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Calculators On-Line Center: Part II - Mathematics - Martindale's Reference Desk
Analysis on Graphs with applications in Math, Sciences & Engineering Graphing/Plotting (Graph/Plot any function) Hypercube & N-Dimensional Hysteresis Complex Math: I-M Image Processing Integers & Integer Sequences Integrals Interval Arithmetic Knot Theory, K...
Integrating computer use into a Trainable Mentally Disabled Level IV curriculum.
Morris Learn more Related pages Computer alphabet: Students will use the computer to create, save, open and print a file called "ABCs." For each letter of the alphabet the student is expected to create a capital (using the shift key), a lowercase, insert a...
 Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
situations and attempt reasonable answers when others ask them the same question. a. Describe things as accurately as possible and compare observations with those of others. b. Describe and compare things in terms of number, shape, texture, size, weight, color, and...
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situations and attempt reasonable answers when others ask them the same question. a. Describe things as accurately as possible and compare observations with those of others. b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth). d. Have opportunities to work with a team, share findings with others, and recognize that all team
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=2
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=2
situations and attempt reasonable answers when others ask them the same question. <span class="highlight">a</span>. Describe things as accurately as possible and compare observations <span class="highlight">with</span> those <span class="highlight">of</span> others. b. Describe and compare things in terms <span class="highlight">of</span> <span class="highlight">number</span>, shape, texture, size, weight, color, and motion. c. Draw pictures that correctly portray at <span class="highlight">least</span> some features <span class="highlight">of</span> the thing being described and sequence events (seasons, seed growth). d. Have opportunities to work <span class="highlight">with</span> <span class="highlight">a</span> team, share findings <span class="highlight">with</span> others, and recognize that all team
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34
<span class="highlight">image</span>. b. <span class="highlight">Based</span> <span class="highlight">on</span> observations trace the path <span class="highlight">of</span> <span class="highlight">a</span> ray <span class="highlight">of</span> light before and after it is reflected (bounces) off <span class="highlight">a</span> plane mirror. c. Observe and describe that <span class="highlight">a</span> ray <span class="highlight">of</span> light changes direction when it crosses the boundary between two materials such as air and water or air to glass. D. Wave Interactions 3. Investigate and cite the rules that govern behaviors <span class="highlight">of</span> light. <span class="highlight">a</span>. <span class="highlight">Based</span> <span class="highlight">on</span> data generalize the law <span class="highlight">of</span> reflection. b. Cite evidence from observations and research to support the fact that
GRADE 3
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 18 Approved 6.2...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 18 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 2. Solve a variety of problems based on the multiplication principle of
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within <span class="highlight">a</span> performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 18 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 2. Solve <span class="highlight">a</span> variety <span class="highlight">of</span> problems <span class="highlight">based</span> <span class="highlight">on</span> the multiplication principle <span class="highlight">of</span>
Understand patterns, relations, and functions
transf orm a tion s on ob ject s DOK 2 2 2 2 3 3 3 2 ST MA 2 1.6 MA 2 1.6 MA 2 1.6 MA 2 3.2 MA 2 3.6 MA 2 3.6 MA 2 3.3 MA 2 3.3 B describe the relationship between the scale factor and the perimeter of the image using a dilation (contractions- magnifica...
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transf orm a tion s on ob ject s DOK 2 2 2 2 3 3 3 2 ST MA 2 1.6 MA 2 1.6 MA 2 1.6 MA 2 3.2 MA 2 3.6 MA 2 3.6 MA 2 3.3 MA 2 3.3 B describe the relationship between the scale factor and the perimeter of the image using a dilation (contractions- magnifications; stretching/ shrinking) describe the relationship between the scale factor and the area of the image using a dilation (stretching/ shrinking) Use transf orm a tion s on funct ion s DOK 2 2 ST MA 2 3.6
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=15
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
transf orm <span class="highlight">a</span> tion s <span class="highlight">on</span> ob ject s DOK 2 2 2 2 3 3 3 2 ST MA 2 1.6 MA 2 1.6 MA 2 1.6 MA 2 3.2 MA 2 3.6 MA 2 3.6 MA 2 3.3 MA 2 3.3 B describe the relationship between the scale factor and the perimeter <span class="highlight">of</span> the <span class="highlight">image</span> using <span class="highlight">a</span> dilation (contractions- magnifications; stretching/ shrinking) describe the relationship between the scale factor and the area <span class="highlight">of</span> the <span class="highlight">image</span> using <span class="highlight">a</span> dilation (stretching/ shrinking) Use transf orm <span class="highlight">a</span> tion s <span class="highlight">on</span> funct ion s DOK 2 2 ST MA 2 3.6
Illinois Mathematics Assessment Framework Grades 3-8
Make estimates appropriate to a given situation, and analyze what effect the estimation method used has on the accuracy of results. 6.7.13 Estimate the square root of a number less than 1,000 between two whole numbers (e.g., √ 41 is between 6 an...
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Make estimates appropriate to a given situation, and analyze what effect the estimation method used has on the accuracy of results. 6.7.13 Estimate the square root of a number less than 1,000 between two whole numbers (e.g., √ 41 is between 6 and 7) 6.8.14 Estimate the square or cube root of a number less than 1,000 between two whole numbers (e.g., 3 √ 200 is between 5 and 6).
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=18
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=18
Make estimates appropriate to <span class="highlight">a</span> given situation, and analyze what effect the estimation <span class="highlight">method</span> used has <span class="highlight">on</span> the accuracy <span class="highlight">of</span> results. 6.7.13 Estimate the square root <span class="highlight">of</span> <span class="highlight">a</span> <span class="highlight">number</span> less than 1,000 between two whole numbers (e.g., √ 41 is between 6 and 7) 6.8.14 Estimate the square or cube root <span class="highlight">of</span> <span class="highlight">a</span> <span class="highlight">number</span> less than 1,000 between two whole numbers (e.g., 3 √ 200 is between 5 and 6).
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