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 STATE BOARD OF EDUCATION
verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe eve...
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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=98
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
verbatim from year to year; it is understood that the depth, complexity, <span class="highlight">and</span> difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics <span class="highlight">and</span> way of life of the Arab Empire: a. Muslim religion (i.e., Mohammad, Mecca) b. extensive trade <span class="highlight">and</span> banking <span class="highlight">network</span> c. interest in science (i.e., medicine, astronomy) d. translation <span class="highlight">and</span> preservation of Greek <span class="highlight">and</span> Roman
135
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=135
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
verbatim from year to year; it is understood that the depth, complexity, <span class="highlight">and</span> difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist <span class="highlight">Attacks</span>, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources
143
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=143
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
development of empire) b. scientific <span class="highlight">and</span> cultural advancements (e.g., <span class="highlight">network</span> of roads, aqueducts, art <span class="highlight">and</span> architecture, literature <span class="highlight">and</span> theater, mathematics, <span class="highlight">and</span> philosophy) Three-Fifths Compromise b. Federalism c. Separation of Powers/Checks <span class="highlight">and</span> Balances d. Judicial Review e. Amendment Process PO 3. Examine the United States federal system of government: a. powers of the national government b. powers of the state governments c. powers of the people PO
176
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=176
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
rainfall theocracy any government in which the leaders of the government are also the leaders of the religion <span class="highlight">and</span> they rule as representatives of the deity totalitarianism a centralized government that does not tolerate parties of differing opinion <span class="highlight">and</span> that exercises dictatorial control over many aspects of life trade-off an exchange in which one benefit is given up for another considered more desirable triangular trade a trade <span class="highlight">network</span> that exchanged imports <span class="highlight">and</span> exports among three locations (e.g
GRADE HS
Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grades 9 and 10, students apply their understanding from grades 7 and 8 of Euler/Hamilton paths, directed graphs, and algorithmic reasoning to model and solve networ...
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Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grades 9 and 10, students apply their understanding from grades 7 and 8 of Euler/Hamilton paths, directed graphs, and algorithmic reasoning to model and solve network problems. The understanding of networks students gain in grades 9 and 10 extends to problem solving using circuits, shortest paths, minimum weight spanning trees, and adjacency matrices in grades 11 and 12. Performance Objectives Process
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand <span class="highlight">and</span> apply vertex-edge graphs. In Grades 9 <span class="highlight">and</span> 10, students apply their understanding from grades 7 <span class="highlight">and</span> 8 of Euler/Hamilton paths, directed graphs, <span class="highlight">and</span> algorithmic reasoning to model <span class="highlight">and</span> solve <span class="highlight">network</span> problems. The understanding of networks students gain in grades 9 <span class="highlight">and</span> 10 extends to problem solving using circuits, shortest paths, minimum weight spanning trees, <span class="highlight">and</span> adjacency matrices in grades 11 <span class="highlight">and</span> 12. Performance Objectives Process
Strand 1: Reading Process (Kindergarten)
a position or claim b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television ...
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a position or claim b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings. (See R10-S3C3) Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the
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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
a position or claim b. presents detailed evidence, examples, <span class="highlight">and</span> reasoning to support effective arguments <span class="highlight">and</span> emotional appeals c. attributes sources of information when appropriate d. structures ideas e. addresses the reader’s concerns Example: Write a letter to a television <span class="highlight">network</span> to persuade the <span class="highlight">network</span> to keep a program on the air despite low ratings. (See R10-S3C3) Concept 5: Literary Response Literary response is the writer’s reaction to a literary selection. The response includes the
GRADE 8
Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objecti...
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Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use directed graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
14
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=14
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Mathematics Concept 4: Vertex-Edge Graphs Understand <span class="highlight">and</span> apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for <span class="highlight">network</span> <span class="highlight">and</span> adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations <span class="highlight">and</span> Examples Students are expected to: PO 1. Use directed graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
GRADE CWR
implicit and explicit assumptions that have been made. Examples: • Find a minimal route that includes every street (e.g., for trash pick up). • Find the shortest network connecting specified sites. PO 3. Devise, analyze, and apply algorithms for solving vertex-edge gr...
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implicit and explicit assumptions that have been made. Examples: • Find a minimal route that includes every street (e.g., for trash pick up). • Find the shortest network connecting specified sites. PO 3. Devise, analyze, and apply algorithms for solving vertex-edge graph problems. Connections: MCWR-S2C4-01, MCWR- S2C4-02, MCWR-S2C4-04 MCWR-S5C2-01. Analyze a problem situation, determine the question(s) to be answered, organize given information, determine how to represent the problem, and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
implicit <span class="highlight">and</span> explicit assumptions that have been made. Examples: • Find a minimal route that includes every street (e.g., for trash pick up). • Find the shortest <span class="highlight">network</span> connecting specified sites. PO 3. Devise, analyze, <span class="highlight">and</span> apply algorithms for solving vertex-edge graph problems. Connections: MCWR-S2C4-01, MCWR- S2C4-02, MCWR-S2C4-04 MCWR-S5C2-01. Analyze a problem situation, determine the question(s) to be answered, organize given information, determine how to represent the problem, <span class="highlight">and</span>
GRADE 7
strategies to solve a problem. Students should solve the following types of problems: • finding the shortest network connecting specific sites, • finding a minimal route that includes every edge, • finding the shortest route on a vertex-edge graph from one site to another, a...
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strategies to solve a problem. Students should solve the following types of problems: • finding the shortest network connecting specific sites, • finding a minimal route that includes every edge, • finding the shortest route on a vertex-edge graph from one site to another, and • finding the shortest circuit on a vertex-edge graph that makes a tour of specified sites. Example: • Below is a grid graph that represents some streets in Phoenix, AZ. Students are going on a field trip to Phoenix Zoo but
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
strategies to solve a problem. Students should solve the following types of problems: • finding the shortest <span class="highlight">network</span> connecting specific sites, • finding a minimal route that includes every edge, • finding the shortest route on a vertex-edge graph from one site to another, <span class="highlight">and</span> • finding the shortest circuit on a vertex-edge graph that makes a tour of specified sites. Example: • Below is a grid graph that represents some streets in Phoenix, AZ. Students are going on a field trip to Phoenix Zoo but
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