A signed graph based on F is an ordinary graph F with each edge marked as positive or negative. Such a graph is called balanced if each of its cycles includes an even number of negative edges. We find the domination set on the vertices, on bipartite graphs and show that graphs has domination Number on signed graphs, such that a signed graph G may be converted into a balanced graph by changing the signs of d edges. We investigate the number D(F) defined as the largest d(G) such that G is a signed graph based on F.
If F is the completebipartite graph with t vertices in each part, then D(f)≤ ½ t² -〖ct〗^(3⁄2) for some positive constant c.
A signed graph based on F is an ordinary graph F with each edge marked as positive or negative. Such a graph is called balanced if each of its cycles includes an even number of negative edges. We find the domination set on the vertices, on bipartite graphs and show that graphs has domination Number on signed graphs, such that a signed graph G may be converted into a balanced graph by changing the signs of d edges. We investigate the number D(F) defined as the largest d(G) such that G is a signed graph based on F.
If F is the completebipartite graph with t vertices in each part, then D(f)≤ ½ t² -〖ct〗^(3⁄2) for some positive constant c.
Introduction to interpreting graphical displays of data; bar graphs, histograms, stem-and-leaf plots, time series graphs, circle graphs, dot plots, and ogives.
Introduction to interpreting graphical displays of data; bar graphs, histograms, stem-and-leaf plots, time series graphs, circle graphs, dot plots, and ogives.
Mathematics Common Core (MACC) is now Mathematics Florida SMoseStaton39
Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS)
Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS)
Amended Standard New Standard Deleted Standard
GRADE: 912
Domain: NUMBER & QUANTITY: THE REAL NUMBER SYSTEM
Cluster 1: Extend the properties of exponents to rational exponents.
Algebra 2 - Major Cluster
Don’t … Sort clusters from Major to Supporting, and then teach them in that order. To do so
would strip the coherence of the mathematical ideas and miss the opportunity to enhance the
major work of the grade with the supporting clusters.
STANDARD CODE STANDARD
MAFS.912.N-RN.1.1 Explain how the definition of the meaning of rational exponents follows from extending
the properties of integer exponents to those values, allowing for a notation for radicals in
terms of rational exponents. For example, we define to be the cube root of 5
because we want = to hold, so must equal 5.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
MAFS.912.N-RN.1.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
Cognitive Complexity: Level 1: Recall
Cluster 2: Use properties of rational and irrational numbers.
Algebra 1 - Additional Cluster
Don’t … Sort clusters from Major to Supporting, and then teach them in that order. To do so
would strip the coherence of the mathematical ideas and miss the opportunity to enhance the
major work of the grade with the supporting clusters.
STANDARD CODE STANDARD
MAFS.912.N-RN.2.3 Explain why the sum or product of two rational numbers is rational; that the sum of a
rational number and an irrational number is irrational; and that the product of a nonzero
rational number and an irrational number is irrational.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Domain: NUMBER & QUANTITY: QUANTITIES
Cluster 1: Reason quantitatively and use units to solve problems.
Algebra 1 - Supporting Cluster
Algebra 2 - Supporting Cluster
Don’t … Sort clusters from Major to Supporting, and then teach them in that order. To do so
would strip the coherence of the mathematical ideas and miss the opportunity to enhance the
major work of the grade with the supporting clusters.
Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS)
Next Generation Sunshine State Standards (NGSSS) for Mathematics (MA) is now Mathematics Florida Standards (MAFS)
Amended Standard New Standard Deleted Standard
STANDARD CODE STANDARD
MAFS.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs ...
Go Paperless with Tech Tools for Chromebooks and TabletsMonica Burns
Go Paperless with Tech Tools for Chromebooks and Tablets
Here's my recent webinar presentation for #SK12
Bring Monica to your school! Email: ClassTechTips@gmail.com
Teaching Current Events: Finding Resources OnlineMonica Burns
This presentation includes 17 Online Resources for Teaching Current Events.
You'll find the name, web link, and extra information about 17 of my favorite websites for bringing current events into your classroom!
Speaking and Listening Activities for the Social Studies ClassroomMonica Burns
This presentation includes 16 Speaking and Listening Activities for the Social Studies Classroom!
Each idea can be tailored to your specific learning environment: your grade level, your students, and the topic that you are teaching.
This presentation can be downloaded for offline viewing: http://bit.ly/W3WbXA
Thank you for attending my presentation at the Soho Apple Store on 9.20.12
Please visit my blog for new posts and upcoming events: www.ClassTechTips.com
Twitter: @ClassTechTips
Facebook: www.Facebook.com/ClassTechTips
9. CCSS.Math.3.MD.B.4
Generate measurement data by measuring lengths
using rulers marked with halves and fourths of an inch.
Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units —
whole numbers, halves, or quarters.
10. CCSS.Math.1.NBT.C.4
Add within 100, including adding a two-digit number and a
one-digit number, and adding a two-digit number and a
multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
11. CCSS.Math.2.NBT.B.5
Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/
or the relationship between addition and subtraction.
12. CCSS.Math.3.NF.A.1
Understand a fraction 1/b as the quantity formed by
1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a
parts of size 1/b.
15. CCSS.Math.5.NF.A.1
Add and subtract fractions with unlike denominators
(including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an
equivalent sum or different of fractions with like
denominators.
16. CCSS.Math.2.NBT.B.5
Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/
or the relationship between addition and subtraction.