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Education
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 Elements of Art Rubric
and definition of the elements of art. Medium • Independently captures and stores images from the Internet & scanner. Imports images and text into PowerPoint presentation without help. • Demonstrates understanding and use of presentation software without usi...
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and definition of the elements of art. Medium • Independently captures and stores images from the Internet & scanner. Imports images and text into PowerPoint presentation without help. • Demonstrates understanding and use of presentation software without using a template. • Incorporates images, text and sound. • Interprets and analyzes a limited range of artwork leading to a narrow description and definition of the elements of art. Low • Captures and stores image
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http://www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans/lp_powerpoint/lp_p_a_basicsart/slm1_e_edit.pdf#page=1
www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans...
and definition of the elements of art. Medium • Independently captures and stores <span class="highlight">images</span> <span class="highlight">from</span> the Internet & scanner. Imports <span class="highlight">images</span> and text into PowerPoint presentation without help. • Demonstrates understanding and use of presentation software without <span class="highlight">using</span> a template. • Incorporates <span class="highlight">images</span>, text and sound. • Interprets and analyzes a limited range of artwork leading to a narrow description and definition of the elements of art. <span class="highlight">Low</span> • Captures and stores <span class="highlight">image</span>
Helping Your Child Learn Mathematics PDF (782 KB)
numbers to get 5. [answer: (6+6+3) - (8+2) = 5] —use six numbers to get 5. [answer: (6+6) + (3x1) - (8+2) = 5] License Plate Special Grades 2–4 License plates can be used to reinforce children’s understanding of the language of mathematics as well as their math...
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numbers to get 5. [answer: (6+6+3) - (8+2) = 5] —use six numbers to get 5. [answer: (6+6) + (3x1) - (8+2) = 5] License Plate Special Grades 2–4 License plates can be used to reinforce children’s understanding of the language of mathematics as well as their mathematical reasoning abilities. What You Need ★ License plates ★ Paper ★ Crayons or markers ★ Ruler What to Do ★ As you travel in a car or on a bus with your child, point out a license plate and read it to him using only number names (excluding the
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http://www.ed.gov/parents/academic/help/math/math.pdf#page=26
www.ed.gov/parents/academic/help/math/math.pdf#page=26
numbers to get 5. [answer: (6+6+3) - (8+2) = 5] —use six numbers to get 5. [answer: (6+6) + (3x1) - (8+2) = 5] <span class="highlight">License</span> <span class="highlight">Plate</span> Special Grades 2–4 <span class="highlight">License</span> plates can be used to reinforce children’s understanding of the language of mathematics as well as their mathematical reasoning abilities. What You Need ★ <span class="highlight">License</span> plates ★ Paper ★ Crayons or markers ★ Ruler What to Do ★ As you travel in a car or on a bus with your child, point out a <span class="highlight">license</span> <span class="highlight">plate</span> and read it to him <span class="highlight">using</span> only number names (excluding the
Understanding Image Formats Tutorial
possible, so that your Web pages load quickly. People will get very bored otherwise, and probably go to another website! Most graphics programs let you control various settings when making a GIF image, such as palette size (number of colours in the image) and dithering. Generally, sp...
Mind Pictures: Strategies That Enhance Mental Imagery While Reading
images) by introducing content-related picture books and having students respond to the illustrations using a series of question prompts. The next approach capitalizes on existing visual comprehension using a strategy called Watch-Read-Watch-Read (W-R-W-R), where video clips bui...
Proposed New 19 TAC
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and ma...
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of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent image, film structure, and method of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized images using technology to complete the process; and (K) improve print quality by using appropriate equipment or technology. (3) The student incorporates photographs into
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=55
analyzing, <span class="highlight">using</span>, and producing media intelligently. High school students should realize that media can be a <span class="highlight">vehicle</span> for full participation in academic, social, and democratic processes. Students enrolled in Media Literacy will understand how media influence our tastes, our behavior, our purchasing, and our voting decisions. Students who are media literate understand television, radio, film, and other visual <span class="highlight">images</span> and auditory messages. For high school students whose first language is not English, the
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.pdf#page=79
of photos; (G) practice safety in handling and disposing of chemicals when operating in a darkroom; (H) learn the theory of film developing by understanding the latent <span class="highlight">image</span>, film structure, and <span class="highlight">method</span> of development; (I) use appropriate equipment to process film and make prints and make contact sheets; (J) create digitized <span class="highlight">images</span> <span class="highlight">using</span> technology to complete the process; and (K) improve print quality by <span class="highlight">using</span> appropriate equipment or technology. (3) The student incorporates photographs into
Speaking Standard 3
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....
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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
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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. • <span class="highlight">Using</span> 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 <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations, and translations result in
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
<span class="highlight">using</span> 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 <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
Microsoft Word - Grade 5.doc
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major charact...
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Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major characteristics of each planet. #0;90507.6.2 Use images of the night sky to identify different seasonal star patterns. #0;90507.6.3 Research a star pattern using a chart. SPI 0507.6.1
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_5.pdf#page=8
www.state.tn.us/education/ci/sci/doc/SCI_Grade_5.pdf#page=8
Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0507.6.1 Compare planets based on their known characteristics. GLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns. #0;90507.6.1 Develop a chart that communicates the major characteristics of each planet. #0;90507.6.2 Use <span class="highlight">images</span> of the night sky to identify different seasonal star patterns. #0;90507.6.3 Research a star pattern <span class="highlight">using</span> a chart. SPI 0507.6.1
Proposed New 19 TAC
Middle School §110.B. (22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (...
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Middle School §110.B. (22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8). (23) Viewing
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=27
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=27
Middle School §110.B. (22) Viewing/representing/interpretation. The student understands and interprets visual <span class="highlight">images</span>, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered <span class="highlight">from</span> maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8). (23) Viewing
history_pub2000
changed the maple sugaring industry). i • Describing ways that life in the community and Vermont has both changed and stayed the same over time (e.g., general stores and shopping centers). • Examining how events, people, problems and ideas have shaped the community and Vermont (e.g., A...
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changed the maple sugaring industry). i • Describing ways that life in the community and Vermont has both changed and stayed the same over time (e.g., general stores and shopping centers). • Examining how events, people, problems and ideas have shaped the community and Vermont (e.g., Ann Story’s role in the American Revolution). i H&SS3-4:9 Students show understanding of how humans interpret his- tory by… • Identifying and using various sources for reconstructing the past, such as
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=21
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
changed the maple sugaring industry). i • Describing ways that life in the community and Vermont has both changed and stayed the same over time (e.g., general stores and shopping centers). • Examining how events, people, problems and ideas have shaped the community and Vermont (e.g., Ann Story’s role in the American Revolution). i H&SS3-4:9 Students show understanding of how humans interpret his- tory by… • Identifying and <span class="highlight">using</span> various sources for <span class="highlight">reconstructing</span> the past, such as
Microsoft Word - 2912516B.doc
refers to being fluent with procedures from other branches of mathematics, such as measuring the size of an angle using a protractor. The use of calculators need not threaten the development of students’ computational skills. On the contrary, calculators can enhance both unders...
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refers to being fluent with procedures from other branches of mathematics, such as measuring the size of an angle using a protractor. The use of calculators need not threaten the development of students’ computational skills. On the contrary, calculators can enhance both understanding and computing if used properly and effectively. Accuracy and efficiency with procedures are important, but they should be developed through understanding. When students learn procedures through understanding, they are more
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=4
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=4
refers to being fluent with procedures <span class="highlight">from</span> other branches of mathematics, such as measuring the size of an angle <span class="highlight">using</span> a protractor. The use of calculators need not threaten the development of students’ computational skills. On the contrary, calculators can enhance both understanding and computing if used properly and effectively. Accuracy and efficiency with procedures are important, but they should be developed through understanding. When students learn procedures through understanding, they are more
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