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 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>
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
Economics
Strand: Economic Fundamentals Content Standard 1: Students shall examine scarcity and choice. EF.1.E.1 Explain the role scarcity and opportunity cost plays in making choices using the PACED decision making model • individuals • businesses • governments EF.1.E...
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Strand: Economic Fundamentals Content Standard 1: Students shall examine scarcity and choice. EF.1.E.1 Explain the role scarcity and opportunity cost plays in making choices using the PACED decision making model • individuals • businesses • governments EF.1.E.2 Describe the use of cost/benefit analysis in making choices • individuals • businesses • governments EF.1.E.3 Explain the concepts of tradeoffs (e.g., budget, career choices, earnings potential, education and/or training
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=3
arkansased.org/teachers/pdf/economics_061009.pdf#page=3
Strand: Economic Fundamentals Content Standard 1: Students shall examine scarcity and choice. EF.1.E.1 Explain the <span class="highlight">role</span> scarcity and opportunity cost plays <span class="highlight">in</span> making choices using the PACED decision making <span class="highlight">model</span> • individuals • businesses • governments EF.1.E.2 Describe the use of cost/benefit analysis <span class="highlight">in</span> making choices • individuals • businesses • governments EF.1.E.3 Explain the concepts of tradeoffs (e.g., budget, career choices, earnings potential, education and/or training
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