|
Education
Web
Viewing 1-4 of 4 total results
 Illinois Science Assessment Framework PSAE Grade 11
the genetic makeup of the parents for simple dominant/recessive traits. 12.11.20 Understand that a multicellular organism develops from a single zygote, and its phenotype (i.e. its outward appearance) depends on its genotype (i.e. its genetic makeup), which...
1
0
the genetic makeup of the parents for simple dominant/recessive traits. 12.11.20 Understand that a multicellular organism develops from a single zygote, and its phenotype (i.e. its outward appearance) depends on its genotype (i.e. its genetic makeup), which is established at fertilization. 12.11.21 Understand that, in all living things, DNA (deoxyribonucleic acid) carries the instructions for specifying the characteristics of each organism. Understand that DNA is a large polymer formed from four subunits
10
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=10
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=10
the genetic makeup of the parents <span class="highlight">for</span> simple <span class="highlight">dominant</span>/recessive traits. 12.11.20 Understand that <span class="highlight">a</span> multicellular organism develops from <span class="highlight">a</span> single zygote, <span class="highlight">and</span> its phenotype (i.e. its outward appearance) depends <span class="highlight">on</span> its genotype (i.e. its genetic makeup), which is established at fertilization. 12.11.21 Understand that, in all living things, DNA (deoxyribonucleic acid) carries the instructions <span class="highlight">for</span> specifying the characteristics of each organism. Understand that DNA is <span class="highlight">a</span> large polymer formed from four subunits
Illinois Mathematics Assessment Framework PSAE Grade 11
emerges. Sometimes problems appear well structured, almost like textbook exercises, and simply require the application of an algorithm or the interpretation of a relationship. Other times, particularly in occupational settings, the problems are non–routine and requi...
1
0
emerges. Sometimes problems appear well structured, almost like textbook exercises, and simply require the application of an algorithm or the interpretation of a relationship. Other times, particularly in occupational settings, the problems are non–routine and require some imagination and careful reasoning to solve. Students must have experience with a wide variety of problem–solving methods and opportunities for solving a wide range of problems. The ability to link the problem–solving methods learned in
5
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=5
emerges. Sometimes problems appear well structured, almost like textbook exercises, <span class="highlight">and</span> simply require the application of an <span class="highlight">algorithm</span> or the interpretation of <span class="highlight">a</span> relationship. Other times, particularly in occupational settings, the problems are non–routine <span class="highlight">and</span> require some imagination <span class="highlight">and</span> careful reasoning to solve. Students must have experience with <span class="highlight">a</span> wide variety of problem–solving methods <span class="highlight">and</span> opportunities <span class="highlight">for</span> solving <span class="highlight">a</span> wide range of problems. The ability to link the problem–solving methods learned in
Illinois Mathematics Assessment Framework Grades 3-8
Sometimes problems appear well structured, almost like textbook exercises, and simply require the application of an algorithm or the interpretation of a relationship. Other times, particularly in occupational settings, the problems are non–routine and require some i...
1
0
Sometimes problems appear well structured, almost like textbook exercises, and simply require the application of an algorithm or the interpretation of a relationship. Other times, particularly in occupational settings, the problems are non–routine and require some imagination and careful reasoning to solve. Students must have experience with a wide variety of problem– solving methods and opportunities for solving a wide range of problems. The ability to link the problem– solving methods learned in mathematics
8
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=8
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=8
Sometimes problems appear well structured, almost like textbook exercises, <span class="highlight">and</span> simply require the application of an <span class="highlight">algorithm</span> or the interpretation of <span class="highlight">a</span> relationship. Other times, particularly in occupational settings, the problems are non–routine <span class="highlight">and</span> require some imagination <span class="highlight">and</span> careful reasoning to solve. Students must have experience with <span class="highlight">a</span> wide variety of problem– solving methods <span class="highlight">and</span> opportunities <span class="highlight">for</span> solving <span class="highlight">a</span> wide range of problems. The ability to link the problem– solving methods learned in mathematics
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 23 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 GOVERNMENT AND THE ECONOMY (STANDARD E) 3% 4% 4% 15.11.29 Understand the growth and development of industrial capitalism as the domina...
1
0
Illinois Social Science Assessment Framework for Grades 5, 8, and 11 23 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 GOVERNMENT AND THE ECONOMY (STANDARD E) 3% 4% 4% 15.11.29 Understand the growth and development of industrial capitalism as the dominant economic model for the world. 15.11.30 Analyze the ways in which significant historical events and innovations have influenced the development of the U.S. economic system, including: the abolition of slavery, the railroad, industrialization
23
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=23
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=23
Illinois Social Science Assessment <span class="highlight">Framework</span> <span class="highlight">for</span> Grades 5, 8, <span class="highlight">and</span> 11 23 Social Science – Goal 15 Grade 5 Grade 8 Grade 11 GOVERNMENT <span class="highlight">AND</span> THE ECONOMY (STANDARD E) 3% 4% 4% 15.11.29 Understand the growth <span class="highlight">and</span> development of industrial capitalism as the <span class="highlight">dominant</span> economic model <span class="highlight">for</span> the world. 15.11.30 Analyze the ways in which significant historical events <span class="highlight">and</span> innovations have influenced the development of the U.S. economic system, including: the abolition of slavery, the railroad, industrialization
|
