition: Zero is an even integer (thus it is divisible by 2) that is neither positive nor negative. As a result, zero is the smallest non- negative **number**. Zero is also the smallest of **10** digits. Zero is a whole **number**, a rational **number**, and a **real** **number**/For pairing problems, see Handshake/ Pairing strategy. Reasoning: FCP represent a broad **class** of counting principles that include permutations and combinations. Some counting problems will have /

Importance for teaching Inherent value (aligned with mission statements) Meaningful, memorable, and motivating **real**-life context (Lesser 2007, Makar 2004) that’s beyond-the-book Whether we /do it!!….” My Reflection on 2007 Project Presentations feeling of community in **math** **class** was (unusually) strong students’ presentation skills and poise were great I / & 5? **10** & 4? 11 & 3? 12 & 2? 13 & 1? 14 & 0?) Motivation for binomial distribution! 2 outcomes on each trial (bi-nom; male or female) Fixed **number** (e.g.,/

to achievement produced by curricula B and C) in 8 out of the **10** schools in which it was used. The researchers therefore claim that curriculum A /Hypothesis Good. An author conducts research on **Math** Program X in one school (suburban, middle **class**). Kids who got Program X learned a lot of **math**. The author says, “It probably won’/ NonreaderNonreader Level of Measurement Most detail. You can measure at the ratio level: **real** **numbers**. Objective data. Count something everyone can see. Some students in grade 3 read/

**numbers** characters queues arrays Things from the **real** world Things from the computer world The formal definition of **class**: Definition by Google **Classes** act as templates from which an instance of an object is created at run time. **Classes**/ of parameters using System; DateTime halloween = new DateTime(2009, **10**, 31); Console.WriteLine(halloween); DateTime julyMorning = new DateTime(2009/angle between them. Use System.**Math**. 5. Write a method that calculates the **number** of workdays between today and given/

may be shut out The effect of this new **class** of patents on innovation and societal welfare is still unclear, however a **number** of potential solutions to have already emerged. While/to 8 times the cost of a phone call, making **real** savings per call between 132 and 490 Taka ($2.70 to $**10**) (BBA). Table 3: Studies show that women have /as a condition of receiving federal funding, states are required to participate in the NAEP **math** and reading assessments for fourth- and eighth-grade students every two years. I am/

Complete a Diagnostic **Math** assessment on the targeted student (assessment provided in **class**)(1 hour) Complete progress monitoring tool after 5-**10** hours of instruction (progress monitoring tool provided in **class**) (1.5 hours/**Real** World **Math** Taught using **real** word **math** High performance on test that had similar **real** world problems Taught using **real** word **math** Low performance on measures of computation, simple word problem and equations solving Everyone Can Do **Math** **Number** Sense is Innate Numerosity **Number**/

**Classes** 1-3 Outline **Class** 1Class 2Class 3 ELA Orientation to the ELA Common Core Standards & Text-Based Questions ELA Text Complexity and Text ELA Writing in Common Core ELA Wrap –Up **Math** Orientation to the **Math** Common Core Standards & **Math** Focus **Math** **Math** Instructional Tasks **Math** Assessing and Advancing Question **Math** Wrap-Up **10**/ applications Each task calls for modeling/application in a **real**-world context or scenario (MP.4) Can involve/Content 3. Count the **number** of days spent on each category 4. Calculate the/

First **math** **class** attempted in community collegeTotal 12345678%N Max HS **Math** / 0.**10**.15 Variables predicting success rates in college **math** from High /**real** **numbers** x. Problem Solving/Application The sum of three consecutive even integers is –66. Find the three integers. Testing the tests Part 1: The pencil is sharpened **p < 0.01. Note: Yellow shading indicates weak correlations (r < 0.3) while orange shading indicates stronger correlations (r ≥ 0.3). 2002-2003 Correlations with: CST **Math** Score CAHSEE **Math**/

**class** for core curriculum reinforcement and review Small-group instruction during **class** **Math** focused standardized test preparation Tutoring programs Main Components of the Kit 14 Skill Application Game Boards CD-ROM Teacher Resource Guide 7 Problem-Solving Strategy Cards with transparencies 14 **Real**/ Unit 1 **Numbers** & Numeration Unit/ Whole-**Class** Skills Lesson/and a **Real**-Life /**Real**-Life Problem- /**class** as a “think-aloud”. **Real**-Life Problem-Solving Cards High-interest cards with **real**/ level **Real**-Life / **Math** Journals/

**Classes** Taken About Me Resume Philosophy of Education Table of Contents Mathematics Structures of **Math** I: **Number** Systems Structures of **Math** II: Probability and Geometry Structures of **Math** III: **Number** Patterns Structures of **Math** IV: Development of Geometry Topics in Elementary **Math**/through drawing out the theorem, finding the theorem in **real** world situations, or by completing a WebQuest on the/stranded there and they need to develop a **number** system other than base **10**. Since the island is their habitat, /

**Math** Section **Number** and Operations Sequences involving exponential growth Questions that require knowledge of exponential growth or geometric sequences. Example: 7, 21, 63, 189, … is a geometric sequence that has constant ratio 3 and begins with the term 7. The term obtained after multiplying n times by 3 is 7 x 3 n Since these sequences have **real**/long it would keep a motor running before losing power. For each battery, the **class** plotted the duration against the price, as shown above. Of the 5 labeled points/

**real** **number** values can be represented with a float object; all other **real** **number**/with base **10**: 45/**classes** are defined in the Python Standard Library to support Network programming Web application programming Graphical user interface (GUI) development Database programming Mathematical functions Pseudorandom **number** generators Media processing, etc. Introduction to Computing Using Python Standard Library module **math** The core Python language does not have a square root function >>> import **math** >>> >>> import **math**/

**math** TEKS that incorporate College Readiness Standards I. Numeric Reasoning (aligned) 8.1 (E) Compare and order **real** **numbers** with a calculator TEA Sept 08 TASM Update14 Revised secondary **math**/Guides Status of revised study guides based on TEKS refinements Grades 6–**10** and exit level guides have been revised Were sent to districts / Biology, Chemistry, Physics U.S. History, World History, World Geography Freshman **class** of 2011–2012 is first group to have EOC as graduation requirement (i.e., current/

I typed all the topics in BLUE REVIEW Work where? Use **Real** World Orientation along with the appropriate NMS for distance to answer the/**Math** Geometry Algebra Trigonometry Calculus Economics History Studying Major in Take up (a **class**) Classroom Exercise 1. **Math**? Ask a partner whether he or she is taking a **math** **class**/international students from around the world. A limited **number** of hearing undergraduates are accepted each year if/.htm MAKE-OUT Expressing Needs 3:**10** NSN 3:**10** Expressing Needs CULTURE NOTE In deaf /

second constructor that allows a Complex object to be created from a single **real** **number**: public Complex(double **real**) { realPart = **real**; imaginaryPart = 0.0; } Chapter **10**: Writing **Classes** Java Programming FROM THE BEGINNING Copyright © 2000 W. W. Norton /((int) (**Math**.random() * 13), (int) (**Math**.random() * 4)); } Chapter **10**: Writing **Classes** Java Programming FROM THE BEGINNING Copyright © 2000 W. W. Norton & Company. All rights reserved. 132 Discussion of the Card **Class** The Card **class** includes constants that/

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