Lesson 8 - Percent Error Problems
Topic B: Percent Problems Including More Than One Whole
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| Main Author: | |
|---|---|
| Format: | Text |
| Language: | English |
| Published: |
Great Minds
2015
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| Subjects: | |
| Online Access: | https://dsstorage-hbmsu.com/handle/123456789/2477 |
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| id |
ir-123456789-2477 |
|---|---|
| record_format |
dspace |
| institution |
Mohammed Bin Rashid Smart Learning Program |
| language |
English |
| topic |
Percent, Module 4 |
| description |
Topic B: Percent Problems Including More Than One Whole |
| format |
Text |
| author |
Eureka Math |
| title |
Lesson 8 - Percent Error Problems |
| publisher |
Great Minds |
| publishDate |
2015 |
| url |
https://dsstorage-hbmsu.com/handle/123456789/2477 |
| grade |
Grade 7 |
| track |
Mathematics, Maths |
| ddc_call_number |
512.924 G7M4 L8 2015 |
| lc_call_number |
QA117 .G7M4 L8 2015 |
| keywords |
Percent - exact value - approximate value - absolute error - percent error |
| learning_outcomes |
Given the exact value, ??, of a quantity and an approximate value, ??, of the quantity, students use the absolute error, |?????|, to compute the percent error by using the formula |?????|/|????|×100%. - Students understand the meaning of percent error as the percent the absolute error is of the exact value. Students understand that when an exact value is not known, an estimate of the percent error can still be computed when given a range determined by two inclusive values (e.g., if there are known to be between 6,000 and 7,000 black bears in New York, but the exact number is not known, the percent error can be estimated to be (1,000/6,000)(100%) at most, which is 16.2/3%). |
| concepts |
Concept Learning - Rule Learning |
| _version_ |
1802925304658788353 |