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## Dynamic Systems and Modeling Mathematics Question

Order ID# 45178248544XXTG457Plagiarism Level: 0-0.5%Writer Classification: PhD competentStyle: APA/MLA/Harvard/ChicagoDelivery: Minimum 3 HoursRevision: PermittedSources: 4-6Course Level: Masters/University CollegeGuarantee Status: 96-99%

InstructionsThe Common Core State Standards includes eight standards for Mathematical Practice (see the link) http://www.corestandards.org/Math/Practice/

Below are two of these standards. Each mathematical practice contains a wealth of examples of what constitutes the practice. It is expected that some of what is written wont apply to you at this time. That is fine. Look for those parts of the description of each practice that best fit your own mathematical reasoning. For each standard, look over and reflect on the mathematical reasoning and work that you have done in this class (from homework or jamboard classwork) thus far related to the two mathematical practices. Then, for each practice, write a 150-200 word reflection about the ways in which your work this semester reflects the particular mathematical practice. Include excerpts from your work to ground and make concrete your reflection. I anticipate that your reflection for each practice will be about one page, which would include the 150-200 word reflection and samples of your mathematical work. Thus, total expected length is 2 pages.

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MP1 Make sense of problems and persevere in solving them.

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Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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MP3 CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS.

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Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.My course is DYNAMIC SYSTEMS AND MODELING , AND BELOW ARE ATTACHMENTS OF MY HOME WORK TO USE THEM TO TAKE THE EXAMPLES. which are required and the text book

RUBRIC

Excellent Quality95-100%

Introduction45-41 points

The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.

Literature Support91-84 points

The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.

Methodology58-53 points

Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.

Average Score50-85%

40-38 points

More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.

83-76 points

Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.

52-49 points

Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.

Poor Quality0-45%

37-1 points

The background and/or significance are missing. No search history information is provided.

75-1 points

Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.

48-1 points

There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met

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Dynamic Systems and Modeling Mathematics Question

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