LEADER 05494nam 2200649Ia 450 001 9910463207903321 005 20200520144314.0 010 $a1-4166-1538-5 035 $a(CKB)2670000000316667 035 $a(EBL)1106832 035 $a(OCoLC)823170584 035 $a(SSID)ssj0000803510 035 $a(PQKBManifestationID)11484507 035 $a(PQKBTitleCode)TC0000803510 035 $a(PQKBWorkID)10811083 035 $a(PQKB)11468163 035 $a(MiAaPQ)EBC1106832 035 $a(WaSeSS)Ind00068007 035 $a(Au-PeEL)EBL1106832 035 $a(CaPaEBR)ebr10642085 035 $a(EXLCZ)992670000000316667 100 $a20120921d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommon core standards for high school mathematics$b[electronic resource] $ea quick-start guide /$fAmitra Schwols and Kathleen Dempsey 210 $aAlexandria, Va. $cASCD$d[2012] 215 $a1 online resource (175 p.) 225 0 $aA quick-start guide Common core standards for high school mathematics 300 $aDescription based upon print version of record. 311 $a1-4166-1462-1 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Table of Contents; Acknowledgments; Introduction; Chapter 1: About the Common Core Mathematics Standards for High School; The Standards for Mathematical Content; The Standards for Mathematical Practice; Implications of the Standards' Structure on Teaching and Learning; How to Begin Implementation; Focus on the mathematical practice standards; Focus on critical areas; Focus on connections; Chapter 2: Number and Quantity; The Real Number System; Extend the properties of exponents to rational exponents; Use properties of rational and irrational numbers 327 $aQuantitiesReason quantitatively and use units to solve problems; The Complex Number System; Perform arithmetic operations with complex numbers; Represent complex numbers and their operations on the complex plane; Use complex numbers in polynomial identities and equations; Vector and Matrix Quantities; Represent and model with vector quantities; Perform operations on vectors; Perform operations on matrices and use matrices inapplications; Chapter 3: Algebra; Seeing Structure in Expressions; Interpret the structure of expressions; Write expressions in equivalent forms to solve problems 327 $aArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials; Understand the relationship between zeros and factors of polynomials; Use polynomial identities to solve problems; Rewrite rational expressions; Creating Equations; Create equations that describe numbers or relationships; Reasoning with Equations and Inequalities; Understand solving equations as a process of reasoning and explain the reasoning; Solve equations and inequalities in one variable; Solve systems of equations; Represent and solve equations and inequalities graphically 327 $aChapter 4: FunctionsInterpreting Functions; Understand the concept of a function and use function notation; Interpret functions that arise in applications in terms of the context; Analyze functions using different representations; Building Functions; Build a function that models a relationship between two quantities; Build new functions from existing functions; Linear, Quadratic, and Exponential Models; Construct and compare linear, quadratic, and exponential models and solve problems; Interpret expressions for functions in terms of the situation they model; Trigonometric Functions 327 $aExtend the domain of trigonometric functions using the unit circleModel periodic phenomena with trigonometric functions; Prove and apply trigonometric identities; Chapter 5: Geometry; Congruence; Experiment with transformations in the plane; Understand congruence in terms of rigid motions; Prove geometric theorems; Make geometric constructions; Similarity, Right Triangles, and Trigonometry; Understand similarity in terms of similarity transformations; Prove theorems involving similarity; Define trigonometric ratios and solve problems involving right triangles 327 $aApply trigonometry to general triangles 330 $aThis close-up look at the structure and content of the Common Core high school mathematics standards is designed to kick off implementation at the classroom level. Teachers will find information on how the mathematical content and practice standards work together across conceptual categories, domains, and grade bands to prepare students for the next level of study, college, or career; practical guidance on lesson planning, including a process for making the best use of the effective instructional strategies explored in Classroom Instruction That Works, 2nd ed.; and sample lessons that illustra 606 $aMathematics$xStudy and teaching (Secondary)$xStandards 606 $aEducation 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching (Secondary)$xStandards. 615 0$aEducation. 676 $a510.71/273 676 $a510.71273 700 $aSchwols$b Amitra$0873890 701 $aDempsey$b Kathleen$f1952-$0873891 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463207903321 996 $aCommon core standards for high school mathematics$91950937 997 $aUNINA LEADER 02838nam 2200613Ia 450 001 9910808270503321 005 20200520144314.0 010 $a1-350-22309-3 010 $a1-283-54910-7 010 $a9786613861559 010 $a1-78032-387-5 024 7 $a10.5040/9781350223097 035 $a(CKB)2560000000090458 035 $a(SSID)ssj0000737221 035 $a(PQKBManifestationID)12330521 035 $a(PQKBTitleCode)TC0000737221 035 $a(PQKBWorkID)10783875 035 $a(PQKB)11535705 035 $a(MiAaPQ)EBC992939 035 $a(Au-PeEL)EBL992939 035 $a(CaPaEBR)ebr10594414 035 $a(CaONFJC)MIL386155 035 $a(OCoLC)809769256 035 $a(CaBNVSL)9781350223097 035 $a(EXLCZ)992560000000090458 100 $a20120731d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnd of conceit $eWestern rationality after postcolonialism 210 $aLondon $cZed Books$d2012 215 $aix, 369 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-84813-557-2 311 $a1-84813-558-0 320 $aIncludes bibliographical references and index. 327 $aAbout the author -- Contents -- Preface -- Introduction -- West and non-West -- Western rationality and postcolonialism -- Rationality, theory and thinking -- ONE The problem -- At home -- Abroad -- TWO Identities -- Who are we? -- Who are the 'others'? -- Why is the West more 'advanced'? -- Why is the non-West a 'threat'? -- THREE Ideas -- Individual -- Society -- Freedom -- Faith -- Market -- Change -- FOUR Interpretations -- To think is to theorise -- To theorise is to explain -- To explain is to act -- To act is to think (again) -- EPILOGUE Three questions -- Secularism -- Human rights -- Sovereignty -- Bibliography -- Index -- About Zed Books. 330 $aIn this radical book, Patrick Chabal reveals how the future of the West is now inextricably linked to that of the non-West. He argues that the postcolonial challenge exposes the limitation of Western social thought to explain many pressing social and economic issues, domestic and global. The End of Conceit concludes that, ultimately, what the West needs is not more and better theory but an entirely new way of thinking - one that will put an end to its current deep-seated conceit. 606 $aCivilization, Western$y21st century 606 $aSociology 607 $aWestern countries$xForeign relations 615 0$aCivilization, Western 615 0$aSociology. 676 $a327.091821 700 $aChabal$b Patrick$0243091 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808270503321 996 $aEnd of conceit$94014608 997 $aUNINA