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What's for Lunch? Pizza Cost Comparison What's for Lunch? Pizza Cost Comparison In this assignment you will visit the The Internet Pizza Server and compare costs for different combinations of toppings and pizza sizes. You will also have the opportunity to create and "order" a p...

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Math Forum: 6-8 General

Free Instructions - James E. Garner Free instructions for making 3-D paper stars, using basket weave technique. ...more>> 4000 Years of Women in Science - University of Alabama Over 125 women scientists from our scientific and technical past, with biographie...

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Math Forum: 9-12 General

Because there are so many items at this level, we also recommend a search within the high school level, using the math topic or grade level menus to narrow down your results. All Sites - 6522 items found, showing 1 to 50 0! = 1 - Math Forum, Ask Dr. Math FAQ Why does 0! = 1 ? ...more>...

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KINDERGARTEN

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mats, painted beans or two-color counters, fraction circles, fraction squares Standard 1: Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to model, describe and extend patterns. 1. Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping). 2. Describe, extend and create patterns with numbers in a variety of situations (e.g., addition

4 0 http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=4 sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=4

mats, painted beans or two-color counters, fraction circles, fraction squares Standard 1: Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to model, describe and extend patterns. 1. Describe, extend and create patterns using concrete objects (e.g., sort a bag of objects by attributes and orally communicate the pattern for each grouping). 2. Describe, extend and create patterns with numbers in a variety of situations (e.g., addition

6 0 http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=6 sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=6

Priority Academic Student Skills School Improvement 138 Mathematics Standard 5: Data Analysis - The student will demonstrate an understanding of data collection and display. 1. Data Analysis a. Organize, describe, and display data using concrete objects, pictures, or numbers. b. Formulate and solve problems that involve collecting and analyzing data common to children’s lives (e.g., color of shoes, numbers of pets, favorite foods).

sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=4

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Standard 1: Number and Operation

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formula: 1nn1 a2a,3a − == Reflection (also called a flip) - A transformation which produces the mirror image of a geometric figure. Regression - Statistical technique that predicts the equation that best fits the data. Rotation (also called a turn) - A transformation which turns a figure about a point a given. Sample - A set of elements or observations that are obtained from a larger set of elements, called a population, for the purpose of making inferences about the population. Scalar - A number that

93 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=93 www.dpi.state.nd.us/standard/content/math/math.pdf#page=93

formula: 1nn1 a2a,3a − == Reflection (also called a flip) - A transformation which produces the mirror image of a geometric figure. Regression - Statistical technique that predicts the equation that best fits the data. Rotation (also called a turn) - A transformation which turns a figure about a point a given. Sample - A set of elements or observations that are obtained from a larger set of elements, called a population, for the purpose of making inferences about the population. Scalar - A number that

www.dpi.state.nd.us/standard/content/math/math.pdf#page=93

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Speaking Standard 3

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using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations

23 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=23 www.nj.gov/education/cccs/2004/s4_math.pdf#page=23

trapezoids, rhombi • Regular polygons 2. Understand and apply the concept of similarity. • Using proportions to find missing measures • Scale drawings • Models of 3D objects 3. Use logic and reasoning to make and support conjectures about geometric objects. 4.2.7 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations, and translations result in

24 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24 www.nj.gov/education/cccs/2004/s4_math.pdf#page=24

using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations

www.nj.gov/education/cccs/2004/s4_math.pdf#page=24

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Microsoft Word - 2912516B.doc

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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

89 0 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 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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Microsoft Word - MathStandards--Approved05-17-04.rtf

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number (or the average of the two central numbers) of a list of data when the numbers are arranged in order from the least to greatest. Mode In statistics, the value that occurs most frequently in a given set of numbers. Monomial A product of numbers and/or variables, e.g., 2 5x , yx 2 3 , 23 7 yzx . Natural numbers The set of counting numbers. Nested parentheses Grouping symbols within growing symbols, ]12)23(10[ −+ . Net Two-dimensional pattern that can be folded to form a three-dimensional

122 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=122 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

∆ ABC ~ ∆ DEC, find the length of side AB. 3) A frame of a movie film is 35 mm wide and 26.25 mm high. The film projects an image 8 m wide on a movie screen. How high is the image? Eighth Grade Geometry Performance Descriptors Advanced Eighth grade students performing at the advanced level: • sketch, and analyze characteristics of three-dimensional shapes applying properties and relationships; • sketch and analyze characteristics of two-dimensional shapes applying properties and

138 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=138 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

138 Core High School Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 9-12.A.1.1. Students are able to write equivalent forms of algebraic expressions using properties of the set of real numbers. Example: Simplify )27(2)5(3 xx −−+ Example: Express as the product of two binomials. 1) 34 2 ++ xx 2) 9 2 −x • Evaluate algebraic

145 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=145 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

145 x y A B C (image) (0,0) (4,3) (4,0) 4 32 6 x 12 F E C B D A • Identify lines of symmetry. Example: How many lines of symmetry does this rectangle have? a) 1 b) 2 c) 3 d) 4 • Use the coordinate plane. Example: Triangle ABC is shown below. What transformation was performed if the pre-image of triangle ABC has coordinates of (0,0), (4,-3), and (4, 0)? a) rotation about the origin b) reflection across the x-axis c) dilation by a factor of -1 d

182 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=182 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

number (or the average of the two central numbers) of a list of data when the numbers are arranged in order from the least to greatest. Mode In statistics, the value that occurs most frequently in a given set of numbers. Monomial A product of numbers and/or variables, e.g., 2 5x , yx 2 3 , 23 7 yzx . Natural numbers The set of counting numbers. Nested parentheses Grouping symbols within growing symbols, ]12)23(10[ −+ . Net Two-dimensional pattern that can be folded to form a three-dimensional

doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

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Core Content For Mathematics Assessment

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Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual

28 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=28

identify and describe the types of stages (arena, thrust, proscenium). AH-07-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium). AH-08-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium). Visual Arts AH-06-1.4.1 Students will describe works of art using elements of art and principles of design. DOK 2 Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form

128 0 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

Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128

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Strand

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negative rational numbers and grouping symbols; evaluate such expressions. 7.2.3.3 Apply understanding of order of operations and grouping symbols when using calculators and other technologies. For example: Recognize the conventions of using a caret (^ raise to a power) and asterisk (* multiply); pay careful attention to the use of nested parentheses. 7.2.4.1 Represent relationships in various contexts with equations involving variables and positive and negative rational numbers. Use the properties

26 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=26 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...

negative rational numbers and grouping symbols; evaluate such expressions. 7.2.3.3 Apply understanding of order of operations and grouping symbols when using calculators and other technologies. For example: Recognize the conventions of using a caret (^ raise to a power) and asterisk (* multiply); pay careful attention to the use of nested parentheses. 7.2.4.1 Represent relationships in various contexts with equations involving variables and positive and negative rational numbers. Use the properties

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...

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