iSEEK - Education

³.) Sequence: An ordered set of objects or numbers. Set: Any group of items or numbers that are selected according to a well-defined rule. Significant Digit: In measurement, the significant digits tell how much of a measured value can be used with confidence. The most significant digit is the first non-zero digit in the number. Similarity: Figures that have the same shape, but not necessarily the same size. Corresponding sides of similar figures are proportional. Simple Interest: A fixed

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Glossary Absolute Value: The distance of a number from zero on a number line. (|5| = 5 or |-7| = 7) Accuracy: In numerical computations, accuracy may mean the number of significant digits. In measurement, accuracy refers to the precision of measurement. Acute Angle: An angle that measures between 0 and 90 degrees. Acute Triangle: A triangle in which all three angles are less than 90 degrees. Addend: One of the numbers that are being added together in a sum. Additive Inverse

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Triangle: A triangle with at least two congruent sides and angles. Justify: Use evidence or data to support a conclusion. Line of Symmetry: A line that separates a figure into two congruent parts that are reflections of each other. Line Plot: A graph that displays data as points above a number line or other some other line of characteristics or attributes. Line Segment: Part of a line defined by two endpoints. Linear Equation: An algebraic equation that can be represented by a straight line

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The value given to a digit based on the place it occupies in the number. (In the numeral 643, 6 is in the hundreds place and represents a value of 600.) Plane Figure: A two-dimensional figure. Plane: A flat surface that extends forever in length and width but has no thickness. Point: A geometric object that has no dimension and is used to indicate a location. Polygon: A simple, closed plane figure with sides consisting of line segments. Polynomials: Algebraic expressions that can be

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³.) Sequence: An ordered set of objects or numbers. Set: Any group of items or numbers that are selected according to a well-defined rule. Significant Digit: In measurement, the significant digits tell how much of a measured value can be used with confidence. The most significant digit is the first non-zero digit in the number. Similarity: Figures that have the same shape, but not necessarily the same size. Corresponding sides of similar figures are proportional. Simple Interest: A fixed

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Symmetry (Line): When an object can be folded in half to form two mirror images. Symmetry (Rotational or Point): When an object can be rotated less than 360 degrees about a point to coincide with an image of the object. Table: A chart that organizes data in rows and columns to show facts and figures. Tabular: Data organized as a table. Tally Mark: Line segments arranged to represent numbers in groups of five. Theoretical Probability: The number of possible ways an event can happen compared to

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates of a point represent the measures of two attributes of each item.) Scientific notation A method of representing a number as a product of a number between 1 and 10 and a power of 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence A series of numbers that are

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the square of the length of the hypotenuse (a 2 + b 2 )= c 2 . Quadrilateral A polygon with four sides Quadrant Any of the four sections into which a rectangular coordinate grid is divided by the intersection of the x- and y-axes (The quadrants are numbered I, II, III, and IV, beginning at the upper right (where x- and y-coordinates are positives) and continuing counterclockwise.) Qualitative change Relating to or involving comparisons based on qualities Quantitative change Involving

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three different sizes Rounding numbers Replacing a number with a nearby number that is easier to work with or better reflects the precision of the data Scatter plot A graph with one point for each item being measured (The coordinates of a point represent the measures of two attributes of each item.) Scientific notation A method of representing a number as a product of a number between 1 and 10 and a power of 10 Ex. 3456 can be written as 3.456 x 10 3 . Sequence A series of numbers that are

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Standard 1: Number and Operation

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prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

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s, or 10's with many significant errors. 1.1.6. Identify position using ordinal numbers Students identify position using ordinal numbers with no errors. Students identify position using ordinal numbers with no significant errors. Students identify position using ordinal numbers with a few significant errors. Students identify position using ordinal numbers with many significant errors. 1.1.7. Connect number words and numerals to the quantities they represent (0 - 10) Students connect

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numbers by a single-digit number, without remainders, with no errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with no significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with a few significant errors. Students divide two- and three-digit numbers by a single-digit number, without remainders, with many significant errors. 3.1.18. Demonstrate the inverse relationships between

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number line Students place integers on a number line with no errors. Students place integers on a number line with no significant errors. Students place integers on a number line with a few significant errors. Students place integers on a number line with many significant errors. 5.1.6. Use negative integers in real-world situations, e.g., thermometer reading, yardage in a football game Students use negative integers in real-world situations with no errors. Students use negative

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prime factors for a number using a factor tree with no significant errors. Students determine the prime factors for a number using a factor tree with a few significant errors. Students determine the prime factors for a number using a factor tree with many significant errors. 5.1.18. Determine least common multiple 5.1.19. Determine greatest common factor Students determine the least common multiple and greatest common factor with no errors. Students determine the least common multiple

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with no errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with no significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with a few significant errors. Students use rules to determine divisibility by 2, 3, 5, 6, 9, and 10 with many significant errors. OPERATIONS AND THEIR PROPERTIES 6.1.7. Explain the effects of arithmetic operations on fractions and decimals Students explain in great detail the effects of arithmetic

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Use integers to represent and compare quantities Students use integers to represent and compare quantities with no errors. Students use integers to represent and compare quantities with no significant errors. Students use integers to represent and compare quantities with a few significant errors. Students use integers to represent and compare quantities with many significant errors. OPERATIONS AND THEIR PROPERTIES 7.1.5. Explain the effects of arithmetic operations on fractions

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of the real number system, i.e., commutative, associative, distributive, closure, inverse, and identity properties Students identify the properties of the real number system with no errors. Students identify the properties of the real number system with no significant errors. Students identify the properties of the real number system with a few significant errors. Students identify the properties of the real number system with many significant errors. 9-10.1.4. Represent a set of

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characteristics of a right triangle. Students describe in some detail the characteristics of a right triangle. Students describe in minimal detail the characteristics of a right triangle. COORDINATE GEOMETRY 6.2.4. Use ordered pairs to locate a point on a coordinate plane Students use ordered pairs to locate points on a coordinate plane with no errors. Students use ordered pairs to locate points on a coordinate plane with no significant errors. Students use ordered pairs to locate

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with a few significant errors. Students classify triangles based on side and angle measurement with many significant errors. COORDINATE GEOMETRY 7.2.3. Draw and label the components of the coordinate plane, i.e., coordinates, quadrants, origin, x- and y-axes Students draw and label the components of the coordinate plane with no errors. Students draw and label the components of the coordinate plane with no significant errors. Students draw and label the components of the

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dimensional figures with many significant errors. 8.2.2. Classify quadrilaterals based on side lengths, angle measures, and sets of parallel sides Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with no significant errors. Students classify quadrilaterals based on side length, angle measures, and sets of parallel sides with a few

49 0 http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=49 www.dpi.state.nd.us/standard/content/math/math.pdf#page=49

technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same object shown from different perspectives, i.e., a two-dimensional image of a three- dimensional object Students recognize images of the same object shown from different perspectives with no errors. Students recognize images of

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INFERENCES 2.3.4. Record results of activities involving chance (e.g., coin flips, dice rolls) and make reasonable predictions based upon data Students record results of activities involving chance and make predictions based on data with no errors. Students record results of activities involving chance and make predictions based on data with no significant errors. Students record results of activities involving chance and make predictions based on data with a few significant errors

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data collected from a sample group Students make predictions and draw conclusions based on data collected from a sample group with no errors. Students make predictions and draw conclusions based on data collected from a sample group with no significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with a few significant errors. Students make predictions and/or draw conclusions based on data collected from a sample group with

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tables and graphs Students make predictions based on trends identified in tables and graphs with no errors. Students make predictions based on trends identified in tables and graphs with no significant errors. Students make predictions based on trends identified in tables and graphs with a few significant errors. Students make predictions based on trends identified in tables and graphs with many significant errors. Grade 7 DATA COLLECTION, DISPLAY, AND INTERPRETATION 7.3.1

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graphs with a few significant errors. Students make inferences based on analysis of data and interpretations of graphs with many significant errors.

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measures of central tendency and spread (i.e., mean, median, mode, range, and quartiles) to draw meaningful conclusions about a set of data Students select, calculate, and use measures of central tendency and spread with no errors. Students select, calculate, and use measures of central tendency and spread with no significant errors. Students select, calculate, and use measures of central tendency and spread with a few significant errors. Students select, calculate, and use measures of central

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and with no errors. Students tell time to the hour with minimal difficulty and with no significant errors. Students tell time to the hour with difficulty or with a few significant errors. Students tell time to the hour with great difficulty or with many significant errors. K.4.3. Order pictures first, next, last based on time Students order pictures based on time with no errors. Students order pictures based on time with no significant errors. Students order pictures based on time with a

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and describe them in great detail. Students recognize, extend, and create patterns with no significant errors and describe them in adequate detail. Students recognize, extend, and create patterns with a few significant errors or describe them in some detail. Students recognize, extend, and create patterns with many significant errors or describe them in minimal detail. NUMERIC AND ALGEBRAIC REPRESENTATIONS 1.5.3. Demonstrate the commutative property of addition, e.g., 3+5 = 5+3

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subtraction problems with no errors. Students use words, objects, and number sentences to represent addition and subtraction problems with no significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with a few significant errors. Students use words, objects, and number sentences to represent addition and subtraction problems with many significant errors. RATES OF CHANGE No benchmark expectations at this level Grade 3

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Perform advanced operations (i.e., composition and finding inverses) on algebraic functions Students perform advanced operations on algebraic functions with no errors. Students perform advanced operations on algebraic functions with no significant errors. Students perform advanced operations on algebraic functions with a few significant errors. Students perform advanced operations on algebraic functions with many significant errors. 11-12.5.2. Generate graphs of a variety of functions (i.e

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North Dakota Mathematics 93 April 2005 Content and Achievement Standards Recursion - The process of applying an algebraic formula to a previously acquired number in order to obtain a sequence of numbers. Recursive formula - A formula for a sequence in which the definition for each term in the sequence is based on the previous term or terms. In a 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

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2007 Mathematics Framework Revised has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators

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be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective. DEPTH OF KNOWLEDGE Each objective for the 2007 Mathematics Framework Revised has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators

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reasonableness of results in a variety of situations including rational number computations. (DOK 2) c. Determine the Greatest Common Factor (GCF) and Least Common Multiple (LCM) of two numbers. (DOK 2) d. Compute using basic operations with fractions and mixed numbers. Express answers in the simplest form. (DOK 1) e. Solve problems by dividing whole and decimal numbers by decimals and interpret the quotient and remainder within the problem context. (DOK 2) f. Explain the relationship(s) among fractions

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Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)

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in the plane or a plane in space is the transformation that takes each point in the plane to its mirror image with respect to the line or its mirror image with respect to the plane in space. It produces a mirror image of a geometric figure. rigid motion. A transformation of the plane or space, which preserves distance and angles. root extraction. Finding a number that can be used as a factor a given number of times to produce the original number; for example, the fifth root of 32 = 2 because 2 × 2

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in the plane or a plane in space is the transformation that takes each point in the plane to its mirror image with respect to the line or its mirror image with respect to the plane in space. It produces a mirror image of a geometric figure. rigid motion. A transformation of the plane or space, which preserves distance and angles. root extraction. Finding a number that can be used as a factor a given number of times to produce the original number; for example, the fifth root of 32 = 2 because 2 × 2

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Microsoft Word - ALGEBRA III.doc

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method for long division of polynomials with divisors of the form x – k System of Equations A set of equations with the same variables System of Inequalities A set of inequalities with the same variables Tangent Ratio In a right triangle, the ratio of the length of the opposite side to the length of the adjacent side Translation A horizontal and/or vertical shift of a graph Upper Bound A number greater than or equal to every number in the set Vertical Asymptote A vertical line to which a graph

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method for long division of polynomials with divisors of the form x – k System of Equations A set of equations with the same variables System of Inequalities A set of inequalities with the same variables Tangent Ratio In a right triangle, the ratio of the length of the opposite side to the length of the adjacent side Translation A horizontal and/or vertical shift of a graph Upper Bound A number greater than or equal to every number in the set Vertical Asymptote A vertical line to which a graph

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Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf

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will go into both the numerator and the denominator, i.e., 2 is a common factor.) reduce or simplify – to write a fraction in lowest terms depending on the context, simplest form does not always mean a mixed number frame of reference – adjusting estimation based on additional information frequency – the number of times an event occurs front-end with adjustment – rounding to the nearest whole number such as ($4.96 + $5.88 to $5.00 + $6.00) function – a special set of ordered pairs; one

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will go into both the numerator and the denominator, i.e., 2 is a common factor.) reduce or simplify – to write a fraction in lowest terms depending on the context, simplest form does not always mean a mixed number frame of reference – adjusting estimation based on additional information frequency – the number of times an event occurs front-end with adjustment – rounding to the nearest whole number such as ($4.96 + $5.88 to $5.00 + $6.00) function – a special set of ordered pairs; one

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stem-and-leaf plot – a method of organizing data from least to greatest using the digits of the greatest place value to group data; shows the greatest, least, and median values in a set of data subtraction problem – 28 (minuend) - 7 (subtrahend) 21 (difernce) 28 – 7 = 21 subtrahend – the number or the term to be subtracted sum – the result of adding two or more numbers Symmetric Property – for any real numbers a and b, if a = b, then b = a Symmetry (line of

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Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf

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Kansas Curricular Standards for Mathematics January 2004 17 reflection – a mirror-image of a figure on the opposite side of a line; (the size and shape of the figure stay the same); also called flip regrouping – the process of renaming one place value to another; The number 1 in 10 represents ten ones relative magnitude – the size relationship one number has with another number (is it much larger, much smaller, close, or about the same) remainder – the number left over when things are

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representation of written or pictorial forms of a number concept, e.g., one hundred thirty-two is represented by 132 standard unit of measure – measurement unit such as customary or metric stem-and-leaf plot – a method of organizing data from least to greatest using the digits of the greatest place value to group data; shows the greatest, least, and median values in a set of data subtraction problem – 28 (minuend) - 7 (subtrahend) 21 (difernce) 28 – 7 = 21 subtrahend

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Mathematics Standards_9-25-05

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of objects in which the order of the items doesn't matter (for example, the number of different committees of three that can be chosen from a group of twelve members). Complex numbers — Numbers that can be written in the form a + bi, for example, -2.7 + 8.9i, where a and b are real numbers and i = √-1. Congruent or the concept of congruence — Two figures are said to be congruent if they are the same size and shape. Coordinate geometry — Geometry based on the coordinate system. Coordinate

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of objects in which the order of the items doesn't matter (for example, the number of different committees of three that can be chosen from a group of twelve members). Complex numbers — Numbers that can be written in the form a + bi, for example, -2.7 + 8.9i, where a and b are real numbers and i = √-1. Congruent or the concept of congruence — Two figures are said to be congruent if they are the same size and shape. Coordinate geometry — Geometry based on the coordinate system. Coordinate

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Core Content For Mathematics Assessment

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• predict the success of patterns of adaptive behaviors based on evidence/data; • justify explanations of organism survival based on scientific understandings of behavior. The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic. DOK 3

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CCA 4.1 Elementary Reading AUGUST 2006 Bold – State Assessment Content Standard 143 Italics – Supporting Content Standard Reflecting and Responding to Text Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge. End of Primary 4 th Grade 5 th Grade RD-EP-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to

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• predict the success of patterns of adaptive behaviors based on evidence/data; • justify explanations of organism survival based on scientific understandings of behavior. The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic. DOK 3

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