|
Education
Web
 null
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...
1
0
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
2
0
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
null
Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces in three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve contextual proble...
1
0
Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces in three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve contextual problems (e.g., Heron’s formula, the area formula for an equilateral triangle and A = ½ ab sin C). SPI 3108.4.7 Compute the area and/or perimeter of triangles, quadrilaterals and other polygons when one or more additional steps are
6
0
http://www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces <span class="highlight">in</span> three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve <span class="highlight">contextual</span> problems (e.g., Heron’s formula, the area formula for an equilateral triangle and A = ½ ab sin <span class="highlight">C</span>). SPI 3108.4.7 Compute the area and/or perimeter of triangles, quadrilaterals and other polygons when one or more additional steps are
DRAFT
strategies to derive meaning from text. a) Use interactive strategies to access vocabulary by decoding words or identifying words in context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use...
1
0
strategies to derive meaning from text. a) Use interactive strategies to access vocabulary by decoding words or identifying words in context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use appropriate strategies to respond to text. a) Summarize content and filter relevant information in order to build a knowledge base. b) Interact with text to connect to and form personal interpretations. c) Interpret ideas, recognize
7
0
http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7
strategies to derive meaning from text. a) Use interactive strategies to <span class="highlight">access</span> vocabulary by decoding words or identifying words <span class="highlight">in</span> context. b) Use interactive comprehension strategies to enhance understanding and to respond to text content. Learning Expectation: The student will use appropriate strategies to respond to text. a) Summarize content and filter relevant information <span class="highlight">in</span> order to build a knowledge base. b) Interact with text to connect to and form personal interpretations. <span class="highlight">c</span>) Interpret ideas, recognize
null
h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Par...
1
0
h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Participate in activities to build background knowledge to make meaning from text. c. Make predictions using text features (e.g., illustrations and graphics). d. Preview text using illustrations
3
0
http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=3
h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom. 3.1.08 Develop and use pre-reading strategies. a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position). b. Participate <span class="highlight">in</span> activities to build background knowledge to make meaning from text. <span class="highlight">c</span>. Make predictions using text features (e.g., illustrations and graphics). d. Preview text using illustrations
null
peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. dec...
1
0
peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. decide where to settle a hypothetical community on a geographic map. • 6.3.tpi.9. debate the role of geography in warfare throughout historical time periods. • 6.3.tpi.10. write a fictional account describing a
8
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=8
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=8
peoples throughout time. Contrast housing changes after a community interacts with others from a different community. • 6.3.tpi.7. create maps of early civilizations. Layer the maps to show how the civilization responded to the geography. At Level 3, the student is able to • 6.3.tpi.8. decide where to settle a hypothetical community on a geographic map. • 6.3.tpi.9. debate the <span class="highlight">role</span> of geography <span class="highlight">in</span> warfare throughout historical time periods. • 6.3.tpi.10. write a fictional account describing a
null
rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlin...
1
0
rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlinear graphs including quadratic and exponential functions that model a contextual situation. Standard 4 – Geometry & Measurement Grade Level Expectations: CLE 3102.4.1 Use algebraic reasoning in applications
4
0
http://www.state.tn.us/education/ci/math/doc/MA_3102.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3102.pdf#page=4
rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities <span class="highlight">in</span> two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlinear graphs including quadratic and exponential functions that <span class="highlight">model</span> a <span class="highlight">contextual</span> situation. Standard 4 – Geometry & Measurement Grade Level Expectations: CLE 3102.4.1 Use algebraic reasoning <span class="highlight">in</span> applications
null
influence the division and control of resources, rights, and privileges. a. Differentiate between rights and privileges of the individual. b. Consider how cooperation and conflict affect the dissemination of resources, rights, and privileges. c. Explain conditions, actions, and motivat...
1
0
influence the division and control of resources, rights, and privileges. a. Differentiate between rights and privileges of the individual. b. Consider how cooperation and conflict affect the dissemination of resources, rights, and privileges. c. Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among states, regions and nations. d. Describe and analyze the role advancements in technology have played in conflict resolution. 8.4.05 Understand the rights
11
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=11
influence the division and <span class="highlight">control</span> of resources, rights, and privileges. a. Differentiate between rights and privileges of the individual. b. Consider how cooperation and conflict affect the dissemination of resources, rights, and privileges. <span class="highlight">c</span>. Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among states, regions and nations. d. Describe and analyze the <span class="highlight">role</span> advancements <span class="highlight">in</span> technology have played <span class="highlight">in</span> conflict resolution. 8.4.05 Understand the rights
null
power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. Learning Expectations: • 4.01 Understand different systems of gover...
1
0
power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. Learning Expectations: • 4.01 Understand different systems of governance. • 4.02 Understand how cooperation and conflict among people influence the division and control of resources, rights, and privileges. Accomplishments 7.4.01 Understand different systems of governance. a. Recognize world
10
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=10
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=10
power and authority <span class="highlight">in</span> order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the <span class="highlight">role</span> of citizens within their community, nation, and world. Learning Expectations: • 4.01 Understand different systems of governance. • 4.02 Understand how cooperation and conflict among people influence the division and <span class="highlight">control</span> of resources, rights, and privileges. Accomplishments 7.4.01 Understand different systems of governance. a. Recognize world
Grade 6 : Embedded Inquiry
motions and patterns in the sky? Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0607.6.1 Analyze information about the major components of the universe. GLE 0607.6.2 Describe the relative distance of objects in the solar system from earth. G...
1
0
motions and patterns in the sky? Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0607.6.1 Analyze information about the major components of the universe. GLE 0607.6.2 Describe the relative distance of objects in the solar system from earth. GLE 0607.6.3 Explain how the positional relationships among the earth, moon, and sun control the length of the day, lunar cycle, and year. GLE 0607.6.4 Describe the different stages in the lunar
7
0
http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=7
www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=7
motions and patterns <span class="highlight">in</span> the sky? Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0607.6.1 Analyze information about the major components of the universe. GLE 0607.6.2 Describe the relative distance of objects <span class="highlight">in</span> the solar system from earth. GLE 0607.6.3 Explain how the positional relationships among the earth, moon, and sun <span class="highlight">control</span> the length of the day, lunar cycle, and year. GLE 0607.6.4 Describe the different stages <span class="highlight">in</span> the lunar
null
the elements of various literary and media genres. 1.13 Develop and sustain a motivation for reading. Accomplishments: 7.1.01 Continue to develop oral language and listening skills. a. Continue to model active listening in both formal and informal settings. b. Adhere to rules for pub...
1
0
the elements of various literary and media genres. 1.13 Develop and sustain a motivation for reading. Accomplishments: 7.1.01 Continue to develop oral language and listening skills. a. Continue to model active listening in both formal and informal settings. b. Adhere to rules for public conversation. c. Continue to formulate and respond to questions from teachers and classmates. d. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal
1
0
http://www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_7.pdf#page=1
the elements of various literary and media genres. 1.13 Develop and sustain a motivation for reading. Accomplishments: 7.1.01 Continue to develop oral language and listening skills. a. Continue to <span class="highlight">model</span> active listening <span class="highlight">in</span> both formal and informal settings. b. Adhere to rules for public conversation. <span class="highlight">c</span>. Continue to formulate and respond to questions from teachers and classmates. d. Continue to organize and share information, stories, experiences, ideas, and feelings with others <span class="highlight">in</span> both formal
|
