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Interactivate: Interactive Math Activities
Determine the value of two fractions you have chosen (which are represented as points on a number line). Then find a fraction whose value is between your two fractions (using an arrow on the number line as a guide) and determine its value. Bounded Fraction Pointer...
Stock Exchange
Determine the value of two fractions you have chosen (which are represented as points on a number line). Then find a fraction whose value is between your two fractions (using an arrow on the number line as a guide) and determine its value. Bounded Fraction Pointer...
Project Interactivate - Elementary Topics
Determine the value of two fractions you have chosen (which are represented as points on a number line). Then find a fraction whose value is between your two fractions (using an arrow on the number line as a guide) and determine its value. Bounded Fraction Pointer...
Beacon Learning Center: Musical Math Challenge
back of each card. If you make your own, be sure to take the bottom of the card and flip it up to write on the back. The cards will be secured to the desk with a strip of tape across the top. Students will flip up the card to reveal the problem written on...
North Carolina Employment Security Commission
Unemployment Rate News Releases General News Releases Publications Monthly Activity Report Chairman’s Columns Governmental Relations Downloads Other Business Services Apply for UI Tax Account Number File Quarterly Tax and Wage Report Pay Unemployment Insurance Taxes Tax Rate Assignme...
 Hands On Banking Young Adults: Teacher's Guide
card company. The phone number is on your statement. • Credit cards can be very helpful and convenient, but it all comes back to having the cash to pay for what you charge. As we’ve seen, you pay a price for keeping an unpaid balance on your credit card from on...
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card company. The phone number is on your statement. • Credit cards can be very helpful and convenient, but it all comes back to having the cash to pay for what you charge. As we’ve seen, you pay a price for keeping an unpaid balance on your credit card from one month to the next. If you want to save money, try to get a credit card with a low interest rate and pay off your balance every month. Here are some more valuable tips about using credit cards wisely: Tips for using credit cards wisely • For
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/YA_T_Guide.pdf#page=90
www.handsonbanking.org/nav_elements/teachers_guide_PDF/YA_T_Guide.pdf#pag...
<span class="highlight">card</span> company. The phone number is on your statement. • Credit cards can be very helpful <span class="highlight">and</span> convenient, but it all comes back to having the cash to pay for what you charge. As we’ve seen, you pay <span class="highlight">a</span> price for keeping an unpaid balance on your credit <span class="highlight">card</span> from one month to the next. If you want to save money, try to get <span class="highlight">a</span> credit <span class="highlight">card</span> with <span class="highlight">a</span> low interest rate <span class="highlight">and</span> pay off your balance every month. Here are some more valuable tips about <span class="highlight">using</span> credit cards wisely: Tips for <span class="highlight">using</span> credit cards wisely • For
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhan...
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solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, Smart-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an event can happen compared to all of the
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=73
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=73
the square of the length of the hypotenuse (<span class="highlight">a</span> 2 + b 2 )= c 2 . Quadrilateral <span class="highlight">A</span> polygon with four sides Quadrant Any of the four sections into which <span class="highlight">a</span> rectangular coordinate grid is divided by the intersection of the x- <span class="highlight">and</span> y-axes (The quadrants are numbered I, II, III, <span class="highlight">and</span> IV, beginning at the upper right (where x- <span class="highlight">and</span> y-coordinates are positives) <span class="highlight">and</span> continuing counterclockwise.) Qualitative change Relating to or involving comparisons <span class="highlight">based</span> on qualities Quantitative change Involving
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
solving <span class="highlight">a</span> problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) <span class="highlight">and</span> curved surfaces of <span class="highlight">a</span> three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, <span class="highlight">Smart</span>-Board, etc. Theoretical probability Identifying, <span class="highlight">using</span> mathematical expectations, the number of possible ways an event can happen compared to all of the
Standard 1: Number and Operation
North Dakota Mathematics April 2005 Content and Achievement Standards 46 Standard 2: Students understand and apply geometric concepts and spatial relationships to represent and solve problems in mathematical and nonmathematical situations. PROFICIENCY DESCRIPTOR...
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North Dakota Mathematics April 2005 Content and Achievement Standards 46 Standard 2: Students understand and apply geometric concepts and spatial relationships to represent and solve problems in mathematical and nonmathematical situations. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE 7.2.5. Draw the result of a transformation in the coordinate
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=45
www.dpi.state.nd.us/standard/content/math/math.pdf#page=45
6.2.6. Draw basic geometric figures <span class="highlight">using</span> appropriate tools, i.e., circle with <span class="highlight">a</span> compass, triangle <span class="highlight">and</span> rectangle with <span class="highlight">a</span> ruler or straight edge Students select <span class="highlight">a</span> tool <span class="highlight">and</span> draw basic geometric figures with no errors. Students select <span class="highlight">a</span> tool <span class="highlight">and</span> draw basic geometric figures with no significant errors. Students select <span class="highlight">a</span> tool <span class="highlight">and</span> draw basic geometric figures with <span class="highlight">a</span> few significant errors. Students select <span class="highlight">a</span> tool <span class="highlight">and</span> draw basic geometric figures with many significant errors. Grade 7
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=46
www.dpi.state.nd.us/standard/content/math/math.pdf#page=46
North Dakota Mathematics April 2005 Content <span class="highlight">and</span> Achievement Standards 46 Standard 2: Students understand <span class="highlight">and</span> apply geometric concepts <span class="highlight">and</span> spatial relationships to represent <span class="highlight">and</span> solve problems in mathematical <span class="highlight">and</span> nonmathematical situations. PROFICIENCY DESCRIPTOR Benchmark Expectations ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE 7.2.5. Draw the result of <span class="highlight">a</span> <span class="highlight">transformation</span> in the coordinate
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=88
www.dpi.state.nd.us/standard/content/math/math.pdf#page=88
linear, quadratic, polynomial, absolute value, <span class="highlight">and</span> exponential), <span class="highlight">using</span> technology when appropriate Students generate graphs of <span class="highlight">a</span> variety of functions with no errors. Students generate graphs of <span class="highlight">a</span> variety of functions with no significant errors. Students generate graphs of <span class="highlight">a</span> variety of functions with <span class="highlight">a</span> few significant errors. Students generate graphs of <span class="highlight">a</span> variety of functions with many significant errors. NUMERIC <span class="highlight">AND</span> ALGEBRAIC REPRESENTATIONS 11-12.5.3. Solve quadratic equations involving
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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
North Dakota Mathematics 93 April 2005 Content <span class="highlight">and</span> Achievement Standards Recursion - The process of applying an algebraic formula to <span class="highlight">a</span> previously acquired number in order to obtain <span class="highlight">a</span> sequence of numbers. Recursive formula - <span class="highlight">A</span> formula for <span class="highlight">a</span> sequence in which the definition for each term in the sequence is <span class="highlight">based</span> on the previous term or terms. In <span class="highlight">a</span> recursive formula, the value of at least one term must be given; for example, the sequence 3, 6, 12, 24,… is defined recursively by the following
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and ma...
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standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a
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http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...
standing next to the building. By <span class="highlight">using</span> the person as <span class="highlight">a</span> frame of reference adjust your original estimate. 2. estimates to check whether or not the result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> rational numbers <span class="highlight">and</span>/or simple algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span>. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines <span class="highlight">a</span> reasonable range for the estimation of <span class="highlight">a</span>
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and ma...
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standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=268
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
standing next to the building. By <span class="highlight">using</span> the person as <span class="highlight">a</span> frame of reference adjust your original estimate. 2. estimates to check whether or not the result of <span class="highlight">a</span> real-world problem <span class="highlight">using</span> rational numbers <span class="highlight">and</span>/or simple algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span>. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines <span class="highlight">a</span> reasonable range for the estimation of <span class="highlight">a</span>
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=302
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
real numbers <span class="highlight">and</span>/or algebraic expressions is reasonable <span class="highlight">and</span> makes predictions <span class="highlight">based</span> on the information (2.4.A1a) ($), e.g., if you have <span class="highlight">a</span> $4,000 debt on <span class="highlight">a</span> credit <span class="highlight">card</span> <span class="highlight">and</span> the minimum of $30 is paid per month, is it reasonable to pay off the debt in 10 years? 3. determines if <span class="highlight">a</span> real-world problem calls for an exact or approximate answer <span class="highlight">and</span> performs the appropriate computation <span class="highlight">using</span> various computational strategies including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span>/or appropriate technology
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