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 GRADE 4
Process Integration Explanations and Examples Students are expected to: PO 3. Express fractions as fair sharing, parts of a whole, parts of a set, and locations on a real number line. Connections: M04-S1C1-01, M04-S1C1- 05 M04-S5C2-05. Represent a problem sit...
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Process Integration Explanations and Examples Students are expected to: PO 3. Express fractions as fair sharing, parts of a whole, parts of a set, and locations on a real number line. Connections: M04-S1C1-01, M04-S1C1- 05 M04-S5C2-05. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Fair sharing - Pictures work better for representing fair sharing problems since students often need to represent fractional parts. Examples
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Process Integration Explanations and Examples Students are expected to: PO 3. Express fractions as fair <span class="highlight">sharing</span>, parts of <span class="highlight">a</span> whole, parts of <span class="highlight">a</span> set, and locations on <span class="highlight">a</span> real number line. Connections: M04-S1C1-01, M04-S1C1- 05 M04-S5C2-05. Represent <span class="highlight">a</span> problem situation <span class="highlight">using</span> any combination of words, numbers, pictures, physical objects, or symbols. Fair <span class="highlight">sharing</span> - Pictures work better for representing fair <span class="highlight">sharing</span> problems since students often need to represent fractional parts. Examples
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=7
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
solving the problem. M04-S5C2-05. Represent <span class="highlight">a</span> problem situation <span class="highlight">using</span> any combination of words, numbers, pictures, physical objects, or symbols. M04-S5C2-07. Analyze and evaluate whether <span class="highlight">a</span> solution is reasonable, is mathematically correct, and answers the question. Students use invented ways for solving division problems in addition to the traditional algorithm. Division problems should represent: • partition or fair-<span class="highlight">sharing</span> (<span class="highlight">Sharing</span> 80 among 4 or making 4 groups of 20.) • repeated
Strand 1: Reading Process (Kindergarten)
using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing) Italics denotes a repetition of a performance ob...
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using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing) Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12/03 3
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr4.pdf#page=...
<span class="highlight">using</span> organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing) Italics denotes <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in an earlier grade) that is to be applied to more complex reading selections. Arizona Department of Education 8/12/03 3
Strand 1: Reading Process (Kindergarten)
genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story) d. identifies how an author's choice of words and imagery sets the tone and advances the work's theme Example: Write an essay explaining Gwendolyn Brook’s use of...
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genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story) d. identifies how an author's choice of words and imagery sets the tone and advances the work's theme Example: Write an essay explaining Gwendolyn Brook’s use of word choice in “We Real Cool” to communicate its theme. (See R10-S2C1)
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http://www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
www.ade.state.az.us/standards/language-arts/writing/grade10.pdf#page=8
genres, <span class="highlight">using</span> their structural features as the basis for the comparison (e.g., <span class="highlight">novel</span> and play, poem and short story) d. identifies how an author's choice of words and imagery sets the tone and advances the work's theme Example: Write an essay explaining Gwendolyn Brook’s use of word choice in “We Real Cool” to communicate its theme. (See R10-S2C1)
Strand 1: Reading Process (Kindergarten)
situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary sel...
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situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem, short story). PO 4
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page=2
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr10.pdf#page...
situation), and • plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution). PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in <span class="highlight">a</span> literary selection. PO 3. Compare (and contrast) the illustration of the same theme in two different literary genres, <span class="highlight">using</span> their structural features as the basis for the comparison (e.g., <span class="highlight">novel</span> and play, poem, short story). PO 4
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