The purpose of this thread is to provide information and a way for math teachers to converse with each other about specific states standards both interpretations of state provided language and ideas about how to teach these standards to students.
Please comment on posts or add new posts including questions, ideas, and answers about how to teach math standards.
High School: Post #1
AZ-MCW-S3C4-PO10. Determine an effective retirement savings plan to meet personal financial goals including IRAs, ROTH accounts, and annuities.
Please comment on posts or add new posts including questions, ideas, and answers about how to teach math standards.
High School: Post #1
AZ-MCW-S3C4-PO10. Determine an effective retirement savings plan to meet personal financial goals including IRAs, ROTH accounts, and annuities.
AZ provided connection: MCWR-S5C2-09. Use mathematical models to represent and analyze personal and professional situations.
AZ provided explanation: An IRA is an “Individual Retirement Account,” and a ROTH is a specific type of IRA, with a more complex tax-advantaged structure.
I have searched for formulas or information about how to figure returns, advantages, and how to figure how much to invest in order to reach a retirement goal, but I have only found calculators not any information about formulas to mathematically figure the answer.
What materials/formulas do you plan to teach students to figure this information?
Middle School: Post #1
AZ-M06-S2C4-01. Investigate properties of vertex-edge graphs
· Hamilton paths,
· Hamilton circuits, and
· shortest route.
How do you teach students to check their answers on the vertex-edge graph items?
How do you know if you found all possible paths on a vertex-edge graph?
AZ provided explanation: A Hamilton path in a vertex-edge graph is a path that starts at some vertex in the graph and visits every other vertex of the graph exactly once. Edges along this path may be repeated. A Hamilton circuit is a Hamilton path that ends at the starting vertex. The shortest route may or may not be a Hamilton path. Depending upon the constraints of a problem, each vertex may not need to be visited.
What materials/formulas do you plan to teach students to figure this information?
Middle School: Post #1
AZ-M06-S2C4-01. Investigate properties of vertex-edge graphs
· Hamilton paths,
· Hamilton circuits, and
· shortest route.
How do you teach students to check their answers on the vertex-edge graph items?
How do you know if you found all possible paths on a vertex-edge graph?
AZ provided explanation: A Hamilton path in a vertex-edge graph is a path that starts at some vertex in the graph and visits every other vertex of the graph exactly once. Edges along this path may be repeated. A Hamilton circuit is a Hamilton path that ends at the starting vertex. The shortest route may or may not be a Hamilton path. Depending upon the constraints of a problem, each vertex may not need to be visited.
Elementary School: Post #1
AZ-M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution.
What problem strategies do you think are appropriate to teacher primary students?
AZ-M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution.
What problem strategies do you think are appropriate to teacher primary students?
Which problem strategies are your student’s favorites?
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