|
Education
Web
Viewing 1-6 of 6 total results
 Science
Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved...
1
0
Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index of refraction through various media using the following equation: v c n = Where = index of refraction
15
0
http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = <span class="highlight">image</span> distance; q R = radius <span class="highlight">of</span> curvature WO.10.P.5 Draw ray diagrams to find the <span class="highlight">image</span> distance and magnification for curved mirrors WO.10.P.6 Solve problems <span class="highlight">using</span> Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the index <span class="highlight">of</span> refraction through various media <span class="highlight">using</span> the following equation: v c n = Where = index <span class="highlight">of</span> refraction
K-12
unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and co...
1
0
unknown words (i.e., segmentation) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., segmentation and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number of high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
19
0
http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=19
unknown words (i.e., <span class="highlight">segmentation</span>) W.6.K.4 Spell a few high frequency words correctly W.6.1.4 Use phonetic strategies to spell unknown words (i.e., <span class="highlight">segmentation</span> and analogies to known words) W.6.1.5 Spell basic high frequency words correctly W.6.2.7 Use phonetic strategies and common visual patterns to spell unfamiliar words W.6.2.8 Spell a growing number <span class="highlight">of</span> high frequency words correctly W.6.3.9 Use less common visual patterns to spell unfamiliar words
Science Curriculum Framework
15 Earth and Space Science: Earth Systems: Structure and Properties K-4 Science Framework Revised 2005 Arkansas Department of Education Key: ESS.8.3.4 = Earth and Space Science. Standard 8. Grade 3. 4th Student Learning Expectation Strand 4: Earth and Space Science Standard 8: Earth Systems:...
1
0
15 Earth and Space Science: Earth Systems: Structure and Properties K-4 Science Framework Revised 2005 Arkansas Department of Education Key: ESS.8.3.4 = Earth and Space Science. Standard 8. Grade 3. 4th Student Learning Expectation Strand 4: Earth and Space Science Standard 8: Earth Systems: Structure and Properties Students shall demonstrate and apply knowledge of Earth’s structure and properties using appropriate safety procedures
16
0
http://arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=16
arkansased.org/teachers/pdf/science_k-8_011006.pdf#page=16
15 Earth and Space Science: Earth Systems: Structure and Properties K-4 Science Framework Revised 2005 Arkansas Department <span class="highlight">of</span> Education Key: ESS.8.3.4 = Earth and Space Science. Standard 8. Grade 3. 4th Student Learning Expectation Strand 4: Earth and Space Science Standard 8: Earth Systems: Structure and Properties Students shall demonstrate and apply knowledge <span class="highlight">of</span> Earth’s structure and properties <span class="highlight">using</span> appropriate safety procedures
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
1
0
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
11
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains <span class="highlight">using</span> primary and
Microsoft Word - ALGEBRA III.doc
by • using factoring techniques including grouping, the difference of two squares, and the sum or difference of two cubes • using synthetic division PRF.2.AIII.2 Investigate and sketch the graphs of polynomial and rational functions using t...
1
0
by • using factoring techniques including grouping, the difference of two squares, and the sum or difference of two cubes • using synthetic division PRF.2.AIII.2 Investigate and sketch the graphs of polynomial and rational functions using the characteristics of domain and range, upper and lower bounds, maximum and minimum points, asymptotes and end behavior, zeros, multiplicity of zeros, y-intercepts, and symmetry with and without appropriate technology PRF.2.AIII.3 Simplify, add, subtract
4
0
http://arkansased.org/teachers/pdf/algebra3.pdf#page=4
arkansased.org/teachers/pdf/algebra3.pdf#page=4
by • <span class="highlight">using</span> factoring techniques including <span class="highlight">grouping</span>, the difference <span class="highlight">of</span> two squares, and the sum or difference <span class="highlight">of</span> two cubes • <span class="highlight">using</span> synthetic division PRF.2.AIII.2 Investigate and sketch the graphs <span class="highlight">of</span> polynomial and rational functions <span class="highlight">using</span> the characteristics <span class="highlight">of</span> domain and range, upper and lower bounds, maximum and minimum points, asymptotes and end behavior, zeros, multiplicity <span class="highlight">of</span> zeros, y-intercepts, and symmetry with and without appropriate technology PRF.2.AIII.3 Simplify, add, subtract
Algebra Course fractions
number, a variable, or a product of a number and variable (Ex. 7, x and 8xy are all monomials.) Natural Numbers One of the numbers 1, 2, 3, 4… also called counting numbers Number sense The ability of the learner to make logical connections between new information a...
1
0
number, a variable, or a product of a number and variable (Ex. 7, x and 8xy are all monomials.) Natural Numbers One of the numbers 1, 2, 3, 4… also called counting numbers Number sense The ability of the learner to make logical connections between new information and previously acquired knowledge to understand the meanings, relationships, and magnitudes of numbers and common measurements Number Theory Concepts of numbers such as prime, composite, squares, factors and multiples Parabola The graph of a
10
0
http://arkansased.org/teachers/pdf/alg_I_06.pdf#page=10
arkansased.org/teachers/pdf/alg_I_06.pdf#page=10
number, a variable, or a product <span class="highlight">of</span> a number and variable (Ex. 7, x and 8xy are all monomials.) <span class="highlight">Natural</span> Numbers One <span class="highlight">of</span> the numbers 1, 2, 3, 4… also called counting numbers Number sense The ability <span class="highlight">of</span> the learner to make logical connections between new information and previously acquired knowledge to understand the meanings, relationships, and magnitudes <span class="highlight">of</span> numbers and common measurements Number Theory Concepts <span class="highlight">of</span> numbers such as prime, composite, squares, factors and multiples Parabola The graph <span class="highlight">of</span> a
|
