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chalkboard) as well as the small motor movements. Phonemic Awareness Phonemic awareness is the insight that words and syllables are themselves comprised of strings of still smaller sounds, the phonemes. In principle, phonemes are the speech sounds that correspond...
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chalkboard) as well as the small motor movements. Phonemic Awareness Phonemic awareness is the insight that words and syllables are themselves comprised of strings of still smaller sounds, the phonemes. In principle, phonemes are the speech sounds that correspond to letters in an alphabetic language. For this reason, an awareness of phonemes is essential to making sense of the logic of our writing system. Phonemic awareness is difficult and should be developed in progressive stages. It includes segment- ing and
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=165
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
chalkboard) as well as the small motor movements. Phonemic Awareness Phonemic awareness is the insight that words and <span class="highlight">syllables</span> are themselves comprised <span class="highlight">of</span> strings <span class="highlight">of</span> still smaller sounds, the phonemes. <span class="highlight">In</span> principle, phonemes are the <span class="highlight">speech</span> sounds that correspond to letters <span class="highlight">in</span> an alphabetic language. For this reason, an awareness <span class="highlight">of</span> phonemes is essential to making sense <span class="highlight">of</span> the logic <span class="highlight">of</span> our writing system. Phonemic awareness is difficult and should be developed <span class="highlight">in</span> progressive stages. It includes segment- ing and
SBEinsideCovTitleIX.qxd
Revised 2003 62 Mathematics Integrated Mathematics 1 Integrated Mathematics 1 provides students the opportunity to study traditional topics from algebra, geometry, probability, and statistics in a problem-centered, connected approach. Students will be expected to describe and tr...
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Revised 2003 62 Mathematics Integrated Mathematics 1 Integrated Mathematics 1 provides students the opportunity to study traditional topics from algebra, geometry, probability, and statistics in a problem-centered, connected approach. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relationships and use those representations to solve problems. Appropriate technology, from manipulatives to calculators and application software
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=28
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=28
Revised 2003 24 Mathematics Grade 4 Major Concepts/Skills Concepts/Skills to Maintain • Number sense 0.01-99,999 • Whole number computation • Multiplication and division <span class="highlight">of</span> multi-<span class="highlight">digit</span> numbers • Non-negative rational numbers • Perimeter and area • Length, time, capacity, and mass • Transformations • Symmetry and congruence • Line graphs • Coordinate grids • Median, mode, and range • Circle graphs • Variables <span class="highlight">in</span> number sentences • Permutations and combinations • Proportional reasoning • Students will solve
66
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=66
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=66
Revised 2003 62 Mathematics Integrated Mathematics 1 Integrated Mathematics 1 provides students the opportunity to study traditional topics from algebra, geometry, probability, and statistics <span class="highlight">in</span> a problem-centered, <span class="highlight">connected</span> <span class="highlight">approach</span>. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations <span class="highlight">of</span> relationships and use those representations to solve problems. Appropriate technology, from manipulatives to calculators and application software
68
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=68
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=68
Revised 2003 64 Mathematics Integrated Mathematics 2 Integrated Mathematics 2 continues students’ study <span class="highlight">of</span> topics from algebra, geometry, and statistics <span class="highlight">in</span> a problem-centered, <span class="highlight">connected</span> <span class="highlight">approach</span>. Functions, matrix operations, and algebraic representations <span class="highlight">of</span> geometric concepts are the principle topics <span class="highlight">of</span> study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations <span class="highlight">of</span> relationships and use those representations to solve problems
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=71
Revised 2003 67 Mathematics Integrated Mathematics 3 Integrated Mathematics 3 continues students’ study <span class="highlight">of</span> topics from algebra, geometry, and statistics <span class="highlight">in</span> a problem-centered, <span class="highlight">connected</span> <span class="highlight">approach</span>. Functions and the deductive methods <span class="highlight">of</span> proof with geometric concepts are the principle topics <span class="highlight">of</span> study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations <span class="highlight">of</span> relationships and use those representations to solve problems. Appropriate
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=73
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=73
Revised 2003 69 Mathematics Integrated Mathematics 4 Integrated Mathematics 4 provides students an advanced study <span class="highlight">of</span> trigonometry, functions, analytic geometry, and data analysis with a problem-centered, <span class="highlight">connected</span> <span class="highlight">approach</span> <span class="highlight">in</span> preparation for college-level mathematics. Applications and modeling should be included throughout the course <span class="highlight">of</span> study. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites
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