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|Framework, Duties and Tasks |Standards for Mathematical Content; Standards for Mathematical |Criteria for Demonstration of Proficiency |Maine Learning Results – Guiding |
| |Practice (CCSS) |(possible but not required; must be |Principles |
| | |determined at the District level) |And |
| | | |Career and Education Development |
| | | |(optional) |
| | |
|1. Workplace Safety Requirements | |
|a. MSDS, OSHA, and manufacturers’ | |Obtain an OSHA 10 or 30 hour completion |Be a clear and effective communicator|
|instructions | |card. | |
|b. Inspect and Maintain Personal Protection | | | |
|Equipment | | | |
|c. Use appropriate tools and equipment | | | |
|d. Follow electrical, fall protection, and | | | |
|other Safety Requirements | | | |
|e. Handle Hazardous Materials Threats | | | |
|f. Respond to Other Worksite Emergencies | | | |
| | |
|2. NEC Introduction and Definitions | |
|a. NEC 90 Apply basic provisions & purpose | | | |
|b. NEC 100 Apply definitions for residential | | | |
|electrician | | | |
|c. NEC 110 Apply basic requirements for | | | |
|installations | | | |
| | |
|3. Basic Concepts of Electricity (AC/DC | |
|a. Electricity & electron flow |Rearrange formulas to highlight a quantity of interest, using the|Given word problems, formative and summative|C. A creative and practical problem |
|b. Electrical measurement -- amp, ohm, watt, |same reasoning as in solving equations. For example, Ohm’s Law; |assessments students must demonstrate |solver |
|volt |V=IR to highlight resistance |proficiency as an individual, cooperative | |
|c. Apply Ohm's Law | |group and whole group setting. (Proficiency|E. An integrative and informed |
|d. Interpret resistance values & coding |CCSS.MATH.PRACTICE.MP4: Model with mathematics. |is demonstrated at or above 70%) |thinker |
|e. Series circuits |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. | | |
|f. Parallel circuits | |Formative: Pencil/Paper, Bread Boards, labs,| |
|g. Combination circuits | |demonstration experiments, job skill | |
| | |demonstrations using hands on presentations | |
| | |and online/multimedia resources that | |
| | |demonstrate the standard being addressed, | |
| | |anecdotal records | |
| | | | |
| |
|4. Meters & Wire Tables |
|a. Voltmeters, ammeters, ohmmeters |Rearrange formulas to highlight a quantity of interest, using the|Given problems, formative and summative |C. A creative and practical problem |
|b. Use wire tables to determine conductor |same reasoning as in solving equations. For example, Ohm’s Law; |assessments students must demonstrate |solver |
|sizes, voltage drop |V=IR to highlight resistance |proficiency as an individual, cooperative | |
| | |group and whole group setting. (Proficiency|E. An integrative and informed |
| |CCSS.MATH.PRACTICE.MP4: Model with mathematics. |is demonstrated at or above 70%) |thinker |
| |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. | | |
| | |Formative: Pencil/Paper, Bread Boards, labs,| |
| | |demonstration experiments, job skill | |
| | |demonstrations using hands on presentations | |
| | |and online/multimedia resources that | |
| | |demonstrate the standard being addressed, | |
| | |anecdotal records | |
| | |
|5. AC Circuits | |
|a. Apply AC concepts -- resistance, VA, etc. |Rearrange formulas to highlight a quantity of interest, using the|Given problems, formative and summative |C. A creative and practical problem |
|b. Understand AC circuits with inductance |same reasoning as in solving equations. For example, Ohm’s Law; |assessments students must demonstrate |solver |
|c. Understand resistive-inductive AC circuits |V=IR to highlight resistance |proficiency as an individual, cooperative | |
|d. Understand resistive-inductive parallel | |group and whole group setting. (Proficiency|E. An integrative and informed |
|circuits |Math.N-Q.A.1 Use units as a way to understand problems and to |is demonstrated at or above 70%) |thinker |
| |guide the solution of multi-step problems; choose and interpret | | |
| |units consistently in formulas; choose and interpret the scale |Formative: Pencil/Paper, Bread Boards, labs,| |
| |and the origin in graphs and data displays. |demonstration experiments, job skill | |
| |Math.F-IF.A.1-Understand that a function from one set (called the|demonstrations using hands on presentations | |
| |domain) to another set (called the range) assigns to each element|and online/multimedia resources that | |
| |of the domain exactly one element of the range. If f is a |demonstrate the standard being addressed, | |
| |functions and x is an element of its domain, then f(x) denotes |anecdotal records | |
| |the output of f corresponding to the input x. The graph of f is | | |
| |the graph of the equation y=f(x) | | |
| | | | |
| |Analyze functions using different representations. | | |
| |CCSS.MATH.CONTENT.HSF.IF.C.7¶Graph functions expressed | | |
| |symbolically and show key features of the graph, by hand in | | |
| |simple cases and using technology for more complicated cases.* | | |
| | | | |
| |Interpret functions that arise in applications in terms of the | | |
| |context. | | |
| |CCSS.MATH.CONTENT.HSF.IF.B.4¶For a function that models a | | |
| |relationship between two quantities, interpret key features of | | |
| |graphs and tables in terms of the quantities, and sketch graphs | | |
| |showing key features given a verbal description of the | | |
| |relationship. Key features include: intercepts; intervals where | | |
| |the function is increasing, decreasing, positive, or negative; | | |
| |relative maximums and minimums; symmetries; end behavior; and | | |
| |periodicity.* | | |
| |CCSS.MATH.PRACTICE.MP4: Model with mathematics. | | |
| |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. | | |
| | |
|6. Three-Phase Power | |
|a. Understand three-phase circuits |Math.F-IF.A.1-Understand that a function from one set (called the|Given problems, formative and summative |C. A creative and practical problem |
| |domain) to another set (called the range) assigns to each element|assessments students must demonstrate |solver |
| |of the domain exactly one element of the range. If f is a |proficiency as an individual, cooperative | |
| |functions and x is an element of its domain, then f(x) denotes |group and whole group setting. (Proficiency|E. An integrative and informed |
| |the output of f corresponding to the input x. The graph of f is |is demonstrated at or above 70%) |thinker |
| |the graph of the equation y=f(x) | | |
| | |Formative: Pencil/Paper, Bread Boards, labs,| |
| |Interpret functions that arise in applications in terms of the |demonstration experiments, job skill | |
| |context. |demonstrations using hands on presentations | |
| | |and online/multimedia resources that | |
| |CCSS.MATH.CONTENT.HSF.IF.B.4¶For a function that models a |demonstrate the standard being addressed, | |
| |relationship between two quantities, interpret key features of |anecdotal records | |
| |graphs and tables in terms of the quantities, and sketch graphs | | |
| |showing key features given a verbal description of the | | |
| |relationship. Key features include: intercepts; intervals where | | |
| |the function is increasing, decreasing, positive, or negative; | | |
| |relative maximums and minimums; symmetries; end behavior; and | | |
| |periodicity.* | | |
| | | | |
| |Analyze functions using different representations. | | |
| | | | |
| |CCSS.MATH.CONTENT.HSF.IF.C.7¶Graph functions expressed | | |
| |symbolically and show key features of the graph, by hand in | | |
| |simple cases and using technology for more complicated cases.* | | |
| |CCSS.MATH.CONTENT.HSG.SRT.C.8¶Use trigonometric ratios and the | | |
| |Pythagorean Theorem to solve right triangles in applied | | |
| |problems.* | | |
| |CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. | | |
| |CCSS.MATH.PRACTICE.MP4 Model with mathematics. | | |
| |CCSS.MATH.PRACTICE.MP6 Attend to precision. | | |
| |CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. | | |
| | |
|7. Transformers | |
|a. Understand single-phase transformers |Math.F-IF.A.1-Understand that a function from one set (called the|Given problems, formative and summative |C. A creative and practical problem |
| |domain) to another set (called the range) assigns to each element|assessments students must demonstrate |solver |
| |of the domain exactly one element of the range. If f is a |proficiency as an individual, cooperative | |
| |functions and x is an element of its domain, then f(x) denotes |group and whole group setting. (Proficiency|E. An integrative and informed |
| |the output of f corresponding to the input x. The graph of f is |is demonstrated at or above 70%) |thinker |
| |the graph of the equation y=f(x) | | |
| | |Formative: Pencil/Paper, Bread Boards, labs,| |
| |Interpret functions that arise in applications in terms of the |demonstration experiments, job skill | |
| |context. |demonstrations using hands on presentations | |
| | |and online/multimedia resources that | |
| |CCSS.MATH.CONTENT.HSF.IF.B.4¶For a function that models a |demonstrate the standard being addressed, | |
| |relationship between two quantities, interpret key features of |anecdotal records | |
| |graphs and tables in terms of the quantities, and sketch graphs | | |
| |showing key features given a verbal description of the | | |
| |relationship. Key features include: intercepts; intervals where | | |
| |the function is increasing, decreasing, positive, or negative; | | |
| |relative maximums and minimums; symmetries; end behavior; and | | |
| |periodicity.* | | |
| |CCSS.MATH.CONTENT.HSG.SRT.C.8¶Use trigonometric ratios and the | | |
| |Pythagorean Theorem to solve right triangles in applied | | |
| |problems.* | | |
| |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. | | |
| |CCSS.MATH.PRACTICE.MP4: Model with mathematics. | | |
| |CCSS.MATH.PRACTICE.MP6: Attend to precision. | | |
| |CCSS.MATH.PRACTICE.MP7: Look for and make use of structure. | | |
| | |
|8. Temporary Power | |
|a. Establish NEC 527 Install temporary |N/A | | |
|wiring/construction site wiring | | | |
| | |
|9. Blueprints | |
|a. Interpret & follow blueprints & |CCSS.MATH.CONTENT.HSG.SRT.A.1.A dilation takes a line not passing|Given problems, formative and summative |C. A creative and practical problem |
|specifications |through the center of the dilation to a parallel line, and leaves|assessments students must demonstrate |solver |
|b. Interpret drawing symbols & electrical |a line passing through the center unchanged. |proficiency as an individual, cooperative | |
|designs |CCSS.MATH.CONTENT.HSG.SRT.A.1.B The dilation of a line segment is|group and whole group setting. (Proficiency|E. An integrative and informed |
|c. Interpret plans & specifications accurately|longer or shorter in the ratio given by the scale factor. |is demonstrated at or above 70%) |thinker |
| |CCSS.MATH.CONTENT.HSS.MD.B.5 | | |
| |(+) Weigh the possible outcomes of a decision by assigning |Formative: Pencil/Paper, Bread Boards, labs,| |
| |probabilities to payoff values and finding expected values. |demonstration experiments, job skill | |
| |CCSS.MATH.CONTENT.HSS.MD.B.5.B¶Evaluate and compare strategies on|demonstrations using hands on presentations | |
| |the basis of expected values. For example, compare a |and online/multimedia resources that | |
| |high-deductible versus a low-deductible automobile insurance |demonstrate the standard being addressed, | |
| |policy using various, but reasonable, chances of having a minor |anecdotal records | |
| |or a major accident. | | |
| |CCSS.MATH.CONTENT.HSS.ID.B.5¶Summarize categorical data for two | | |
| |categories in two-way frequency tables. Interpret relative | | |
| |frequencies in the context of the data (including joint, | | |
| |marginal, and conditional relative frequencies). Recognize | | |
| |possible associations and trends in the data. | | |
| |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. | | |
| |CCSS.MATH.PRACTICE.MP4: Model with mathematics. | | |
| |CCSS.MATH.PRACTICE.MP6: Attend to precision. | | |
| |CCSS.MATH.PRACTICE.MP7: Look for and make use of structure. | | |
| | |
|10. Service Entrances | |
|a. Meet applicable NEC Requirements |CCSS.MATH.PRACTICE.MP4: Model with mathematics. |Given problems, formative and summative | |
|• NEC 220 Select appropriate size service & |CCSS.MATH.PRACTICE.MP5Use appropriate tools strategically. |assessments students must demonstrate | |
|panelboards |CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. |proficiency as an individual, cooperative | |
|• NEC 230 Install appropriate service |CCSS.MATH.PRACTICE.MP6 Attend to precision. |group and whole group setting. (Proficiency| |
|conductors & equipment |CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. |is demonstrated at or above 70%) | |
|• NEC 215 Install feeders |CCSS.MATH.CONTENT.HSS.MD.B.5¶(+) Weigh the possible outcomes of a| | |
|• NEC 408 Install panelboards and disconnects |decision by assigning probabilities to payoff values and finding |Formative: Pencil/Paper, Bread Boards, labs,| |
|• NEC 240 Install overcurrent protection |expected values. |demonstration experiments, job skill | |
|• NEC 220 Identify & install grounded |CCSS.MATH.CONTENT.HSS.MD.B.5.B¶Evaluate and compare strategies on|demonstrations using hands on presentations | |
|conductors |the basis of expected values. For example, compare a |and online/multimedia resources that | |
|• NEC 250 Install service ground |high-deductible versus a low-deductible automobile insurance |demonstrate the standard being addressed, | |
|b. Perform Required Calculations for |policy using various, but reasonable, chances of having a minor |anecdotal records | |
|Installation |or a major accident. | | |
|• NEC 220 Complete load calculations |CCSS.MATH.CONTENT.HSS.ID.B.5¶Summarize categorical data for two | | |
|• NEC 220 Complete wire sizing calculations |categories in two-way frequency tables. Interpret relative | | |
|• NEC 220 Determine minimum number of branch |frequencies in the context of the data (including joint, | | |
|circuits |marginal, and conditional relative frequencies). Recognize | | |
|c. Assemble Required Tools & Materials |possible associations and trends in the data. | | |
|• Select appropriate types of cables & | | | |
|conductors | | | |
|• Use appropriate connectors, tubing & | | | |
|conduit | | | |
|d. Install Grounding Conductors & Connections| | | |
|• NEC 250 Lay out grounding system from plans| | | |
|• NEC 250 & 200 Install grounding system & | | | |
|connections | | | |
|• NEC 250 & 200 Install equipment grounding | | | |
| | |
|11. Install Raceway Systems | |
|a. Prepare and layout system from plans |Math. A-REI.A.1 Explain each step in solving a simple equation as|Given problems, formative and summative |C. A creative and practical problem |
|(NEC 342, 344, 348, 350, 352, 356, 358, 360, &|following from the equality of numbers asserted at the previous |assessments students must demonstrate |solver |
|362) |step, starting from the assumption that the original equation has|proficiency as an individual, cooperative | |
|• Locate junction boxes, conduit, raceways |a solution. Construct a viable argument to justify a solution |group and whole group setting. (Proficiency|E. An integrative and informed |
|• Measure, bend & cut to specifications |method. |is demonstrated at or above 70%) |thinker |
|• Determine number of conductors per raceway |CCSS.MATH.CONTENT.HSG.GPE.A.1¶Derive the equation of a circle of | | |
| |given center and radius using the Pythagorean Theorem; complete |Formative: Pencil/Paper, Bread Boards, labs,| |
| |the square to find the center and radius of a circle given by an |demonstration experiments, job skill | |
| |equation. |demonstrations using hands on presentations | |
| |CCSS.MATH.CONTENT.HSG.SRT.A.3¶Use the properties of similarity |and online/multimedia resources that | |
| |transformations to establish the AA criterion for two triangles |demonstrate the standard being addressed, | |
| |to be similar. |anecdotal records | |
| |CCSS.MATH.CONTENT.HSG.SRT.B.5¶Use congruence and similarity | | |
| |criteria for triangles to solve problems and to prove | | |
| |relationships in geometric figures. | | |
| |CCSS.MATH.CONTENT.HSG.MG.A.3¶Apply geometric methods to solve | | |
| |design problems (e.g., designing an object or structure to | | |
| |satisfy physical constraints or minimize cost; working with | | |
| |typographic grid systems based on ratios).* | | |
| |CCSS.MATH.CONTENT.HSG.C.B.5¶Derive using similarity the fact that| | |
| |the length of the arc intercepted by an angle is proportional to | | |
| |the radius, and define the radian measure of the angle as the | | |
| |constant of proportionality; derive the formula for the area of a| | |
| |sector. | | |
| |CCSS.MATH.CONTENT.HSS.MD.B.5¶(+) Weigh the possible outcomes of a| | |
| |decision by assigning probabilities to payoff values and finding | | |
| |expected values. | | |
| |CCSS.MATH.CONTENT.HSS.MD.B.5.B¶Evaluate and compare strategies on| | |
| |the basis of expected values. For example, compare a | | |
| |high-deductible versus a low-deductible automobile insurance | | |
| |policy using various, but reasonable, chances of having a minor | | |
| |or a major accident. | | |
| |CCSS.MATH.CONTENT.HSS.ID.B.5¶Summarize categorical data for two | | |
| |categories in two-way frequency tables. Interpret relative | | |
| |frequencies in the context of the data (including joint, | | |
| |marginal, and conditional relative frequencies). Recognize | | |
| |possible associations and trends in the data. | | |
| | |
|12. Rough-In & Run Conductors | |
|a. Select appropriate wiring methods & |Math. A-REI.A.1 Explain each step in solving a simple equation as|Given problems, formative and summative |C. A creative and practical problem |
|conductors |following from the equality of numbers asserted at the previous |assessments students must demonstrate |solver |
|• NEC 300 General wiring requirements |step, starting from the assumption that the original equation has|proficiency as an individual, cooperative | |
|• NEC 310 General requirements for conductors|a solution. Construct a viable argument to justify a solution |group and whole group setting. (Proficiency|E. An integrative and informed |
|b. Install appropriate cables |method. |is demonstrated at or above 70%) |thinker |
|• NEC 334 Nonmetallic-Sheathed Cable |Math. MP-3-Construct viable arguments and critique the reasoning | | |
|• NEC 330 Metal Clad Cable |of others. |Formative: Pencil/Paper, Bread Boards, labs,| |
|• Armored Cable |Math. A-REI.A.1 Explain each step in solving a simple equation as|demonstration experiments, job skill | |
|• NEC 338 Service Entrance Cable |following from the equality of numbers asserted at the previous |demonstrations using hands on presentations | |
|• NEC 340 Underground Feeder & Branch Circuit|step, starting from the assumption that the original equation has|and online/multimedia resources that | |
|Cable |a solution. Construct a viable argument to justify a solution |demonstrate the standard being addressed, | |
|c. Select & install appropriate raceways |method. |anecdotal records | |
|• NEC 358 Electrical Metallic Tubing (EMT |CCSS.MATH.CONTENT.HSG.GPE.A.1¶Derive the equation of a circle of | | |
|• NEC 344 Rigid Metal Conduit (RMC) |given center and radius using the Pythagorean Theorem; complete | | |
|• NEC 352 Rigid Nonmetallic Conduit (RNC) |the square to find the center and radius of a circle given by an | | |
|• NEC 348 Flexible Metal Conduit (FMC) |equation. | | |
|• NEC 350 Liquidtight Flexible Metal Conduit |CCSS.MATH.PRACTICE.MP4 Model with mathematics. | | |
|(LFMC) |CCSS.MATH.CONTENT.HSG.CO.D.12¶Make formal geometric constructions| | |
|• NEC 356 Liquidtight Flexible Nonmetallic |with a variety of tools and methods (compass and straightedge, | | |
|Conduit (LFNC) |string, reflective devices, paper folding, dynamic geometric | | |
|d. NEC 314 Install boxes & enclosures |software, etc.).Copying a segment; copying an angle; bisecting a | | |
|e. Install Branch Circuits NEC 210 |segment; bisecting an angle; constructing perpendicular lines, | | |
|• Install lighting circuits Distinguish |including the perpendicular bisector of a line segment; and | | |
|• Install lighting & receptacle circuits |constructing a line parallel to a given line through a point not | | |
|• Install luminaries (fixtures) & fan outlets|on the line. | | |
| |CCSS.MATH.CONTENT.HSG.GPE.A.1¶Derive the equation of a circle of | | |
|• Install kitchen small appliance branch |given center and radius using the Pythagorean Theorem; complete | | |
|circuits Explain |the square to find the center and radius of a circle given by an | | |
|• Install kitchen oven & range outlets |equation. | | |
|• Install other special purpose circuits |CCSS.MATH.CONTENT.HSS.MD.B.5¶(+) Weigh the possible outcomes of a| | |
|(disposals, dishwashers, etc.) |decision by assigning probabilities to payoff values and finding | | |
|f. NEC 404 Install Switch Control of Circuits|expected values. | | |
|(low/full voltage) |CCSS.MATH.CONTENT.HSS.MD.B.5.B¶Evaluate and compare strategies on| | |
|• Identify appropriate conductors |the basis of expected values. For example, compare a | | |
|g. Install Other Indoor Residential Circuits |high-deductible versus a low-deductible automobile insurance | | |
|• NEC 424 Install electric resistance-heating|policy using various, but reasonable, chances of having a minor | | |
|equipment |or a major accident. | | |
|• NEC 410 Install track lighting & dimmer |CCSS.MATH.CONTENT.HSS.ID.B.5¶Summarize categorical data for two | | |
|lighting circuits |categories in two-way frequency tables. Interpret relative | | |
|• NEC 410 Install valance lighting |frequencies in the context of the data (including joint, | | |
|• NEC 210 Install laundry & utility room |marginal, and conditional relative frequencies). Recognize | | |
|circuits |possible associations and trends in the data. | | |
|• NEC 410 Install lay-in fixtures/recessed |CCSS.MATH.CONTENT.HSG.SRT.A.3¶Use the properties of similarity | | |
|fixtures |transformations to establish the AA criterion for two triangles | | |
|• NEC 210 Install receptacle, wet bar & |to be similar. | | |
|bathroom circuits | | | |
|• NEC 210 Install workshop circuits & | | | |
|receptacles | | | |
|h. Install Special-Purpose Outlets & Circuits| | | |
|• NEC 210 Install dryer and cooking circuits | | | |
|• NEC 422 Install water pump & water heater | | | |
|circuits | | | |
|• NEC 210 Install ceiling fans, vents & | | | |
|hydromassage circuits | | | |
|• NEC 440 Install HVAC outlets & circuits | | | |
|• Install control circuits for gas & oil | | | |
|heating | | | |
|• NEC 800 Install voice, data & communication| | | |
|circuits | | | |
|• NEC 800 Install detector & alarm circuits | | | |
|(security & fire) | | | |
|• Install low voltage circuits | | | |
|• NEC 230 Install service entrance equipment | | | |
|• Install standby power | | | |
|i. Other Residential Electrical Requirements | | | |
|• NEC 225 Wiring separate buildings or | | | |
|structures | | | |
|• NEC 680 Swimming pools, spas, fountains, | | | |
|hot tubs and other water sources | | | |
|• Install outdoor branch lighting circuits | | | |
|• Install garage lighting & door opener | | | |
|circuits | | | |
|• NEC 250 Install grounding for | | | |
|second building | | | |
| | |
|13. Trim Out | |
|a. Other Residential Electrical Requirements |N/A |Given problems, formative and summative |C. A creative and practical problem |
|b. NEC 410 Install luminaires (fixtures) | |assessments students must demonstrate |solver |
|c. NEC 404, 406 & 210 Connect switches, | |proficiency as an individual, cooperative | |
|receptacles & outlets | |group and whole group setting. (Proficiency|E. An integrative and informed |
|d. NEC 210 Install GFCIs, AFCIs | |is demonstrated at or above 70%) |thinker |
|e. NEC 240 Install surge suppressors | | | |
|f. NEC 422 Install & connect appliances | |Formative: Pencil/Paper, Bread Boards, labs,| |
|g. NEC 422 Install ceiling suspended (paddle)| |demonstration experiments, job skill | |
|fans | |demonstrations using hands on presentations | |
|h. NEC 440 Connect HVAC equipment wiring | |and online/ multimedia resources that | |
|i. NEC 800 Install data, voice & | |demonstrate the standard being addressed, | |
|communication devices | |anecdotal records | |
| | |
|14. Perform Checks on Energized Systems | |
|a. Check current, voltage & continuity |CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. |Given problems, formative and summative |C. A creative and practical problem |
|• Panelboards |¶CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. |assessments students must demonstrate |solver |
|• Circuits (outlets & receptacles), |CCSS.MATH.PRACTICE.MP6 Attend to precision. |proficiency as an individual, cooperative | |
|luminaires & appliances |CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. |group and whole group setting. (Proficiency|E. An integrative and informed |
| | |is demonstrated at or above 70%) |thinker |
| | | | |
| | |Formative: Pencil/Paper, Bread Boards, labs,| |
| | |demonstration experiments, job skill | |
| | |demonstrations using hands on presentations | |
| | |and online/ multimedia resources that | |
| | |demonstrate the standard being addressed, | |
| | |anecdotal records | |
| | |
|15. Troubleshoot & Repair Electrical Systems | |
|Analyze non-functioning wiring & equipment |Rearrange formulas to highlight a quantity of interest, using the|Given problems, formative and summative |C. A creative and practical problem |
|Conduct appropriate tests |same reasoning as in solving equations. For example, Ohm’s Law; |assessments students must demonstrate |solver |
|Make repairs if required |V=IR to highlight resistance |proficiency as an individual, cooperative | |
| |CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. |group and whole group setting. (Proficiency|E. An integrative and informed |
| |¶CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. |is demonstrated at or above 70%) |thinker |
| |CCSS.MATH.PRACTICE.MP6 Attend to precision. | | |
| |CCSS.MATH.PRACTICE.MP7 Look for and make use of structure. |Formative: Pencil/Paper, Bread Boards, labs,| |
| |CCSS.MATH.CONTENT.HSS.MD.B.5¶(+) Weigh the possible outcomes of a|demonstration experiments, job skill | |
| |decision by assigning probabilities to payoff values and finding |demonstrations using hands on presentations | |
| |expected values. |and online/ multimedia resources that | |
| | |demonstrate the standard being addressed, | |
| | |anecdotal records | |
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