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I am still struggling with this standard. Mostly with the financial context. From the example in the standard raising 1.15^(1/12) reveals a very similar rate as using the compounding formula, (1+ .15/12). When is it more appropriate to use one over the other? Is one more right from a financial aspect? Is this in the APY vs. APR category? I may be over thinking it, but it seems like a tough difference to assess.
I think that is a great interpretation of the standards considering they are at the Algebra I grade level in PARCC states and represent an additional cluster. There will be more work with standard deviation in Algebra II in S-ID.4, although that is in the additional cluster as well.
I think it is interesting how curricula will be written as writers across the country interpret the standards. There is a lot you could do with S-ID.1-3, but you have to make decisions timewise, considering the rest of the S-ID’s, while making sure the central purpose of the standards, as you mentioned above, are covered.
New York has a lesson in Algebra I where students walk through the formula. Then students calculate and interpret standard deviation. I wouldn’t restrict calculator use completely.
I think there is a fine line in how deep you go in certain standards at a ninth grade level. How far do you go when a student asks where the correlation coefficient comes from? Show them the formula and smile.
New York has one lesson in Algebra I where students walk through the formula. Then students calculate and interpret standard deviation. I wouldn’t restrict calculator use completely.
I think there is a fine line in how deep you go in certain areas at a ninth grade level. How far do you go when a student asks where the correlation coefficient comes from? Show them the formula and smile.
Ok, thanks. Just to clarify in Algebra II as well, PARCC limits A-CED.1 with, “Tasks have a real-world context. In Algebra II, tasks include exponential equations with rational or real exponents, rational functions, and absolute value functions.”
So is the inequality aspect of A-CED.1 disregarded in PARCC states?
Could you expand on inequalities in the Common Core? Following A-CED.1 is, “Include equations arising from linear and quadratic functions, and simple rational and exponential functions.” Also, in Algebra I PARCC adds “Tasks are limited to linear, quadratic, or exponential equations with integer exponents.”
Neither of these mention inequalities. Is it implied that equations also refers to inequalities?
