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School District of Washington |
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MATHEMATICS CURRICULUM 2000 |
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Mathematics - Contemporary Mathematics |
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Algorithms
The learner will be able to
understand and apply algorithms as found in discrete mathematics to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
Application |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
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Algorithms: Apply
The learner will be able to
use algorithms to determine minimal spanning trees and/or shortest paths in weighted graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
|
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
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Algorithms: Create
The learner will be able to
create algorithms to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
Synthesis |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
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Algorithms: Real World Problems
The learner will be able to
manipulate algorithms as models in solving real world problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
Application |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
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Calculus and Pre-Calculus
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Conic Sections: Define
The learner will be able to
define the conic sections (circle, ellipse, parabola, and hyperbola) as the intersection of a plane and a conic surface.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
Knowledge |
Reinforce |
School District of Washington. SG3. PS1-8. MA3,4,6. SG3. |
Classroom
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Conic Sections: Model
The learner will be able to
apply conic sections, their attributes, and/or parametric representations to model various scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Conic Sections: Recognize Applications
The learner will be able to
apply Kepler's First Law.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Graph Theory: Develop Algorithms
The learner will be able to
traverse graphs by creating algorithms to determine the most efficient route.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Graph Theory: Explore/Solve
The learner will be able to
investigate and solve application problems that involve graph theory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Graph Theory: Problem Solving
The learner will be able to
solve real-world and mathematical problems by applying concepts of graph theory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Graph Theory: vertices/Edges
The learner will be able to
apply graph theory by representing a problem as edges and vertices in order to solve it.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Graph Theory/Networks
The learner will be able to
study networks including road systems, pipelines, and airline routes through the use of graphs as models.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
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Graph Theory/Networks
The learner will be able to
define, apply, and differentiate the ideas of Eulerian path, Eulerian circuit, Hamiltonian path, Hamiltonian circuit, and isomorphism.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
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Linear Programming
The learner will be able to
determine the minimum and maximum values of a function over a certain region by using the corner point theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Programming |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Linear Programming
The learner will be able to
understand, within a certain linear programming mode, the objective function, constraints, and nonnegativity requirement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Programming |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Linear Programming: Describing
The learner will be able to
describe the meaning of the vertices of the resulting polygonal region when performing linear programming.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Programming |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Linear Programming: Modeling
The learner will be able to
demonstrate an understanding of mathematical modeling by graphing the area of feasible solutions, values of variables that optimize, and constraints (identifying both convex and maxima and minima points).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Programming |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Linear Programming: Problem Solving
The learner will be able to
understand the variety of real-world settings in which linear programming problems occur.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Programming |
Application, Analysis |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
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Graphs: Box and Whisker Graphs
The learner will be able to
construct a box and whiskers graph by ordering data, identifying the median, quartiles, and extremes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
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Scatterplots
The learner will be able to
organize and present data in a scatterplot.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
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Discrete Math: Connections
The learner will be able to
understand the relationship of scheduling problems and bin packing problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Comprehension |
Master |
School District of Washington(a). SG3. PS1-8. MA3,4,6. |
Classroom
|
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Discrete Mathematics: Finite Graphs
The learner will be able to
apply finite graphs to illustrate and interpret data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3-6. |
Classroom
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Discrete Math: Model
The learner will be able to
model bin packing problems and know the six heuristic algorithms for bin packing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington(a). SG3. PS1-8. MA3-6. |
Classroom
|
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Discrete Math: Problem Solving
The learner will be able to
obtain problem solutions through the application of enumeration procedures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3-6. |
Classroom
|
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Discrete Math: Scheduling
The learner will be able to
use the list processing algorithm to schedule tasks on identical processors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington. SG3. PS1-8. MA6. |
Classroom
|
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Game Theory: Expected Value
The learner will be able to
compute the expected value of a player in a game which has only two pure strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Knowledge |
Master |
School District of Washington(a). SG3. PS1-8. MA3,4,6. |
Classroom
|
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Game Theory: Saddle Point
The learner will be able to
find the saddle point by means of the minimax technique.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington(a). SG3. PS1-8. MA3,4,6. |
Classroom
|
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Graph Models
The learner will be able to
use graph models to represent simple problems in operations research.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Application |
Master |
School District of Washington(a). SG3. PS1-8. MA3-6. |
Classroom
|
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Graph Models: valiance
The learner will be able to
find valances of vertices of a graph.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
Knowledge |
Master |
School District of Washington(a). SG3. PS1-8. MA3-6. |
Classroom
|
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Recursion: Apply Concept
The learner will be able to
apply the idea of recursion in mathematics to obtain solutions to application problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Recursion |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3-6. |
Classroom
|
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Congruence: Justify/Solve
The learner will be able to
use the idea of congruence to verify properties of figures and/or obtain problem solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence |
Synthesis |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Geometry: Exponential Growth
The learner will be able to
apply the concept of geometric exponential growth.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Patterns |
Application |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Geometry: Parallel Postulate
The learner will be able to
apply the parallel postulate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
Application |
Master |
School District of Washington(a). SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Geometry: Population Pyramid
The learner will be able to
apply the concept of population pyramid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
Application |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Geometry: Tiling
The learner will be able to
understand the concept of tiling with regular polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tessellations |
Comprehension |
Master |
School District of Washington.. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Pythagorean Theorem: Analyze
The learner will be able to
identify situations requiring the Pythagorean theorem, and analyze how and why the theorem is used.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pythagorean Theorem |
Analysis |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Pythagorean Theorem: Apply
The learner will be able to
use the Pythagorean theorem, and the theorem's converse, to solve real-world scenario problems involving right triangles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pythagorean Theorem |
Application |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Similarity: Define
The learner will be able to
apply critical characteristics in defining similarity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Similarity |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA,2,3,4,6. |
Classroom
|
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Math as Reasoning: Apply
The learner will be able to
develop reasoning skills and become an independent mathematical thinker who is able to draw logical conclusions and make generalizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Reinforce |
School District of Washington. SG4. PS1. MA3,4,6. |
Classroom
|
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Math as Reasoning: Estimating Solutions
The learner will be able to
apply mathematical reasoning to estimate solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Reinforce |
School District of Washington. SG4. PS1. MA3,4,6. |
Classroom
|
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Math Concepts: Fractals
The learner will be able to
build fractals by applying a recursive method and/or use a computer/calculator when necessary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Math Concepts: Fractals
The learner will be able to
describe and/or relate the attributes and/or characteristics of fractals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Analysis |
Master |
School District of Washington. SG2. PS1-3. MA3,4,6. |
Classroom
|
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Math Concepts: Relating
The learner will be able to
associate mathematical ideas and/or skills with practical applications.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Analysis |
Reinforce |
School District of Washington. SG1. PS10. MA3,4,6.. |
Classroom
|
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Mathematical Connections: Apply
The learner will be able to
apply the concepts of one mathematical problem situation to extend understanding of another problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
Application |
Reinforce |
School District of Washington. SG3. PS1-7. MA3,4,6. |
Classroom
|
|
Mathematical Concepts: Using Technology
The learner will be able to
use technology to explore and interpret mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Application |
Reinforce |
School District of Washington. SG1. PS4. MA3,4,6. |
Classroom
|
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Mathematics as Communication
The learner will be able to
use speaking, writing, graphical forms, and physical models to communicate mathematics concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Application |
Reinforce |
School District of Washington. SG2. PS1-3. MA3,4,6. |
Classroom
|
|
Geometry: Scaling Factor
The learner will be able to
understand how surface area and volume depend upon the scaling factor.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Surface Area |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA2,3,4,6. |
Classroom
|
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Patterns: Geometric Change/Fractals
The learner will be able to
make descriptions, study, and/or continue patterns that are formed by geometric changes, including fractals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Involving Change |
Application |
Master |
School District of Washington. SG1. PS4-8. MA3,4,6. |
Classroom
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Perspective/Role in Society
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Mathematics of Social Choice
The learner will be able to
understand and apply concepts of mathematics of social choice in solving real-world problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
|
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Social Choice: Election Theory
The learner will be able to
appreciate the nature of Arrow's Impossibility Theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Analysis |
Master |
School District of Washington(a). SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Social Choice: Election Theory/Outcome
The learner will be able to
find the outcome of a given election by applying techniques of election theory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
|
|
Social Choice: Election/Evaluate
The learner will be able to
evaluate election methods with respect to their fairness.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Evaluation |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
|
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Social Choice: Fair Division Methods
The learner will be able to
develop methods to divide continuous objects fairly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
|
|
Social Choice: Fair Division/Apportion
The learner will be able to
solve real-world problems which involve apportionment by applying methods of fair division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6 |
Classroom
|
|
Social Choice: Fair Division/Estate
The learner will be able to
divide the assets of an estate using methods of fair division including the Estate Division Algorithm.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Social Choice: Weighted Voting Methods
The learner will be able to
find the voting power within a group by applying weighted voting methods.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematics of Social Choice |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Assessment Outcomes: Errors
The learner will be able to
attempt to use errors as learning experiences and apply new learning so as to not repeat errors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Assessment Outcomes |
Analysis |
Reinforce |
School District of Washington. SG3. PS1-7. MA1-6. |
Classroom
|
|
Attitude: Appreciation
The learner will be able to
develop an appreciation for the value of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Synthesis |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Attitude: Confidence
The learner will be able to
become confident in solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Synthesis |
Reinforce |
School District of Washington. SG3. PS1-8. SG4. PS5. MA1-6. |
Classroom
|
|
Attitude: Mathematics/Language Arts
The learner will be able to
understand and appreciate that discussing, listening, reading, and writing are vital parts of learning and using mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Comprehension |
Reinforce |
School District of Washington. SG2. PS1-3. MA1-6. |
Classroom
|
|
Learning Objective
The learner will be able to
learn to accept responsibility for his/her own learning in mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Learning Mathematics |
Application |
Reinforce |
School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Mathematical Perspective
The learner will be able to
understand mathematics as integral to the development of all cultures and civilizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Comprehension |
Reinforce |
School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Mathematical Perspective
The learner will be able to
see mathematics as a connected whole as opposed to an isolated set of topics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Analysis |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Mathematics: Careers/Proficiency
The learner will be able to
understand that many careers require proficiency in mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Careers |
Comprehension |
Reinforce |
School District of Washington. SG1. PS1-10. SG4. PS1-8. MA1-6. |
Classroom
|
|
Data Analysis: Probability/Statistics
The learner will be able to
use experiences in collecting, organizing, interpreting, and analyzing statistical data and applying probability concepts to make predictions about and evaluate a given situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Data Manipulation: Codes
The learner will be able to
use simple codes to reveal and conceal information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Analyzing
The learner will be able to
analyze and apply the following concepts of discrete mathematics: recurrence relations, iterations, and induction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Applying
The learner will be able to
apply discrete mathematics concepts to model, analyze, and solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Applying
The learner will be able to
identify common discrete mathematical models, explore their properties and design them for specific situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Applying
The learner will be able to
apply discrete mathematics to problem situations involving voting, apportionment, and allocations, and use fundamental strategies of optimization to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Applying
The learner will be able to
apply discrete mathematics to store, process and communicate information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Finite Differences
The learner will be able to
solve real-world and mathematical problems by applying concepts of finite differences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Iterative Process
The learner will be able to
analyze iterative processes with calculators and computers when appropriate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Networks/Create
The learner will be able to
create networks.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Discrete Mathematics: Recursive/Problems
The learner will be able to
solve real-world and mathematical problems by applying recursive thinking and techniques.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete/Continuous Data |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Frequency Distributions: Histogram
The learner will be able to
create a histogram to show the frequency distributions of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Frequency |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Game Theory
The learner will be able to
create and apply tree diagrams to solve graph theory problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Game Theory |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Game Theory: Problem Solving
The learner will be able to
understand and apply game theory in solving real-world problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Game Theory |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Mean and Median
The learner will be able to
calculate mean and median.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Average/Median/Mode/Range |
Knowledge |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Mean/Median: Calculate/Compare
The learner will be able to
calculate the mean, interpret it, explain its sensitivity to extremes, and explain its use in comparison with the median.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Average/Median/Mode/Range |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Probability
The learner will be able to
apply theoretical or experimental experiences to find basic probability measures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Probability Distribution: Normal Curve
The learner will be able to
apply the attributes of the normal curve in finding answers to questions relating data points to the mean and standard deviation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability Distribution |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Probability Distributions: Normal Curve
The learner will be able to
interpret a normal distribution curve using the 68-95-99.7 rule to compute normal probabilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability Distribution |
Analysis |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Quartiles: Calculate
The learner will be able to
calculate the extremes, quartiles, 5-number summary and range for a given set of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability Distribution |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Random Variables: Explain
The learner will be able to
relate the idea of random variable to others, and/or use the idea to create and/or study various probability distributions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Randomness |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Sampling: Random/Systemic
The learner will be able to
correctly use both random and systemic sampling procedures in determining a population, using technology when necessary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sampling |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Problem Solving: Codes
The learner will be able to
identify codes of various types, and use decoding methods.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Problem Solving: Codes
The learner will be able to
understand the Hamming code.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA,3,4,5,6. |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
Graphing: Linear Equations
The learner will be able to
make graphs of linear equations using the Cartesian coordinate system and tables for coordinate values.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
|
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
|
Linear Equations/Inequalities: Exploring
The learner will be able to
explore how the graphs of linear equations and inequalities are related to real-world problems by applying graphing concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations/Inequalities |
|
Master |
School District of Washington. SG3. PS1-8. MA,3,4,6. |
Classroom
|
|
Exploring: Fractals/Technology
The learner will be able to
use technology to explore fractals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exploring |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Technology as a Tool: Computer Graphics
The learner will be able to
make computer generated graphics using functions and fractals which relates geometric principles to computer commands.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Technology as a Tool |
|
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
Technology: Graphics
The learner will be able to
recognize and apply the spline curve.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computers |
Knowledge, Application |
Master |
School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
|
|
|
