This resource will enable students to determine flawed reasoning in a fraction comparison with unlike numerators and denominators.
This resource requires students to present the solution to a multi-step problem in the form of valid chains of reasoning, using symbols appropriately. Students must use the four operations with whole numbers to solve problems.
This course will present advanced topics in Artificial Intelligence (AI), including inquiries into logic, artificial neural network and machine learning, and the Turing machine. Upon successful completion of this course, students will be able to: define the term 'intelligent agent,' list major problems in AI, and identify the major approaches to AI; translate problems into graphs and encode the procedures that search the solutions with the graph data structures; explain the differences between various types of logic and basic statistical tools used in AI; list the different types of learning algorithms and explain why they are different; list the most common methods of statistical learning and classification and explain the basic differences between them; describe the components of Turing machine; name the most important propositions in the philosophy of AI; list the major issues pertaining to the creation of machine consciousness; design a reasonable software agent with java code. (Computer Science 408)
This site teaches Reasoning with Equations and Inequalities to High Schoolers through a series of 5909 questions and interactive activities aligned to 36 Common Core mathematics skills.
Try this fun problem! In any group of six people, what is the probability that everyone was born in different months?
This is a text-based STEM Inquiry, focusing on the mathematical standard of making inferences and justifying conclusions while evaluating reports based on data. The unit culminates in students presenting their findings comparing local to national data regarding the relationships between educational attainment and financial earnings.
The Module on Geometry starts by looking at the historical development of knowledge that the humankind gather along centuries and became later, about 300 BC, the mathematical subject called “Euclidian Geometry” because of the great work of Euclid. The inductive-deductive reasoning which characterizes this subject will be developed through investigation of your own conjectures on geometric objects and properties. You will explore geometry by using basic mechanical instruments (compass and straightedge) and computer software.
As you progress you will treat the Euclidian geometry using a referential system to locate points. The orthogonal Cartesian system of coordinates that you already know from secondary school is the most common referential system you will use in both two and three dimensions. You will also learn some other systems of coordinates that will empower you to do research in geometry and in other mathematical modules as well.
Going deeper in analyzing the axiomatic construction of Euclidean geometry you will learn new geometrical structures, generally designated as Non-Euclidian geometry. So, summarily speaking, this Module is about Euclidean geometry treated in both syntactical and analytical ways and encloses an introduction to Non-Euclidean Geometry, handled synthetically only.
These units, and the supporting resources of Global Words, aim to build the essential knowledge, skills and values young people need to participate actively, critically and creatively as global citizens. This curriculum integrates the teaching and learning of English, across strands of language, literature and literacy, with Global Citizenship Education, using explicit and exploratory teaching and learning activities. The four units use a range of text and text-types to address the themes of Sustainability, Refugees and migration, Neighbours, Asia/Pacific, and Indigenous peoples, with a focus on literacy with Geography and Human Society and its Environs curricula. All units of work include an overview, description of focus, four teaching and learning activities, and links to the curriculum content, strands, outcomes and indicators.
Ways of Being allows students to explore ideas of cultural identity - specifically Aboriginal identity - and belonging, and how these are embedded in language. Unit elements include an overview, description of focus, teaching and learning activities, and links to the Australian Curriculum and the NSW English syllabus for Stage 4. The unit addresses the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures through the Australian Curriculum: English, and strands of language, literature and literacy, applied to a range of texts and text types.
A course consisting of mathematical topics chosen to provide an overview of a broad range
of higher mathematics to aid students in interpreting an understanding current issues and
to increase students’ ability to reason and think critically. Topics may include but are not
limited to reasoning and problem solving, sets, logic, social choice, numeration systems,
growth and symmetry, and fractals.
Mathematical Reasoning: Writing and Proof is designed to be a text for the ﬁrst course in the college mathematics curriculum that introduces students to the processes of constructing and writing proofs and focuses on the formal development of mathematics. The primary goals of the text are to help students:
· Develop logical thinking skills and to develop the ability to think more abstractly in a proof oriented setting.
· Develop the ability to construct and write mathematical proofs using standard methods of mathematical proof including direct proofs, proof by contradiction, mathematical induction, case analysis, and counterexamples.
· Develop the ability to read and understand written mathematical proofs.
· Develop talents for creative thinking and problem solving.
· Improve their quality of communication in mathematics. This includes improving writing techniques, reading comprehension, and oral communication in mathematics.
· Better understand the nature of mathematics and its language.
This text also provides students with material that will be needed for their further study of mathematics.
This resource allow teachers and parents to plan for and use Philosophical Inquiry in the classroom or in a small group setting. When we encourage students to think deeply and to express their thinking we see that it helps them to interact better as learning in general classroom discussions.
Philosophizing involves independent thought process and requires skills in coherent reasoning. It is expected that you will have these competencies after having been in a university‘s undergraduate academic programme for at least one academic year. This module, therefore, is appropriate for you during or after second year of undergraduate study.
A rubric in student language written for middle school students to self-assess thinking while reasoning.
Your basketball team is down by one point! Your teammate, who makes free throws about three-fourths of the time, is at the free-throw line. She gets a second shot if she makes the first one. Each free throw she makes is worth one point. If there is no time left, what are the chances you win the game without overtime?