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Advanced Prep - CUSD Math Coach
Advanced Prep - CUSD Math Coach

... and center. In Part 2, students play Landmark Shark. They determine the mean, median, range and mode of a data set (from a card deck). They can choose to trade cards to alter the statistical landmarks in attempt to get a higher score (6.SP.5c).They consider which landmark is best to use for the situ ...
Fractions and Decimals
Fractions and Decimals

PPT Chapter 01 - McGraw Hill Higher Education
PPT Chapter 01 - McGraw Hill Higher Education

... Step 1: Count the number of digits that are in the divisor to the right of the decimal point. Call this number x Step 2: Move the decimal point in the dividend x places to the right (adding zeros as necessary). Do the same to the divisor Step 3: Divide the transformed dividend (Step 2) by the transf ...
Essential Questions - Bracken County Schools
Essential Questions - Bracken County Schools

NOTE ON THE EXPECTED NUMBER OF YANG-BAXTER MOVES APPLICABLE TO REDUCED DECOMPOSITIONS
NOTE ON THE EXPECTED NUMBER OF YANG-BAXTER MOVES APPLICABLE TO REDUCED DECOMPOSITIONS

The Mathematics of Harmony: Clarifying the Origins and
The Mathematics of Harmony: Clarifying the Origins and

Activities for Students: Expression Polygons
Activities for Students: Expression Polygons

Grade 2
Grade 2

Those Incredible Greeks! - The Saga of Mathematics: A Brief History
Those Incredible Greeks! - The Saga of Mathematics: A Brief History

LAUSD Interim Assessment 1 – Grade 5 Lesson Mid
LAUSD Interim Assessment 1 – Grade 5 Lesson Mid

... Student  explains  why  this  strategy  works,   using  place  value  and/or  properties  of   operations  in  their  explanation.     Student  gives  examples  of  when  this  would   and  wouldn’t  be  a  good  strategy  to  use  (i.e ...
Unit A502/01 - Sample scheme of work and lesson plan booklet (DOC, 4MB)
Unit A502/01 - Sample scheme of work and lesson plan booklet (DOC, 4MB)

FCAT 2.0 Grade 5 Mathematics Sample Answers
FCAT 2.0 Grade 5 Mathematics Sample Answers

Lesson 14: Converting Rational Numbers to Decimals
Lesson 14: Converting Rational Numbers to Decimals

A1 Decimals and Fractions Introduction
A1 Decimals and Fractions Introduction

MPS Algebra/Geometry Syllabus Template
MPS Algebra/Geometry Syllabus Template

Grade 6 summer math calendar 2014
Grade 6 summer math calendar 2014

Sequence for Teaching Multi- Digit Multiplication
Sequence for Teaching Multi- Digit Multiplication

A.2 The Algebra of Rational Numbers
A.2 The Algebra of Rational Numbers

... to find a completely reduced rational number such that 3 = , then b b a2 3 = 2 or a 2  3b 2 b From this we see that 3 must be a factor of a 2 and hence 3 must be a factor of a. Then 32 must be a factor of a 2 or a 2 = 32 q. Then b2  3q. Then 3 must be a factor of b 2 and hence 3 must be a factor o ...
2002 mathematics paper a input your name and press send
2002 mathematics paper a input your name and press send

Multi-Step Word Problems
Multi-Step Word Problems

10 Rounding
10 Rounding

Sail into Summer with Math!  For Students Entering Investigations  into Mathematics
Sail into Summer with Math! For Students Entering Investigations into Mathematics

• Adding Whole Numbers and Money • Subtracting Whole Numbers
• Adding Whole Numbers and Money • Subtracting Whole Numbers

An Invitation to Proofs Without Words
An Invitation to Proofs Without Words

Annotated slides Wednesday
Annotated slides Wednesday

< 1 ... 10 11 12 13 14 15 16 17 18 ... 41 >

Secondary School Mathematics Curriculum Improvement Study

The Secondary School Mathematics Curriculum Improvement Study (SSMCIS) was the name of an American mathematics education program that stood for both the name of a curriculum and the name of the project that was responsible for developing curriculum materials. It is considered part of the second round of initiatives in the ""New Math"" movement of the 1960s. The program was led by Howard F. Fehr, a professor at Columbia University Teachers College.The program's signature goal was to create a unified treatment of mathematics and eliminate the traditional separate per-year studies of algebra, geometry, trigonometry, and so forth, that was typical of American secondary schools. Instead, the treatment unified those branches by studying fundamental concepts such as sets, relations, operations, and mappings, and fundamental structures such as groups, rings, fields, and vector spaces. The SSMCIS program produced six courses' worth of class material, intended for grades 7 through 12, in textbooks called Unified Modern Mathematics. Some 25,000 students took SSMCIS courses nationwide during the late 1960s and early 1970s.
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