Tag: Homework Solution

[Solved] Analytics Assessment

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Executive Solution Overview

Original work only. Additional info is attached. – ## HomeworkRequest.docx **## HomeworkRequest.docx** Prior to beginning work on this assignment: · Review all chapters of the course textbook, Business Analytics: Communicating with Numbers, 2e. Jaggia, S. (2023). [_Business analytics: Communicating …

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Assignment Prompt & Instructions

Original work only. Additional info is attached.

– ## HomeworkRequest.docx

**## HomeworkRequest.docx**

Prior to beginning work on this assignment:

· Review all chapters of the course textbook, Business Analytics: Communicating with Numbers, 2e. Jaggia, S. (2023).
[_Business analytics: Communicating with numbers_](https://uagc.instructure.com/courses/149182/modules/items/7614691) (2nd ed.). McGraw-Hill Higher Education.

· Review the Three Types of Analytics Techniques infographic below

![A diagram of data analysis AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/analytics-assessment)

**Long description**

This final paper is the major summative assignment of this course. It is designed to allow students to reflect on and apply the knowledge of data-based decision-making learned during the course to real-world scenarios.

**Assessment Guidelines**

For your workbook:

· Respond to the following five (5) questions related to one of the learning objectives covered in this course.

· For question 2, confirm your answers with examples of data sets and/or visualizations.

· While you may choose these from the sample data sets provided in the resources listed for this course, It is strongly recommended that you search for new data sources to use as examples.

Questions:

· Differentiate between various types (Descriptive, Predictive, or Prescriptive) of data an organization may use to assess organizational performance.

· Provide an example for each data source.

· Highlight the purpose of the data sources, the metric(s) it explains, and what kind of decision it would help justify.

· Create a data visualization graphic that incorporates appropriate data sets for one of the three types.

· Consider one of the data sets you have shared in question number 1 of this workbook.

· Evaluate the benefits of at least two different data analysis methods.

· Share an example of each.

· Explain how, when, and why these methods have been used in a business situation.

· Justify a strategic choice based on a data analysis method.

· Use the data analysis method in Week 3 or another example of your choice.

· Assess how big data can influence organizational performance.

· You may consider using an example if you find that helpful to support your argument.

· Consider how data can create insight into a business problem and provide a sense of decision-making justification.

·

·
[ILOSTAT](https://www.ilo.org/ilostat):
[https://ilostat.ilo.org/](https://ilostat.ilo.org/)


[_DataBank_](https://databank.worldbank.org/data/home.aspx):
[https://databank.worldbank.org/home.aspx](https://databank.worldbank.org/home.aspx)


[_Business Ready (B-READY)_](http://www.doingbusiness.org/en/data) [https://www.worldbank.org/en/businessready?economyid=194](https://www.worldbank.org/en/businessready?economyid=194)

The Data and Decision Analytics Assessment paper

·
**Must be two to five to six double-spaced pages in length** (not including title and references pages, charts or tables), and formatted according to
[_APA Style_](https://writingcenter.uagc.edu/apa-style)

· must include a separate title page with the following:

· title of paper in bold font

· Space should appear between the title and the rest of the information on the title page.

· student’s name

· name of institution

· course name and number

· instructor’s name

· due date

· must utilize academic voice

· must include an introduction and conclusion paragraph

· Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper

· must use at least two credible source in addition to the course text

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

## image2.png

## image3.png

## image4.png

## image5.png

## image1.png

**## HomeworkRequest.docx**

Prior to beginning work on this assignment:

· Review all chapters of the course textbook, Business Analytics: Communicating with Numbers, 2e. Jaggia, S. (2023).
[_Business analytics: Communicating with numbers_](https://uagc.instructure.com/courses/149182/modules/items/7614691) (2nd ed.). McGraw-Hill Higher Education.

· Review the Three Types of Analytics Techniques infographic below

![A diagram of data analysis AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/analytics-assessment)

**Long description**

This final paper is the major summative assignment of this course. It is designed to allow students to reflect on and apply the knowledge of data-based decision-making learned during the course to real-world scenarios.

**Assessment Guidelines**

For your workbook:

· Respond to the following five (5) questions related to one of the learning objectives covered in this course.

· For question 2, confirm your answers with examples of data sets and/or visualizations.

· While you may choose these from the sample data sets provided in the resources listed for this course, It is strongly recommended that you search for new data sources to use as examples.

Questions:

· Differentiate between various types (Descriptive, Predictive, or Prescriptive) of data an organization may use to assess organizational performance.

· Provide an example for each data source.

· Highlight the purpose of the data sources, the metric(s) it explains, and what kind of decision it would help justify.

· Create a data visualization graphic that incorporates appropriate data sets for one of the three types.

· Consider one of the data sets you have shared in question number 1 of this workbook.

· Evaluate the benefits of at least two different data analysis methods.

· Share an example of each.

· Explain how, when, and why these methods have been used in a business situation.

· Justify a strategic choice based on a data analysis method.

· Use the data analysis method in Week 3 or another example of your choice.

· Assess how big data can influence organizational performance.

· You may consider using an example if you find that helpful to support your argument.

· Consider how data can create insight into a business problem and provide a sense of decision-making justification.

·

·
[ILOSTAT](https://www.ilo.org/ilostat):
[https://ilostat.ilo.org/](https://ilostat.ilo.org/)


[_DataBank_](https://databank.worldbank.org/data/home.aspx):
[https://databank.worldbank.org/home.aspx](https://databank.worldbank.org/home.aspx)


[_Business Ready (B-READY)_](http://www.doingbusiness.org/en/data) [https://www.worldbank.org/en/businessready?economyid=194](https://www.worldbank.org/en/businessready?economyid=194)

The Data and Decision Analytics Assessment paper

·
**Must be two to five to six double-spaced pages in length** (not including title and references pages, charts or tables), and formatted according to
[_APA Style_](https://writingcenter.uagc.edu/apa-style)

· must include a separate title page with the following:

· title of paper in bold font

· Space should appear between the title and the rest of the information on the title page.

· student’s name

· name of institution

· course name and number

· instructor’s name

· due date

· must utilize academic voice

· must include an introduction and conclusion paragraph

· Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper

· must use at least two credible source in addition to the course text

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

![](https://www.sweetstudy.com/questions/analytics-assessment)

## image2.png

## image3.png

## image4.png

## image5.png

## image1.png

November 5, 2026
[Solved] Education I need help with homework

✓ Verified Academic Solution Available

Executive Solution Overview

I need help with homework – ## RequiedReferencesforweek1assignment.docx – ## RequiedReferencesforweek1assignment.docx – ## UnpackingtheStandardsTemplet.docx **## RequiedReferencesforweek1assignment.docx** Common Core Mathematics Standards **Required** Review the Common Core Mathematics standards. ht…

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Assignment Prompt & Instructions

I need help with homework

– ## RequiedReferencesforweek1assignment.docx

– ## RequiedReferencesforweek1assignment.docx

– ## UnpackingtheStandardsTemplet.docx

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## UnpackingtheStandardsTemplet.docx**

**Unpacking the Mathematics Standards**

| | | | |
| — | — | — | — |
| **Domain: Number and Operations in Base 10** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
| **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
| **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
| **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

## Reflection

Templet

**## UnpackingtheStandardsTemplet.docx**

**Unpacking the Mathematics Standards**

| | | | |
| — | — | — | — |
| **Domain: Number and Operations in Base 10** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
| **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
| **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
| **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

## Reflection

Templet

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## UnpackingtheStandardsTemplet.docx**

**Unpacking the Mathematics Standards**

| | | | |
| — | — | — | — |
| **Domain: Number and Operations in Base 10** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
| **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
| **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
| **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

## Reflection

Templet

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## RequiedReferencesforweek1assignment.docx**

Common Core Mathematics Standards

**Required**

Review the Common Core Mathematics standards.

http://www.thecorestandards.org/Math/

Arizona Mathematics Standards

**Required**

Review the Arizona Mathematics standards.

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards

NYS Next Generation Mathematics Learning Standards Unpacking Documents

**Required**

Review the NYS Next Generation Mathematics Learning Standards Unpacking Documents, located on the New York State

… Read More

http://www.nysed.gov/curriculum-instruction/nys-next-generation-mathematics-learning-standards-unpacking-documents

Introductory Videos on the Common Core State Standards

**Required**

Watch “Introductory Videos on the Common Core State Standards,” located on the Achieve the Core websi

… Read More

https://achievethecore.org/category/762/introductory-videos-on-the-common-core-state-standards

Meaningful Connections: Objectives and Standards

**Required**

Read “Meaningful Connections: Objectives and Standards,” by Lea, located on the Edutopia website (201

… Read More

https://www.edutopia.org/blog

**Elementary and Middle School Mathematics**

**Required**

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038

**## UnpackingtheStandardsTemplet.docx**

**Unpacking the Mathematics Standards**

| | | | |
| — | — | — | — |
| **Domain: Number and Operations in Base 10** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| **3.NBT.A.2.** Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | · Add<br>· Subtract<br>· Using strategies<br>· Using algorithms | · 1,000<br>· Strategies<br>· Algorithms<br>· Place value<br>· Properties of operations<br>· Relationship<br>· Addition<br>· Subtraction | · Count to 1,000<br>· Fluently add and subtract within 1,000<br>· Use place value strategies to add and subtract<br>· Know and use properties of operations (commutative, associative, distributive) to add and subtract<br>· Understand and use the relationship between addition and subtraction to add and subtract<br>· Use various other strategies to add and subtract (models, manipulatives, number lines, etc.)<br>· Use algorithms to add and subtract |
| **Objectives:**<br>1. Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. <br>2. Students will be able to<br>explain how to use<br>the associative<br>property to add and subtract.<br> <br>3. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm. |
| **Math Problem:**<br>473 + 125 = ? | **Strategy 1:** Base 10<br>Place Value Blocks<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=nGo5WtnSj_I**](https://www.youtube.com/watch?v=nGo5WtnSj_I)<br>**Description:** Using base 10 blocks<br>**,** break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3).<br>Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598. | **Strategy 2:** A Number Line<br> <br>**Video Link:** [**https://www.youtube.com/watch?v=16805dWc36A**](https://www.youtube.com/watch?v=16805dWc36A)<br>**Description:** An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598. |
| **Real Scenario/Connection to Standard:** Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store. |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

| | | | |
| — | — | — | — |
| **Domain:** |
| **Standard**<br>_Choose a standard_ | **Verbs**<br>_Identify the verbs_ | **Nouns**<br>_Identify the nouns_ | **Skills Necessary**<br>_Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)_ |
| | | | |
| **Objectives:**<br>1. <br>2. <br>3. |
| **Math Problem:** | **Strategy 1:**<br>**Video Link:**<br>**Description:** | **Strategy 2:**<br>**Video Link:**<br>**Description:** |
| **Real Scenario/Connection to Standard:** |

## Reflection

Templet

– 1
– 2
– 3

November 5, 2026
[Solved] PM2LD2R

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November 5, 2026
[Solved] Case Study Analysis

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Please make sure to use 3-5 references within the last 5 years – ## Document12.docx **## Document12.docx** Case Study Week 2 A 57-year-old man presents to his primary care provider with concerns about a dark lesion on his upper right arm. He reports that he has always had many freckles, including th…

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Please make sure to use 3-5 references within the last 5 years

– ## Document12.docx

**## Document12.docx**

Case Study Week 2

A 57-year-old man presents to his primary care provider with concerns about a dark
lesion on his upper right arm. He reports that he has always had many freckles, including
this one, but thinks there have been changes in size. He denies pain, fever, rash, and
shortness of breath.
The biopsy shows atypical cells present in the basal layer of the epidermis and invading the
dermis in sheets and nests. The cells have irregular nuclei and prominent nucleoli. The
cells are immunoreactive for Mart-1, confirming they are melanocytes.

1. Develop a 1- to 2-page case study analysis, examining the patient signs and
symptoms presented in the case study; discussing the primary cellular
pathophysiological processes, and the significance for symptom development and
diagnosis.

2. What role do genetic mutations play in the development of the disease?

3. What is the impact of the disease on the immune system? How do treatment
strategies target the pathophysiological mechanisms of the disease?

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.

**To prepare:**

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

**The Assignment**

Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.

Resources:

· Rogers, J. (2023).
_McCance & Huether's pathophysiology_(9th ed.). Elsevier – Evolve.

· Chapter 7: Innate Immunity: Inflammation and Wound Healing: Summary Review

· Chapter 8: Adaptive Immunity: Summary Review

· Chapter 9: Alterations in Immunity: Summary Review

· Chapter 10: Infection: Summary Review

· Chapter 11: Stress and Disease: Summary Review

· Chapter 12: Cancer Biology: Summary Review

· Chapter 13: Cancer Epidemiology: Summary Review

· Chapter 14: Cancer in Children Adolescent

· Chapter 46: Structure, Function and Disorders of the Integument

· Chapter 47: Alterations of the Integument in Children

Justiz-Vaillant, A. A., & Zito, P. M. (2019).
[Immediate hypersensitivity reactions](https://waldenu.instructure.com/courses/187446/files/15155669?wrap=1) [Download Immediate hypersensitivity reactions](https://waldenu.instructure.com/courses/187446/files/15155669/download?download_frd=1). In
_StatPearls_. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315

**## Document12.docx**

Case Study Week 2

A 57-year-old man presents to his primary care provider with concerns about a dark
lesion on his upper right arm. He reports that he has always had many freckles, including
this one, but thinks there have been changes in size. He denies pain, fever, rash, and
shortness of breath.
The biopsy shows atypical cells present in the basal layer of the epidermis and invading the
dermis in sheets and nests. The cells have irregular nuclei and prominent nucleoli. The
cells are immunoreactive for Mart-1, confirming they are melanocytes.

1. Develop a 1- to 2-page case study analysis, examining the patient signs and
symptoms presented in the case study; discussing the primary cellular
pathophysiological processes, and the significance for symptom development and
diagnosis.

2. What role do genetic mutations play in the development of the disease?

3. What is the impact of the disease on the immune system? How do treatment
strategies target the pathophysiological mechanisms of the disease?

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.

**To prepare:**

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

**The Assignment**

Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.

Resources:

· Rogers, J. (2023).
_McCance & Huether's pathophysiology_(9th ed.). Elsevier – Evolve.

· Chapter 7: Innate Immunity: Inflammation and Wound Healing: Summary Review

· Chapter 8: Adaptive Immunity: Summary Review

· Chapter 9: Alterations in Immunity: Summary Review

· Chapter 10: Infection: Summary Review

· Chapter 11: Stress and Disease: Summary Review

· Chapter 12: Cancer Biology: Summary Review

· Chapter 13: Cancer Epidemiology: Summary Review

· Chapter 14: Cancer in Children Adolescent

· Chapter 46: Structure, Function and Disorders of the Integument

· Chapter 47: Alterations of the Integument in Children

Justiz-Vaillant, A. A., & Zito, P. M. (2019).
[Immediate hypersensitivity reactions](https://waldenu.instructure.com/courses/187446/files/15155669?wrap=1) [Download Immediate hypersensitivity reactions](https://waldenu.instructure.com/courses/187446/files/15155669/download?download_frd=1). In
_StatPearls_. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315

November 5, 2026
[Solved] MM556 WORK

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November 5, 2026
[Solved] 610 db2

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November 5, 2026
[Solved] 552 wk 2

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– ## 552wk2.docx **## 552wk2.docx** 1. What is groupthink, and how can homogeny lead to groupthink? How can you reduce Groupthink? 2. What are your thoughts about meritocracy? How could meritocracy promote bias against minority members? Why might finding a mentor or sponsor be an important key to …

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– ## 552wk2.docx

**## 552wk2.docx**

1. What is groupthink, and how can homogeny lead to groupthink? How can you reduce Groupthink?

2. What are your thoughts about meritocracy? How could meritocracy promote bias against minority members? Why might finding a mentor or sponsor be an important key to success?

3. What do you think of anonymization? Strengths? Weaknesses? Where could you use it?

4. Think about increasing transparency. Are you very transparent with:

How you are setting the criteria for “best person" for the job?
How are promotion decisions made? How is pay determined?
How do people get into the high-potential pool?
Why? Or why not? What are the risks? On the other hand, what are the opportunities associated with being more transparent?

Resources

[https://www.youtube.com/watch?v=gpE_W50OTUc](https://www.youtube.com/watch?v=gpE_W50OTUc)

[https://www.youtube.com/watch?v=BLEvJUNfyBY](https://www.youtube.com/watch?v=BLEvJUNfyBY)

[https://www.youtube.com/watch?v=ovKqmRyOGcg](https://www.youtube.com/watch?v=ovKqmRyOGcg)

**## 552wk2.docx**

1. What is groupthink, and how can homogeny lead to groupthink? How can you reduce Groupthink?

2. What are your thoughts about meritocracy? How could meritocracy promote bias against minority members? Why might finding a mentor or sponsor be an important key to success?

3. What do you think of anonymization? Strengths? Weaknesses? Where could you use it?

4. Think about increasing transparency. Are you very transparent with:

How you are setting the criteria for “best person" for the job?
How are promotion decisions made? How is pay determined?
How do people get into the high-potential pool?
Why? Or why not? What are the risks? On the other hand, what are the opportunities associated with being more transparent?

Resources

[https://www.youtube.com/watch?v=gpE_W50OTUc](https://www.youtube.com/watch?v=gpE_W50OTUc)

[https://www.youtube.com/watch?v=BLEvJUNfyBY](https://www.youtube.com/watch?v=BLEvJUNfyBY)

[https://www.youtube.com/watch?v=ovKqmRyOGcg](https://www.youtube.com/watch?v=ovKqmRyOGcg)

November 5, 2026
[Solved] 510 review

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November 5, 2026
[Solved] British Literature Help 1 Part 2

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\ IMG_5254.png](https://www.sweetstudy.com/files/img-5254-png-10388217 "IMG_5254.png") \ IMG_5255.png](https://www.sweetstudy.com/files/img-5255-png-10388219 "IMG_5255.png")

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\
IMG_5254.png](https://www.sweetstudy.com/files/img-5254-png-10388217 "IMG_5254.png")
\
IMG_5255.png](https://www.sweetstudy.com/files/img-5255-png-10388219 "IMG_5255.png")

November 5, 2026
[Solved] Biblical studies help 1 part 2

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\ IMG_5253.png](https://www.sweetstudy.com/files/img-5253-png-10388227 "IMG_5253.png") \ IMG_5257.png](https://www.sweetstudy.com/files/img-5257-png-10388229 "IMG_5257.png") \ IMG_5256.png](https://www.sweetstudy.com/files/img-5256-png-10388231 "IMG_5256.png")

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\
IMG_5253.png](https://www.sweetstudy.com/files/img-5253-png-10388227 "IMG_5253.png")
\
IMG_5257.png](https://www.sweetstudy.com/files/img-5257-png-10388229 "IMG_5257.png")
\
IMG_5256.png](https://www.sweetstudy.com/files/img-5256-png-10388231 "IMG_5256.png")

November 5, 2026