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 Microsoft Word - 2912516B.doc
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90...
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and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90 and 180 degrees 8.G.9 Draw the image of a figure under a reflection over a given line 8.G.10 Draw the image of a figure under a translation 8.G.11 Draw the image of a figure under a dilation 8.G.12 Identify
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under rotations <span class="highlight">of</span> 90 and 180 degrees 8.G.9 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a reflection <span class="highlight">over</span> a given line 8.G.10 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a translation 8.G.11 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a dilation 8.G.12 Identify
GRADE HS
sample size, biased survey sample, interval scale, unlabeled scale, uneven scale, and outliers that distort the line-of-best-fit. In a pictogram the symbol scale used can also be a source of distortion....
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sample size, biased survey sample, interval scale, unlabeled scale, uneven scale, and outliers that distort the line-of-best-fit. In a pictogram the symbol scale used can also be a source of distortion.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
sample size, biased survey sample, interval scale, unlabeled scale, uneven scale, and outliers that distort the line-<span class="highlight">of</span>-best-fit. In a pictogram the symbol scale used can also be a <span class="highlight">source</span> <span class="highlight">of</span> <span class="highlight">distortion</span>.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">of</span> another quantity. In Grades 9 and 10, students apply their understanding <span class="highlight">of</span> <span class="highlight">rate</span> change and simple rates in grades 7 and 8 to linear functions. Students use rates and <span class="highlight">rate</span> <span class="highlight">of</span> change to solve problems, including interest problems. Students in grades 11 and 12 solve problems using <span class="highlight">rate</span> <span class="highlight">of</span> change and analyze and interpret <span class="highlight">rate</span> <span class="highlight">of</span> change in financial contexts. <span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Determine the slope and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=44
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Integration Explanations and Examples Students are expected to: PO 3. Sketch and describe the properties <span class="highlight">of</span> a 2-dimensional figure that is the result <span class="highlight">of</span> two or more transformations. Connections: MHS-S4C1-03, MHS- S4C1-06, MHS-S4C1-08, MHS-S4C2-01, MHS-S4C2-02, MHS-S4C2-04 MHS-S5C2-07. Find structural similarities within different algebraic expressions and geometric figures. Example: • Sketch the <span class="highlight">image</span> <span class="highlight">of</span> the figures below when reflected <span class="highlight">over</span> the x-axis and dilated using a scale factor <span class="highlight">of</span> 2
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 17 reflection – a mirror-image of a figure on the opposite side of a line; (the size and shape of the figure stay the same); also called flip regrouping – the process of renaming one pl...
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Kansas Curricular Standards for Mathematics January 2004 17 reflection – a mirror-image of a figure on the opposite side of a line; (the size and shape of the figure stay the same); also called flip regrouping – the process of renaming one place value to another; The number 1 in 10 represents ten ones relative magnitude – the size relationship one number has with another number (is it much larger, much smaller, close, or about the same) remainder – the number left over when things are
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 17 reflection – a mirror-<span class="highlight">image</span> <span class="highlight">of</span> a figure on the opposite side <span class="highlight">of</span> a line; (the size and shape <span class="highlight">of</span> the figure stay the same); also called flip regrouping – the process <span class="highlight">of</span> renaming one place value to another; The number 1 in 10 represents ten ones relative magnitude – the size relationship one number has with another number (is it much larger, much smaller, close, or about the same) remainder – the number left <span class="highlight">over</span> when things are
Core Content For Mathematics Assessment
increased metabolism, reduction of body fat, decrease in cholesterol, decrease in heart rate) • social benefits (e.g., opportunity for interaction with others, cooperation, friendship, teamwork, respect for others and tolerance) • mental/emotional benefits (e.g....
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increased metabolism, reduction of body fat, decrease in cholesterol, decrease in heart rate) • social benefits (e.g., opportunity for interaction with others, cooperation, friendship, teamwork, respect for others and tolerance) • mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline and self- respect) DOK 2 PL-HS-2.2.2 Students will apply techniques (e.g., practice, peer/teacher evaluation, individualized coaching) to achieve performance
128
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
increased metabolism, reduction <span class="highlight">of</span> body fat, decrease in cholesterol, decrease in heart <span class="highlight">rate</span>) • social benefits (e.g., opportunity <span class="highlight">for</span> interaction with others, cooperation, friendship, teamwork, respect <span class="highlight">for</span> others and tolerance) • mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body <span class="highlight">image</span>, improves self-discipline and self- respect) DOK 2 PL-HS-2.2.2 Students will apply techniques (e.g., practice, peer/teacher evaluation, individualized coaching) to achieve <span class="highlight">performance</span>
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=260
CCA 4.1 High School Social Studies AUGUST 2006 Bold – State Assessment Content Standard 257 Italics – Supporting Content Standard Geography Geography includes the study <span class="highlight">of</span> the five fundamental themes <span class="highlight">of</span> location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment <span class="highlight">over</span> time, how geography has impacted settlement and population, and how geographic factors
VT_04_Math GLEs_pf.indd
for large-scale assessment in conjunction with the New England Common Assessment GLEs at grades 3–8. (See grade 2 coding above [R–2–4.1]). This coding indicates that if reading is assessed through large-scale assessment in the fall of grade 3, this GLE w...
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for large-scale assessment in conjunction with the New England Common Assessment GLEs at grades 3–8. (See grade 2 coding above [R–2–4.1]). This coding indicates that if reading is assessed through large-scale assessment in the fall of grade 3, this GLE will be “sampled” in the assessment. Vermont Reading Grade Level Expectations Overview (continued) Stem is bold. Differences between this grade and prior grade are underlined. Specifi cs at grade levels are not bold. NECAP Code
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=46
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
<span class="highlight">for</span> large-scale assessment in conjunction with the New England Common Assessment GLEs at grades 3–8. (See grade 2 <span class="highlight">coding</span> above [R–2–4.1]). This <span class="highlight">coding</span> indicates that if reading is assessed through large-scale assessment in the fall <span class="highlight">of</span> grade 3, this GLE will be “sampled” in the assessment. Vermont Reading Grade Level Expectations Overview (continued) Stem is bold. Differences between this grade and prior grade are underlined. Specifi cs at grade levels are not bold. NECAP Code
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=138
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
Development in Mathematics, K–12. Missouri Department <span class="highlight">of</span> Education, 1997. National Assessment <span class="highlight">of</span> Educational Progress (NAEP). 2004 Mathematics NAEP Framework. CCSSO, 2001. National Council <span class="highlight">of</span> the Teachers <span class="highlight">of</span> Mathematics, Inc. Principles and Standards <span class="highlight">for</span> School Mathematics. National Council <span class="highlight">of</span> the Teacher <span class="highlight">of</span> Mathematics, 2000. National Research Council. Adding it Up: Helping Children Learn Mathematics. National Academy Press, 2001. New England Compact Draft Grade Level Expectations. <span class="highlight">Joint</span> project between ME, RI and
Microsoft Word - 06.029.0007.doc
of best fit for a data set in a scatter plot form and make predictions using the simple equation of that line. (d) Grade 8 performance standards: (i) Describe how changes in scale, intervals or categories influence arguments for a particular interpretation of...
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of best fit for a data set in a scatter plot form and make predictions using the simple equation of that line. (d) Grade 8 performance standards: (i) Describe how changes in scale, intervals or categories influence arguments for a particular interpretation of the data. (ii) Describe how reader bias, measurement errors and display distortion can affect the interpretation of data
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=23
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=23
<span class="highlight">of</span> best fit <span class="highlight">for</span> a data set in a scatter plot form and make predictions using the simple equation <span class="highlight">of</span> that line. (d) Grade 8 <span class="highlight">performance</span> standards: (i) Describe how changes in scale, intervals or categories influence arguments <span class="highlight">for</span> a particular interpretation <span class="highlight">of</span> the data. (ii) Describe how reader bias, measurement errors and display <span class="highlight">distortion</span> can affect the interpretation <span class="highlight">of</span> data
MATHEMATICS
05 -071 Chapter 132 - Mathematics Section Page 30 of 31 LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Performance Indicators & Descriptors 3 4 5 6 7 8 describe, explain and extend patterns with numbers and geometric objects...
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05 -071 Chapter 132 - Mathematics Section Page 30 of 31 LEARNING RESULTS: PARAMETERS FOR ESSENTIAL INSTRUCTION 2007 Performance Indicators & Descriptors 3 4 5 6 7 8 describe, explain and extend patterns with numbers and geometric objects
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http://www.maine.gov/education/lres/pei/math_0708.pdf#page=30
www.maine.gov/education/lres/pei/math_0708.pdf#page=30
05 -071 Chapter 132 - Mathematics Section Page 30 <span class="highlight">of</span> 31 LEARNING RESULTS: PARAMETERS <span class="highlight">FOR</span> ESSENTIAL INSTRUCTION 2007 <span class="highlight">Performance</span> Indicators & Descriptors 3 4 5 6 7 8 describe, explain and extend patterns with numbers and geometric objects
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 36 d. State the following properties using variables and apply them in solving problems: (DOK 1) • Zero property of multiplication • Inverse properties of addition/subtraction and multiplication/division • Commutative and...
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2007 Mississippi Mathematics Framework Revised 36 d. State the following properties using variables and apply them in solving problems: (DOK 1) • Zero property of multiplication • Inverse properties of addition/subtraction and multiplication/division • Commutative and associative properties of addition and multiplication • Identity properties of addition and multiplication • Distributive properties of multiplication over addition and subtraction e. Describe a rule for a function table using
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=37
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 36 d. State the following properties using variables and apply them in solving problems: (DOK 1) • Zero property <span class="highlight">of</span> multiplication • Inverse properties <span class="highlight">of</span> addition/subtraction and multiplication/division • Commutative and associative properties <span class="highlight">of</span> addition and multiplication • Identity properties <span class="highlight">of</span> addition and multiplication • Distributive properties <span class="highlight">of</span> multiplication <span class="highlight">over</span> addition and subtraction e. Describe a rule <span class="highlight">for</span> a function table using
Speaking Standard 3
5 Although ours is a geographically small state, it has a widely diverse population. Children enter our schools from a tremendous variety of backgrounds and cultures. One of the roles of New Jersey’s mathematics standards, therefore, is to specify a set of achieva...
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5 Although ours is a geographically small state, it has a widely diverse population. Children enter our schools from a tremendous variety of backgrounds and cultures. One of the roles of New Jersey’s mathematics standards, therefore, is to specify a set of achievable high-level expectations for the mathematical understanding and performance of all students. The expectations included in the standards are substantially more ambitious than traditional expectations for most students, but we believe
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=5
www.nj.gov/education/cccs/2004/s4_math.pdf#page=5
5 Although ours is a geographically small state, it has a widely diverse population. Children enter our schools from a tremendous variety <span class="highlight">of</span> backgrounds and cultures. One <span class="highlight">of</span> the roles <span class="highlight">of</span> New Jersey’s mathematics standards, therefore, is to specify a set <span class="highlight">of</span> achievable high-level expectations <span class="highlight">for</span> the mathematical understanding and <span class="highlight">performance</span> <span class="highlight">of</span> all students. The expectations included in the standards are substantially more ambitious than traditional expectations <span class="highlight">for</span> most students, but we believe
GRADE 5
Grade 5, students will build on their knowledge of change over time and extend this to include describing patterns of change as constant, increasing, or decreasing. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. D...
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Grade 5, students will build on their knowledge of change over time and extend this to include describing patterns of change as constant, increasing, or decreasing. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Describe patterns of change including constant rate and increasing or decreasing rate. Connections: M05-S1C1-05, M05-S1C3- 01, M05-S2C1-02, M05-S3C1-01, M05- S5C2-10, SC05-S1C3-01 M05-S5C2-02. Identify relevant, missing, and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Grade 5, students will build on their knowledge <span class="highlight">of</span> change <span class="highlight">over</span> time and extend this to include describing patterns <span class="highlight">of</span> change as constant, increasing, or decreasing. <span class="highlight">Performance</span> Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Describe patterns <span class="highlight">of</span> change including constant <span class="highlight">rate</span> and increasing or decreasing <span class="highlight">rate</span>. Connections: M05-S1C1-05, M05-S1C3- 01, M05-S2C1-02, M05-S3C1-01, M05- S5C2-10, SC05-S1C3-01 M05-S5C2-02. Identify relevant, missing, and
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