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 Massachusetts History and Social Science Curriculum Framework: August 2003
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organi...
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Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and <span class="highlight">digital</span> clocks <span class="highlight">using</span> a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data <span class="highlight">using</span> tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
Microsoft Word - 06.029.0007.doc
6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made from six triangles). (ii) Create three-dimensional shapes based on two-dimensional representations. (iii) Participate in activities to develop mental vi...
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6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made from six triangles). (ii) Create three-dimensional shapes based on two-dimensional representations. (iii) Participate in activities to develop mental visualization and spatial memory (e.g., "quick image" activities that require students
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made from six triangles). (ii) Create three-dimensional shapes <span class="highlight">based</span> on two-dimensional representations. (iii) Participate in activities to develop mental visualization and spatial memory (e.g., "quick <span class="highlight">image</span>" activities that require students
Tennessee State Board of Education
I=Q/t. b Distinguish between frequency and period. c Calculate frequency and period using measurements read from the oscilloscope. 3220.3.4.a Describe resistance in electrical systems. b Explain the differences among conductors, insulators, and semi- conductors, based on the material&r...
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I=Q/t. b Distinguish between frequency and period. c Calculate frequency and period using measurements read from the oscilloscope. 3220.3.4.a Describe resistance in electrical systems. b Explain the differences among conductors, insulators, and semi- conductors, based on the material’s resistivities. c Compare the accuracy of resistance by color code to actual readings made with a digital multimeter. d Use Ohm’s law to calculate the resistance in a circuit. e Show how resistance in a wire
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=8
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=8
I=Q/t. b Distinguish between frequency and period. c Calculate frequency and period <span class="highlight">using</span> measurements read from the oscilloscope. 3220.3.4.a Describe resistance in electrical systems. b Explain the differences among conductors, insulators, and semi- conductors, <span class="highlight">based</span> on the material’s resistivities. c Compare the accuracy of resistance by color code to actual readings made with a <span class="highlight">digital</span> multimeter. d Use Ohm’s law to calculate the resistance in a circuit. e Show how resistance in a wire
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=45
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=45
3220.2.2.a Define work in a fluid system, <span class="highlight">using</span> metric or English units. b Describe open and closed systems. c Calculate work done in open and closed systems. d Define power in a fluid system, <span class="highlight">using</span> metric or English units. e Calculate efficiency by dividing power out by power in. 3220.2.3.a Calculate fluid flow rate by <span class="highlight">using</span> either volume or mass of a fluid divided by time. b Identify various situations in daily living where volume and mass flow are calculated. 3220.2.4.a Describe
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http://www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=46
www.state.tn.us/education/cte/ca/doc/pt1and2_standards.pdf#page=46
conductors, insulators, and semi-conductors, <span class="highlight">based</span> on the material’s resistivities. c Compare the accuracy of resistance by color code to actual readings made with a <span class="highlight">digital</span> multimeter. d Use Ohm’s law to calculate the resistance in a circuit. e Show how resistance in a wire depends on (1) length of the wire, (2) cross- sectional area of the wire, and (3) material of which the wire is made. f Measure resistance in electrical systems and calculate in appropriate units. g Calculate resistance in both
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
length (to the nearest inch, foot, yard, centimeter, and meter), capacity (to the nearest ounce, cup, pint, quart, gallon, and liter), and weight (to the nearest ounce, pound, gram, and kilogram). (DOK 2) b. Read and write time to the hour, half-hour, quarter-hour, and five-minute intervals using...
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length (to the nearest inch, foot, yard, centimeter, and meter), capacity (to the nearest ounce, cup, pint, quart, gallon, and liter), and weight (to the nearest ounce, pound, gram, and kilogram). (DOK 2) b. Read and write time to the hour, half-hour, quarter-hour, and five-minute intervals using digital and analog clocks. (DOK 1) DATA ANALYSIS & PROBABILITY 5. Organize and interpret data in graphical form. a. Tally, record, interpret, and predict outcomes based on given information. (DOK 3) b
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=18
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
objects <span class="highlight">using</span> nonstandard units. (DOK 2) b. Determine and describe comparisons of length (longer, shorter, the same), mass (heavier, lighter, the same), and capacity (holds more, less, or about the same) <span class="highlight">using</span> different-shaped or congruent containers, objects or figures. (DOK 2) c. Recognize the clock (analog and <span class="highlight">digital</span>) and calendar as measurements of time. (DOK 1) d. Determine attributes of objects that can be compared, such as length, area, mass or volume/capacity. (DOK 1) DATA ANALYSIS
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=21
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
solid figures. (DOK 2) MEASUREMENT 4. Identify and apply measurable attributes. a. Use nonstandard units (paper clips, unifix cubes, etc.) and standard units (inches, centimeters) to measure length. (DOK 1) b. Compare weight of objects <span class="highlight">using</span> a balance scale with and without nonstandard units. (DOK 1) c. Compare and estimate capacity of various containers in nonstandard units. (DOK 2) d. Tell time to the hour and half-hour intervals <span class="highlight">using</span> both <span class="highlight">digital</span> and analog clocks. (DOK 1) DATA
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=24
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
length (to the nearest inch, foot, yard, centimeter, and meter), capacity (to the nearest ounce, cup, pint, quart, gallon, and liter), and weight (to the nearest ounce, pound, gram, and kilogram). (DOK 2) b. Read and write time to the hour, half-hour, quarter-hour, and five-minute intervals <span class="highlight">using</span> <span class="highlight">digital</span> and analog clocks. (DOK 1) DATA ANALYSIS & PROBABILITY 5. Organize and interpret data in graphical form. a. Tally, record, interpret, and predict outcomes <span class="highlight">based</span> on given information. (DOK 3) b
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=34
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 33 d. Apply inverse operations of addition/subtraction and multiplication/division to problem-solving situations. (DOK 2) GEOMETRY 3. Develop mathematical arguments about geometric relationships and describe spatial relationships <span class="highlight">using</span> coordinate geometry. a. Analyze and describe the characteristics of symmetry relative to classes of polygons (parallelograms, triangles, etc.). (DOK 2) b. Explain the relationships between coordinates in
INTRODUCTION TO BIOLOGY
geographic information systems. (DOK 2) • Compatible geographic data layers of information utilizing computer software • Relationships between geographic data • Geographic information image showing results of analysis k. Draw conclusions based on analysis and summary o...
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geographic information systems. (DOK 2) • Compatible geographic data layers of information utilizing computer software • Relationships between geographic data • Geographic information image showing results of analysis k. Draw conclusions based on analysis and summary of geographic image information results. (DOK 3) l. Research and defend a variety of applications for geographic information systems. (DOK 3) m. Describe the proper use and care of GPS receivers, computers, and other scientific
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=25
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
two or more attributes. (DOK 2) c. Use simple tools (e.g., rulers, thermometers, scales, hand lenses, microscopes, balances, clocks) to gather information. (DOK 1) • Length, to the nearest inch, foot, yard, centimeter, and meter • Capacity, to the nearest ounce, cup, pint, quart, gallon, and liter • Weight, to the nearest ounce, pound, gram, and kilogram • Time, to the nearest hour, half-hour, quarter-hour, and five- minute intervals (<span class="highlight">using</span> <span class="highlight">digital</span> and analog clocks) d
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=38
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 38 c. Investigate the motion of an object in terms of its position, direction of motion, and speed. (DOK 2) • The relative positions and movements of objects <span class="highlight">using</span> points of reference (distance vs. time of moving objects) • Force required to move an object <span class="highlight">using</span> appropriate devices (e.g., spring scale) • Variables that affect speed (e.g., ramp height/length/surface, mass of object) • Effects of an
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
geographic information systems. (DOK 2) • Compatible geographic data layers of information utilizing computer software • Relationships between geographic data • Geographic information <span class="highlight">image</span> showing results of analysis k. Draw conclusions <span class="highlight">based</span> on analysis and summary of geographic <span class="highlight">image</span> information results. (DOK 3) l. Research and defend a variety of applications for geographic information systems. (DOK 3) m. Describe the proper use and care of GPS receivers, computers, and other scientific
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=151
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
Describe – the skill of developing a detailed picture, <span class="highlight">image</span>, or characterization <span class="highlight">using</span> diagrams and/or words, written or aural. Design – the application of scientific concepts and principles and the inquiry process to the solution of human problems that regularly provide tools to further investigate the natural world. Dichotomous key – a strategy used in classification that involves placing objects in groups (or eliminating them) <span class="highlight">based</span> on certain characteristics. Environment – all external conditions and
Microsoft Word - mathstd3.docmathstdbystd3.pdf
heavier, lighter (weight); d. hotter, colder (temperature). 3. reads and tells time at the hour and half-hour using analog and digital clocks (2.4.K1a). 4. selects appropriate measuring tools for length, weight, volume, and temperature for a given situation (2.4.K1a) ($). 5. measures l...
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heavier, lighter (weight); d. hotter, colder (temperature). 3. reads and tells time at the hour and half-hour using analog and digital clocks (2.4.K1a). 4. selects appropriate measuring tools for length, weight, volume, and temperature for a given situation (2.4.K1a) ($). 5. measures length and weight to the nearest whole unit using nonstandard units (2.4.K1a) ($). 6. states the number of days in a week and months in a year (2.4.K1a). The student... 1. compares and orders concrete objects by length or
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=10
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
tools and/or vocabulary ($). 2. uses the calendar. 3. tells time <span class="highlight">using</span> analog and/or <span class="highlight">digital</span> clocks. 4. converts within the same measurement system. 5. uses estimation to check whether or not results are reasonable ($). The student… 1. realizes liquids may be measured in liters or gallons. 2. locates the current month of the year/date on a calendar that has one month per page. 3. tells time by 5 minute, 15 minute, and/or 30 minute increments on an analog clock. 4. counts the number of days, weeks
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
heavier, lighter (weight); d. hotter, colder (temperature). 3. reads and tells time at the hour and half-hour <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks (2.4.K1a). 4. selects appropriate measuring tools for length, weight, volume, and temperature for a given situation (2.4.K1a) ($). 5. measures length and weight to the nearest whole unit <span class="highlight">using</span> nonstandard units (2.4.K1a) ($). 6. states the number of days in a week and months in a year (2.4.K1a). The student... 1. compares and orders concrete objects by length or
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
Standards by Standards 3–2 Page 12 Third Grade Knowledge Base Indicators Third Grade Application Indicators The student… 1. uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, and perimeter <span class="highlight">using</span> standard and nonstandard units of measure (2.4.K1a) ($). 2. ▲ reads and tells time to the minute <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks (2.4.K1a). 3. selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy
Microsoft Word - MathStandards--Approved05-17-04.rtf
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and digital clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and...
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45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and digital clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and digital clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute using analog and digital clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=16
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
16 Kindergarten Measurement Grade Standards, Supporting Skills, and Examples Indicator 1: Apply measurement concepts in practical applications. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Knowledge) K.M.1.1. Students are able tell time to the nearest hour <span class="highlight">using</span> <span class="highlight">digital</span> and analog clocks. (Knowledge) K.M.1.2. Students are able to name the days of the week. (Knowledge) K.M.1.3. Students are able to identify pennies, nickels, dimes, and quarters <span class="highlight">using</span> money models
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=17
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
standard units; • compare and order length, height, and weight of concrete objects <span class="highlight">using</span> non-standard units; • identify coins; • tell time to the nearest hour and name the days of the week. Basic Kindergarten grade students performing at the basic level: • estimate length and height of concrete objects <span class="highlight">using</span> non-standard units; • explain the purpose of money; • read the numbers on a <span class="highlight">digital</span> clock.
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=25
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
25 First Grade Measurement Grade Standards, Supporting Skills, and Examples Indicator 1: Apply measurement concepts in practical applications. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Knowledge) 1.M.1.1. Students are able to tell time to the half-hour <span class="highlight">using</span> <span class="highlight">digital</span> and analog clocks and order a sequence of events with respect to time. (Application) 1.M.1.2. Find a date on the calendar. (Application) 1.M.1.3. Students are able to use different combinations of
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=35
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
35 Second Grade Measurement Grade Standards, Supporting Skills, and Examples Indicator 1: Apply measurement concepts in practical applications. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Knowledge) 2.M.1.1. Students are able to tell time to the minute <span class="highlight">using</span> <span class="highlight">digital</span> and analog clocks and relate time to daily events. (Application) 2.M.1.2. Students are able to use the calendar to solve problems. (Application) 2.M.1.3. Students are able to determine the value of a
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=45
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=65
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
How many months are there in three years? • Measure time <span class="highlight">using</span> fractions to 4 1 . Example: Identify fractions of an hour and fractions of a year. 1) How many months equal a 4 1 of a year? 2) How many minutes equal 4 1 of an hour? 3) It is a quarter to four. Write the time in <span class="highlight">digital</span> form. (Application) 4.M.1.2. Students are able to solve problems involving money including unit conversion. • Use of proper notation. Example: Roberta had six quarters, three dimes, and fourteen pennies. How
7th Grade„Grade Level Expectations
graphic organizer, making an outline, using a meaningful format to express ideas • Use word processing, presentation programs, digital cameras to formulate or communicate knowledge 3.2b Independently present information which is sufficient in quantity and depth to achieve a spec...
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graphic organizer, making an outline, using a meaningful format to express ideas • Use word processing, presentation programs, digital cameras to formulate or communicate knowledge 3.2b Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism • Summarize and/or paraphrase information from sources • Present results of research in an oral or written format which: fulfill identified purpose indicated in topic sentence, include
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
graphic organizer, making an outline, <span class="highlight">using</span> a meaningful format to express ideas • Use word processing, presentation programs, <span class="highlight">digital</span> cameras to formulate or communicate knowledge 3.2b Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism • Summarize and/or paraphrase information from sources • Present results of research in an oral or written format which: fulfill identified purpose indicated in topic sentence, include
2006 Science and Technology/Engineering Curriculum Framework
structures. 1.1 Materials used to accomplish a design task based on specific properties. 1.2 Appropriate materials and tools to construct a prototype safely. 1.3 Differences between simple and complex machines. 1.1 Appropriate materials for design tasks based on specific properties and...
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structures. 1.1 Materials used to accomplish a design task based on specific properties. 1.2 Appropriate materials and tools to construct a prototype safely. 1.3 Differences between simple and complex machines. 1.1 Appropriate materials for design tasks based on specific properties and characteristics. 1.2 Appropriate tools used to hold, lift, carry, fasten, and separate, and their safe and proper uses. 1.3 Safe and proper use of tools and machines needed to construct a prototype. 2.5 Safe and
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
sections of the river they observed. After completing their drawings, the students found a satellite <span class="highlight">image</span> of the Merrimack River on the Internet. <span class="highlight">Using</span> the Merrimack <span class="highlight">image</span>, Mr. D helped students relate their birds-eye drawings to the satellite <span class="highlight">image</span>. Students identified patterns of erosion, degrees of meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=97
water, or space. 6.1 Identify and compare examples of transportation systems and devices that operate on or in each of the following: land, air, water, and space. • Design a model vehicle (with a safety belt restraint system and crush zones to absorb impact) to carry a raw egg as a passenger. (6.1) 6.2 Given a transportation problem, explain a possible solution <span class="highlight">using</span> the universal systems model. 6.3 Identify and describe three subsystems of a transportation vehicle or device, i.e., structural
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=102
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=102
and space. 6.2 Differentiate between <span class="highlight">digital</span> and analog signals. Describe how communication devices employ <span class="highlight">digital</span> and analog technologies (e.g., computers, cell phones). 6.3 Explain how the various components (source, encoder, transmitter, receiver, decoder, destination, storage, and retrieval) and processes of a communication system function. 6.4 Identify and explain the applications of laser and fiber optic technologies (e.g., telephone systems, cable television, photography). 6.5 Explain the
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=120
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=120
structures. 1.1 Materials used to accomplish a design task <span class="highlight">based</span> on specific properties. 1.2 Appropriate materials and tools to construct a prototype safely. 1.3 Differences between simple and complex machines. 1.1 Appropriate materials for design tasks <span class="highlight">based</span> on specific properties and characteristics. 1.2 Appropriate tools used to hold, lift, carry, fasten, and separate, and their safe and proper uses. 1.3 Safe and proper use of tools and machines needed to construct a prototype. 2.5 Safe and
Standard 1 - Number and Computation: The student uses numerical and computational concept...
and volume using standard and nonstandard units of measure (2.4.K1a) ($), e.g., the height of the classroom door is 14 chalkboard erasers laid end to end or 7 feet high or an apple weighs about 42 unifix cubes. 2. ▲ reads and tells time by five-minute intervals using analog and...
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and volume using standard and nonstandard units of measure (2.4.K1a) ($), e.g., the height of the classroom door is 14 chalkboard erasers laid end to end or 7 feet high or an apple weighs about 42 unifix cubes. 2. ▲ reads and tells time by five-minute intervals using analog and digital clocks (2.4.K1a). 3. selects and uses appropriate measurement tools and units of measure for length, weight, volume, and temperature for a given situation (2.4.K1a) ($). 4. measures (2.4.K1a) ($): a. ▲ length to
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http://www.ksde.org/LinkClick.aspx?fileticket=QgNY%2fg5K6dg%3d&tabid=141&mid=8017&forcedownload=true#page=21
www.ksde.org/LinkClick.aspx?fileticket=QgNY%2fg5K6dg%3d&tabid=141&mid=801...
and volume <span class="highlight">using</span> standard and nonstandard units of measure (2.4.K1a) ($), e.g., the height of the classroom door is 14 chalkboard erasers laid end to end or 7 feet high or an apple weighs about 42 unifix cubes. 2. ▲ reads and tells time by five-minute intervals <span class="highlight">using</span> analog and <span class="highlight">digital</span> clocks (2.4.K1a). 3. selects and uses appropriate measurement tools and units of measure for length, weight, volume, and temperature for a given situation (2.4.K1a) ($). 4. measures (2.4.K1a) ($): a. ▲ length to
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