Content Updates
Lessons:
- 10th grade
- S4.B1.K3, Lesson 1,
PowerPoint slide #3.
Previous |
Current |
5(1/7) |
6(1/7) |
- S4.B1.K3, Lesson 1,
PowerPoint slide #18. The sentence, “You should be able to generate
random numbers from 1 to 12” has been removed from the slide.
Tutorials:
- 3rd grade
- S1.B1.K2a, Tutorial 1,
Instructional item. Responses for
options have been made clearer.
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Current |
A. |
The
hundreds place value digits are not in order from greatest to least 0, 1, 1,
8 but from least to greatest. |
A. |
The
numbers are listed from LEAST to GREATEST. The
question asked for GREATEST TO LEAST. |
B. |
The
hundreds place values are not in order from greatest to least 1,1,0,8. |
B. |
The
GREATEST number is 1801. It should not be
listed last. |
C. |
Thousands
are equal, hundreds are from greatest to least and the less place values are
not critical to the order once you have ordered the greatest place values
that are not equal. |
C. |
Thousands
are equal. There are two numbers with 1 in
the hundreds. The tens of 1180 is greater than 1108, so 1180 should be
listed before 1108. |
D. |
Thousands
are equal, hundreds are from greatest to least but the tens are not. |
D. |
In
the numbers 1108 and 1180, the thousands and hundreds are equal. The
tens of 1180 is greater than the tens of 1108,
so 1180 should not be listed after 1108. |
- 10th grade
- S2.B4. A1i, Tutorial
1, Slide 2. The table data and pie charts have been changed.
Previous |
Current |
| |
Wins |
Losses |
Ties |
2005 |
9 |
3 |
1 |
2006 |
7 |
4 |
3 |
|
| |
Wins |
Losses |
Ties |
2005 |
12 |
2 |
2 |
2006 |
8 |
4 |
4 |
|
- S2.B4. A1i, Tutorial
1, Question 7. Responses for options have been made amended.
Previous |
Current |
A. |
Why
option A is incorrect. NYC's budget was GREATER than L.A's during week 2. The
red square is above the blue diamond. |
A. |
Why
is option A incorrect? NYC's budget was greater than LA's budget for
week 1. The red square is above the blue diamond. |
B. |
During
Week 3, L.A., budget was $80,000, and NYC’s budget was a little less than
$40,000. Therefore, L.A.’s budget was over twice NYC’s budget that week. This
relationship is also true in the circular graph. |
B. |
Why
is option B incorrect? NYC's budget is slightly greater than LA's
budget for week 2. In the pie chart, the blue section is much larger
than the red section. |
C. |
Why
option C is incorrect. In week 4, the budge for L.A was
60,000. The budget for NYC was a little more than 30,000, so for this week
the blue part of the circle should be just a little bit smaller than twice
the red part. |
C. |
Why
is option C correct? In week 4, the budge for L.A was 60,000. The
budget for NYC was a little more than 30,000, so for this week the blue
part of the circle should be just a little bit smaller than twice the
red part. |
D. |
Why
option D is incorrect. In week 5, the budge for L.A. was about 65,000. The
budget for NYC was about 40,000, so for this week the blue part of the circle
should be smaller than twice the red part. |
D. |
Why
is option D incorrect? The two budgets were very similar during week
6. Therefore, the pie chart ( would need to have two relatively equal
sized sections. |
- S3.B3.A1, Tutorial 1,
Question 3. Option B has been amended.
Previous |
Current |
The
volume is changes by cubing, not adding. |
The
volume changes by cubing, not adding. |
- “S3.B4.K6, Tutorial 1, Slide 6. The statement explaining m and b has been
revised.
Previous |
Current |
m
and by are constants, representing
the slope and the y-intercept respectively |
m
and b are constants, representing
the slope and the y-intercept respectively |
- S3.B4.K6, Tutorial 2,
Slide 1. The formula for slope has been clarified with parentheses.
Previous |
Current |
y2 – y1 ÷ x2 – x1 |
(y2 – y1) ÷ (x2 – x1) |
- S3.B4.K6, Tutorial 2,
Slide 3A.
Previous |
Current |
It
has a y-intercept of 6 and a negative slope of 3 |
It
has a y-intercept of 6 and a slope of negative 3. |
- S4.B1.K3, Tutorial 1,
Slide 6. The definitions of odds
and probability have been modified.
Previous |
Current |
Odds
and probability express the same situation in different ways.
Odds
represent the number of successful attempts divided by the number of
successful attempts divided by the total number of attempts.
The
idea of division can be written using the word "to", as in 2 to 3. |
Odds
and probability express the same situation in different ways.
Probability
is a ratio of the number of successful outcomes to the number of total outcomes
(the probability of tossing a coin and getting tails is ½).
Odds
express the number of successful outcomes to the number of unsuccessful
outcomes. Odds are typically expressed
with the word “to” in the middle. If a
successful outcome is tails, then the odds of getting tails are 1:1. |
- S4.B1.K3, Tutorial 1,
Slide 9. Question 2 has been rephrased.
Previous |
Current |
If
the odds that a scientist in a lab is under 20 is .2, what is the probability
that a scientist at the lab is 20 or older? |
If
the odds that a scientist in a lab is 30 years old or younger are 2:8, what
is the probability that a scientist at the lab is 30 years old or older?” |
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