Probabilidad teórica (definición/ejemplo correcto):

Valor obtenido por conteo lógico de casos en un modelo ideal (p. ej., dado justo).

Frecuencia relativa observada en experimentos repetidos.

Probabilidad experimental (definición/ejemplo correcto):

Frecuencia relativa observada de un evento tras repetidos ensayos.

Valor obtenido por conteo lógico en un modelo ideal.

El valor verdadero del parámetro.

Evento (definición/ejemplo correcto):

Cualquier subconjunto del espacio muestral.

El conjunto de todos los resultados posibles.

Un valor numérico asignado por una variable aleatoria.

Variable aleatoria (definición/ejemplo correcto):

Variable que asigna un número a cada resultado de un experimento aleatorio.

El conjunto de todos los resultados.

Variable cuantitativa continua (ej.) (definición/ejemplo correcto):

Número de libros en la mochila.

Variable cualitativa ordinal (ej.) (definición/ejemplo correcto):

Grado de satisfacción (muy insatisfecho…muy satisfecho).

Color favorito (rojo, azul, verde).

Intervalo de confianza (definición/ejemplo correcto):

Rango de valores plausibles para un parámetro, asociado a un nivel de confianza.

Conjunto que contiene el 100% de los datos muestrales.

Probabilidad de que el parámetro cambie con el tiempo.

Valor verdadero del parámetro garantizado.

TPE I – 7Q (Definiciones básicas) – Versión C

TPE I – 7Q (Definiciones básicas) – Versión A

TPE I – 7Q (Definiciones básicas) – Versión D

TPE I – 7Q (Definiciones básicas) – Versión B

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements: Mild to Moderate Support Candidates will: U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum. U3.3 Plan, design, implement, and monitor instruction consistent with current subjectspecific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1 U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. U.3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. MM3.1 Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE). MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction. MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

110.31.b.17.C

Topic: Reading/Vocabulary Development

STAAR English II High School 2014 - Past Paper

110.31.b.1.B

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