iSEEK - Education

problems. DAP.6.AII.1 *Find regression line for scatter plot, using appropriate technology, and interpret the correlation coefficient DAP.6.AII.2 *Interpret and use the correlation coefficient to assess the strength of the linear relationship between two variables DAP.6.AII.3 *Find the quadratic curve of best fit using appropriate technology DAP.6.AII.4 *Identify strengths and weaknesses of using regression equations to approximate data DAP.6.AII.5 *Compute and explain measures of spread (range

8 0 http://arkansased.org/teachers/pdf/alg_II_06.pdf#page=8 arkansased.org/teachers/pdf/alg_II_06.pdf#page=8

problems. DAP.6.AII.1 *Find regression line for scatter plot, using appropriate technology, and interpret the correlation coefficient DAP.6.AII.2 *Interpret and use the correlation coefficient to assess the strength of the linear relationship between two variables DAP.6.AII.3 *Find the quadratic curve of best fit using appropriate technology DAP.6.AII.4 *Identify strengths and weaknesses of using regression equations to approximate data DAP.6.AII.5 *Compute and explain measures of spread (range

9 0 http://arkansased.org/teachers/pdf/alg_II_06.pdf#page=9 arkansased.org/teachers/pdf/alg_II_06.pdf#page=9

A process used to create a perfect square trinomial Composition of Functions Suppose f and g are functions such that the range of g is a subset of the domain of f, then the composite function f ◦ g can be described by the equation [ f ◦ g](x) = f[g(x)] Conditional Probability If A and B are events, the probability of A assuming B holds is equal to the probability of both A and B being favorable divided by the probability of B Dependent Event The outcome of a dependent event is affected by the

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Microsoft Word - 3969.doc

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English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and

36 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=36 www.doe.state.la.us/lde/uploads/3906.pdf#page=36

H2) 18. Develop complex compositions using writing processes, including: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., peer and teacher) • revising for content and structure based on feedback • proofreading/editing to improve conventions of language • publishing using technology (ELA-2-H3) 19. Develop paragraphs and complex, multiparagraph

41 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=41 www.doe.state.la.us/lde/uploads/3906.pdf#page=41

English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and

46 0 http://www.doe.state.la.us/lde/uploads/3906.pdf#page=46 www.doe.state.la.us/lde/uploads/3906.pdf#page=46

set a tone • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 16. Develop complex compositions using writing processes such as the following: • selecting topic and form (e.g., determining a purpose and audience) • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing with peers and teachers • revising for content and structure based on feedback • proofreading

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KINDERGARTEN

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Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of

40 0 http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40 sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40

Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of

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Core Content For Mathematics Assessment

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data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal

89 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89

data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal

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9 Topics in Discrete Mathematics: Glossary Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Linear programming A method for finding the maximum or minimum value of a function in two variables subject to given constraints on the variables Normal distribution A pattern for the distribution of a set of data which follows a bell shaped curve; sometimes called the Gaussian distribution Objective function (or objective quantity) An algebraic expression in

10 0 http://arkansased.org/teachers/pdf/discrete_math_9-12_08.pdf#page=10 arkansased.org/teachers/pdf/discrete_math_9-12_08.pdf#page=10

9 Topics in Discrete Mathematics: Glossary Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Linear programming A method for finding the maximum or minimum value of a function in two variables subject to given constraints on the variables Normal distribution A pattern for the distribution of a set of data which follows a bell shaped curve; sometimes called the Gaussian distribution Objective function (or objective quantity) An algebraic expression in

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Numbers, Number Sense, and Computation

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Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 5.0 Effective Writing 41 Revising 5.K.3 I/L With assistance, revise drafts for • ideas • voice • audience 5.1.3 I/L With

50 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50

Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: K 1 2 3 4 5.0 Effective Writing 41 Revising 5.K.3 I/L With assistance, revise drafts for • ideas • voice • audience 5.1.3 I/L With

51 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=51 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=51

Nevada English Language Arts Standards Content Standard 5.0 Students write a variety of texts using the writing process. All indicators are based on grade-appropriate text and skills. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 5.0 Effective Writing 5.5.3 E/I/S Revise drafts for • voice • organization • focused ideas • audience • purpose • relevant details • word choice • sentence fluency

85 0 http://www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=85 www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=85

Nevada English Language Arts Standards Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to offer information, clarify ideas, and support a position. All indicators are based on grade-appropriate skills. At a minimum, students will maintain previously-learned skills and attain the following: 5 6 7 8 9-12 Phonology 8.0 Speaking 76

www.doe.nv.gov/Standards/EngLang/ELA_Standards_Final.pdf#page=50

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Microsoft Word - VSC. Algegra II 6.07.doc

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defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values for x or f(x) using a graphing calculator. #0;� Given a verbal description and/or a table of values of a function, the students will recognize

6 0 http://mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6 mdk12.org/share/hsvsc/source/VSC_algebraII_hs.pdf#page=6

defined, simple rational or exponential model and apply that model to solve the problem. Assessment Limits #0;� The majority of the items should include a verbal description of a real-world situation. Skill Statement #0;� Given a scatter plot of approximately linear data, the student will write an equation of best fit and/or use that equation to find values for x or f(x) using a graphing calculator. #0;� Given a verbal description and/or a table of values of a function, the students will recognize

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spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and

44 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44

24;#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION An Overview of Western and Eastern Hemisphere Studies The World in Temporal Terms – Historical Habits of Mind (Included in Grade 6 as a foundation for Grade 7) Students will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning based on evidence from the past and

48 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48

spheres of human activity. 6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and

60 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60

spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. e) Revise

38 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=38

prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write a sentence that focuses on one topic • write simple, complete sentences • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly in final copies • sound out words in order to spell them phonetically

117 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117

Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. e) Revise

136 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136

Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected

146 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146

conclusions based on what an author has implied. • The initiating event is the incident that introduces the central conflict in a story; it may have occurred before the story opens. • Tone is used to express a writer�s attitude toward the subject. • Voice shows an author�s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing. Voice is the imprint of the writer � the capacity to elicit a response from the reader. CONTINUED All students should • analyze an

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media/technology in all environments. In written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read a variety of types of text, and they need to use different types of writing for a variety

84 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=84 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

media/technology in all environments. In written language instruction and practice, students should make connections between their reading and their writing. They should read and write frequently. Middle school students need to write so that they consider the reader who will read their writing (audience), and they need to read so that they consider the author who wrote what they are reading (voice). Students need to read a variety of types of text, and they need to use different types of writing for a variety

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

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