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Education
Web
 Core Content For Mathematics Assessment
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniqu...
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support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
CCA 4.1 Middle School Arts <span class="highlight">and</span> Humanities AUGUST 2006 Bold – State Assessment Content Standard 31 Italics – Supporting Content Standard Roman <span class="highlight">techniques</span>)
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity of injuries <span class="highlight">and</span> save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will apply research to support ideas with facts <span class="highlight">and</span> opinions. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon) when appropriate. WR-07-1.2.3 In Transactive Writing, • Students will communicate relevant
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon, personal <span class="highlight">attacks</span>) when appropriate.
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort, merge sort, ...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort, merge sort, and network sort; and b) ISBN, UPC, zip, and banking codes. DM.12 The student will select, justify, and apply an appropriate technique to solve a logic problem. Techniques will include Venn diagrams, truth tables, and matrices. DM
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe <span class="highlight">and</span> apply sorting algorithms <span class="highlight">and</span> coding algorithms used in sorting, processing, <span class="highlight">and</span> communicating information. These will include a) bubble sort, merge sort, <span class="highlight">and</span> <span class="highlight">network</span> sort; <span class="highlight">and</span> b) ISBN, UPC, zip, <span class="highlight">and</span> banking codes. DM.12 The student will select, justify, <span class="highlight">and</span> apply an appropriate technique to solve a logic problem. <span class="highlight">Techniques</span> will include Venn diagrams, truth tables, <span class="highlight">and</span> matrices. DM
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understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning and logic to make and evaluate arguments; represent and solve problems using discrete structures such as finite graphs, matrices, and sequences (e.g. Leslie Mode...
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understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning and logic to make and evaluate arguments; represent and solve problems using discrete structures such as finite graphs, matrices, and sequences (e.g. Leslie Model, Leontief Model, Markov Chain, and cryptographic techniques); use vertex-edge graphs to solve network problems such as finding circuits, critical paths, minimum spanning trees, and adjacency matrices; analyze and use discrete ideas
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http://www.state.tn.us/education/ci/math/doc/MA_3135.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_3135.pdf#page=1
understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning <span class="highlight">and</span> logic to make <span class="highlight">and</span> evaluate arguments; represent <span class="highlight">and</span> solve problems using discrete structures such as finite graphs, matrices, <span class="highlight">and</span> sequences (e.g. Leslie Model, Leontief Model, Markov Chain, <span class="highlight">and</span> cryptographic <span class="highlight">techniques</span>); use vertex-edge graphs to solve <span class="highlight">network</span> problems such as finding circuits, critical paths, minimum spanning trees, <span class="highlight">and</span> adjacency matrices; analyze <span class="highlight">and</span> use discrete ideas
Speaking Standard 3
and the engineering society; how many different students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering, 8 students in debating and engineering, and 2 students in all three?). 3. Apply techniques...
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and the engineering society; how many different students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering, 8 students in debating and engineering, and 2 students in all three?). 3. Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts. 4.4.7 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Use vertex-edge graphs to represent and find solutions to practical problems. • Finding the
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
<span class="highlight">and</span> the engineering society; how many different students belong to the three clubs if there are 6 students in chess <span class="highlight">and</span> debating, 7 students in chess <span class="highlight">and</span> engineering, 8 students in debating <span class="highlight">and</span> engineering, <span class="highlight">and</span> 2 students in all three?). 3. Apply <span class="highlight">techniques</span> of systematic listing, counting, <span class="highlight">and</span> reasoning in a variety of different contexts. 4.4.7 D. Discrete Mathematics—Vertex-Edge Graphs <span class="highlight">and</span> Algorithms 1. Use vertex-edge graphs to represent <span class="highlight">and</span> find solutions to practical problems. • Finding the
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
engineering, <span class="highlight">and</span> 2 students in all three?). 3. Apply <span class="highlight">techniques</span> of systematic listing, counting, <span class="highlight">and</span> reasoning in a variety of different contexts. 4.4.8 D. Discrete Mathematics—Vertex-Edge Graphs <span class="highlight">and</span> Algorithms 1. Use vertex-edge graphs <span class="highlight">and</span> algorithmic thinking to represent <span class="highlight">and</span> find solutions to practical problems. • Finding the shortest <span class="highlight">network</span> connecting specified sites • Finding a minimal route that includes every street (e.g., for trash pick-up) • Finding the shortest route on a map from one site to
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arguments, and give counterexamples to disprove statements. D.8.6 Use applications of the universal and existential quantifiers to propositional statements. D.8.7 Appropriately select and use methods of deductive, inductive, and indirect proof and determine whe...
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arguments, and give counterexamples to disprove statements. D.8.6 Use applications of the universal and existential quantifiers to propositional statements. D.8.7 Appropriately select and use methods of deductive, inductive, and indirect proof and determine whether a short proof is logically valid. D.9 Social Choice: Analyze election data to evaluate different election methods and use weighted voting techniques to decide voting power within a group. Understand and use fair division
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
arguments, <span class="highlight">and</span> give counterexamples to disprove statements. D.8.6 Use applications of the universal <span class="highlight">and</span> existential quantifiers to propositional statements. D.8.7 Appropriately select <span class="highlight">and</span> use methods of deductive, inductive, <span class="highlight">and</span> indirect proof <span class="highlight">and</span> determine whether a short proof is logically valid. D.9 Social Choice: Analyze election data to evaluate different election methods <span class="highlight">and</span> use weighted voting <span class="highlight">techniques</span> to decide voting power within a group. Understand <span class="highlight">and</span> use fair division
STANDARDS.05
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Stan...
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36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge Network in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards and provide guidelines for nurturing and building in students the rich and varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
www.eed.state.ak.us/standards/pdf/standards.pdf#page=38
36 ALASKA CONTENT STANDARDS 37 The Alaska Cultural Standards for Students were developed by the Alaska Native Knowledge <span class="highlight">Network</span> in 1998. They also were adopted by the State Board of Education & Early Development in the same year. The Cultural Standards are meant to enrich the Content Standards <span class="highlight">and</span> provide guidelines for nurturing <span class="highlight">and</span> building in students the rich <span class="highlight">and</span> varied cultural traditions that continue to be practiced in communities throughout Alaska. The standards are broad statements of what
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text <span class="highlight">and</span> increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes <span class="highlight">and</span> evaluates conventions <span class="highlight">and</span> <span class="highlight">techniques</span> of genres by [10] 4.5.1 Analyzing the characteristics <span class="highlight">and</span> the effect on the reader of nonfiction <span class="highlight">and</span> the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
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
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
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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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