Bruce Bratton hosts Universal Grapevine, linking local and campus issues, every Tuesday p. November 26 — December 2, Highlights this week: There was so much well-deserved anguish, chest-beating, anger, sympathy and plain frustration over the evil voting restrictions that cost so many citizens their voting rights two weeks ago. We can only guess where those complaints are coming from.

High School Statutory Authority: Algebra I, Adopted One Credit. Students shall be awarded one credit for successful completion of this course. This course is recommended for students in Grade 8 or 9. Mathematics, Grade 8 or its equivalent.

By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional.

The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life.

The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language.

Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions.

Students will connect functions and their associated solutions in both mathematical and real-world situations.

Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations.

The student uses mathematical processes to acquire and demonstrate mathematical understanding.

The student is expected to: The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations.

The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations.

The student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonableness based on real-world data. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions.

The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations.

The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations.

The student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data.

The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions.

The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. The student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms.

The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Students shall be awarded one-half to one credit for successful completion of this course. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations.

Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations.

In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.Below is a list of steps to consider to help you begin writing two-column proofs.

Step-by-Step Instructions for Writing Two-Column Proofs. 1. Read the problem over carefully. Write down the information that is given to you because it will help you begin the problem. Let me introduce myself. My name is Mark Sisson. I’m 63 years young.

I live and work in Malibu, California. In a past life I was a professional marathoner and triathlete. The Concept and Teaching of Place-Value Richard Garlikov. An analysis of representative literature concerning the widely recognized ineffective learning of "place-value" by American children arguably also demonstrates a widespread lack of understanding of the concept of place-value among elementary school arithmetic teachers and among researchers themselves.

Posted by Mark Seaborn, sandbox builder and breaker, with contributions by Thomas Dullien, reverse engineer [This guest post continues Project Zero’s practice of promoting excellence in security research on the Project Zero blog]. I am trying to "COUNT" the number of a certain object in column I (in this instance) across multiple sheets.

That value in column I is the result of a formula (if it matters). If you are a teacher searching for educational material, please visit PBS LearningMedia for a wide range of free digital resources spanning preschool through 12th grade.

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ProveIt! Two-Column Proofs Practice Tool