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Education
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arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs. 1. Demonstrate a Positive Attitude Toward Language Arts Skills and Processes a. Develop confidence in the ability to access text. b. Enjoy the processes and outco...
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State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to model mathematical ideas, and to commun...
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State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to model mathematical ideas, and to communicate solution strategies. SPI 3103.1.2 Recognize and describe errors in data collection and analysis as well as identifying representations of data as being accurate or misleading. SPI 3103.1.3 Use technology tools to
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http://www.state.tn.us/education/ci/math/doc/MA_3103.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_3103.pdf#page=2
State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (<span class="highlight">contextual</span>, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to <span class="highlight">model</span> mathematical ideas, and to communicate solution strategies. SPI 3103.1.2 Recognize and describe errors <span class="highlight">in</span> data collection and analysis as well as identifying representations of data as being accurate or misleading. SPI 3103.1.3 Use technology tools to
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model...
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EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model and represent division as sharing equally in contextual situations Ex. Sharing cookies equally among four children NO.2.2.7 Model, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.2 Use physical and pictorial models to demonstrate various meanings of addition and subtraction See Appendix for examples. NO.2.K.3 Demonstrate the relationship between addition and subtraction with informal language and models <span class="highlight">in</span> <span class="highlight">contextual</span> situations involving whole numbers NO.2.1.4 Use physical, pictorial and symbolic models to
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 <span class="highlight">Model</span> and represent division as sharing equally <span class="highlight">in</span> <span class="highlight">contextual</span> situations Ex. Sharing cookies equally among four children NO.2.2.7 <span class="highlight">Model</span>, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Elapsed Time M.13.K.3 Order events <span class="highlight">based</span> on time Ex. • Activities that take long or short time • Review what we do first, next, last • Recall what we did or plan to do yesterday, today, and tomorrow M.13.1.3 Determine elapsed time (to the hour) <span class="highlight">in</span> <span class="highlight">contextual</span> situations End time unknown Ex. Lunch began at 11:00 and lasted 1 hour. When was lunch over? Elapsed hours unknown Ex. John went to
Science
(Lewis electron dot structures) C.1.PS.7 Explain the role of valence electrons in determining chemical properties C.1.PS.8 Explain the role of valence electrons in forming chemical bonds C.1.PS.9 Model bonding: • ionic • covalent...
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(Lewis electron dot structures) C.1.PS.7 Explain the role of valence electrons in determining chemical properties C.1.PS.8 Explain the role of valence electrons in forming chemical bonds C.1.PS.9 Model bonding: • ionic • covalent • metallic C.1.PS.10 Identify commonly used polyatomic ions C.1.PS.11 Write formulas for ionic and covalent compounds C.1.PS.12 Name ionic and covalent compounds C.1.PS.13 Identify the mole and amu (atomic mass unit) as units of measurement in chemistry C
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=3
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=3
(Lewis electron dot structures) <span class="highlight">C</span>.1.PS.7 Explain the <span class="highlight">role</span> of valence electrons <span class="highlight">in</span> determining chemical properties <span class="highlight">C</span>.1.PS.8 Explain the <span class="highlight">role</span> of valence electrons <span class="highlight">in</span> forming chemical bonds <span class="highlight">C</span>.1.PS.9 <span class="highlight">Model</span> bonding: • ionic • covalent • metallic <span class="highlight">C</span>.1.PS.10 Identify commonly used polyatomic ions <span class="highlight">C</span>.1.PS.11 Write formulas for ionic and covalent compounds <span class="highlight">C</span>.1.PS.12 Name ionic and covalent compounds <span class="highlight">C</span>.1.PS.13 Identify the mole and amu (atomic mass unit) as units of measurement <span class="highlight">in</span> chemistry <span class="highlight">C</span>
Microsoft Word - 06.029.0007.doc
6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (c) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represent...
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6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (c) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represents a given graph. (e) Explain and use function notation in both abstract and
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=25
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=25
6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (<span class="highlight">c</span>) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represents a given graph. (e) Explain and use function notation <span class="highlight">in</span> both abstract and
Microsoft Word - vsc_english_gr38.doc
c. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns in multi-syllabic words e. Spell previously studied contractions and possessives f. Access resources as a spelling aid (word wall, dictionary, technology)...
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c. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns in multi-syllabic words e. Spell previously studied contractions and possessives f. Access resources as a spelling aid (word wall, dictionary, technology) 3. Maintain a personal list of words to use in editing original writing c. Spell one-syllable and multi-syllabic words with complex spelling patterns such as –tion, -ous, ph
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=53
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=53
<span class="highlight">c</span>. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns <span class="highlight">in</span> multi-syllabic words e. Spell previously studied contractions and possessives f. <span class="highlight">Access</span> resources as a spelling aid (word wall, dictionary, technology) 3. Maintain a personal list of words to use <span class="highlight">in</span> editing original writing <span class="highlight">c</span>. Spell one-syllable and multi-syllabic words with complex spelling patterns such as –tion, -ous, ph
Science
33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.C.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramific...
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33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.C.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramifications of nuclear energy. NC.31.C.1 Construct models of instruments used to study, control, and utilize radioactive materials and nuclear processes NC.31.C.2 Research the role of
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=34
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=34
33 Chemistry: Nuclear Chemistry Science Framework Revision 2005 Arkansas Department of Education Key: NC.31.<span class="highlight">C</span>.1 = Nuclear Chemistry. Standard 31. Chemistry. 1 st Student Learning Expectation Strand: Nuclear Chemistry Standard 31: Students shall understand the current and historical ramifications of nuclear energy. NC.31.<span class="highlight">C</span>.1 Construct models of instruments used to study, <span class="highlight">control</span>, and utilize radioactive materials and nuclear processes NC.31.<span class="highlight">C</span>.2 Research the <span class="highlight">role</span> of
Indiana Academic Standards-Wrld Hist and Civilization
Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation in human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and...
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Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation in human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and the Kush kingdom of northeast Africa WH.2.3 Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-worldhistcivilization.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 World History and Civilization, Page 3 these civilizations was a decisive transformation <span class="highlight">in</span> human history. (Geography, Sociology) Example: The river valley civilizations of Mesopotamia, Egypt and the Indus River; Eastern civilizations of the Shang and Zhou dynasties; and the Kush kingdom of northeast Africa WH.2.3 Differentiate <span class="highlight">hierarchies</span> <span class="highlight">in</span> the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems
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adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, access to, and use of resources. The student is expected to: (A) describe the impact of new technolog...
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adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, access to, and use of resources. The student is expected to: (A) describe the impact of new technologies, new markets, and revised perceptions of resources; and (B) analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=28
adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. (20) Science, technology, and society. The student understands how technology affects definitions of, <span class="highlight">access</span> to, and use of resources. The student is expected to: (A) describe the impact of new technologies, new markets, and revised perceptions of resources; and (B) analyze the <span class="highlight">role</span> of technology <span class="highlight">in</span> agriculture and other primary economic activities and identify the environmental consequences of the changes
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educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based...
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educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take in grades
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=5
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
educators, parents, and community members <span class="highlight">access</span> to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-<span class="highlight">based</span> formative and summative assessments. A New Level of Specificity Writing and other commu- nication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take <span class="highlight">in</span> grades
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