MA.912.A.10.2Archived Standard

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Decide whether a solution is reasonable in the context of the original situation.

Remarks

Example 1: A student solving the equation comes up with the solution set . Explain why is not the solution set to this equation, and why the "check" step is essential in solving the equation.

Example 2: A ball is kicked and flies through the air according to the following function: h(t)= -16t^2+47t+3, where h is the height of the ball (in feet) and t is the number of seconds after the ball is kicked. At what time, t, does the ball hit the ground after being kicked?
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 912
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Standard: Mathematical Reasoning and Problem Solving - In a general sense, all of mathematics is problem solving. In all of mathematics, use problem-solving skills, choose how to approach a problem, explain the reasoning, and check the results.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

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Video/Audio/Animation

MIT BLOSSOMS - Is Bigger Better? A Look at a Selection Bias that Is All Around Us:

This learning video addresses a particular problem of selection bias, a statistical bias in which there is an error in choosing the individuals or groups to make broader inferences. Rather than delve into this broad topic via formal statistics, we investigate how it may appear in our everyday lives, sometimes distorting our perceptions of people, places and events, unless we are careful. When people are picked at random from two groups of different sizes, most of those selected usually come from the bigger group. That means we will hear more about the experience of the bigger group than that of the smaller one. This isn't always a bad thing, but it isn't always a good thing either. Because big groups "speak louder," we have to be careful when we write mathematical formulas about what happened in the two groups. We think about this issue in this video, with examples that involve theaters, buses, and lemons. The prerequisite for this video lesson is a familiarity with algebra. It will take about one hour to complete, and the only materials needed are a blackboard and chalk. The downloadable Teacher's Guide found on the same page as the video, provides suggestions for classroom activities during each of the breaks between video segments.

Type: Video/Audio/Animation

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