iSEEK - Education

press, assembly, petition, privacy). 2. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 3. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. 4. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and

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16 Grade Five United States History and Geography: Making a New Nation Students in grade five study the development of the nation up to 1850, with an empha sis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo- Christian principles, the ideals of the Enlightenment, and the English traditions of self- government. They recognize that ours is a nation that has a constitution that derives its power from

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press, assembly, petition, privacy). 2. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 3. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. 4. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and

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Microsoft Word - readstd6g.docreadstd6g.pdf

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(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare and contrast the impact of European settlement from an American Indian and European point of view. (f) in science or biology, explains that there are many

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(c) in social studies, assists the students to make a Venn Diagram to compare and contrast democracy and republic. (d) in social studies, has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic). (e) in social studies, has the students compare and contrast the impact of European settlement from an American Indian and European point of view. (f) in science or biology, explains that there are many

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it?” 11. (a) discusses with students possible answers to "What do you think is the author's purpose for this text?; and Why?". 12. (a) uses the Think-Pair-Share strategy. The teacher guides students to compare their purpose for reading with the author's purpose. (b) provides note cards where students write "entertain”, “persuade”, “explain”, and etc. on the cards. The teacher reads a short text and the student holds up the card identifying the author's purpose. (c) instructs using the

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students create a greeting card that reflects the beliefs and traditions of another culture's faith (e.g., Islamic), as it was taught in another country. Students may choose to create a birthday card or another greeting card for one of the cultures. 2. (a) provides fairy tales written from a variety of cultural views. The teacher has the students discuss the fairy tales as a whole group. In cooperative groups, the teacher has the students complete a comparison/contrast organizer. (b) in social

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Minnesota Academic Standards

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 73 GOVERNMENT AND CITIZENSHIP GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the scope and limits of rights, the relationship among them, and how they are secured. 1. Students will analyze the meaning and importance of rights in the U.S. Constitution and the Bill of Rights, and subsequent amendments, and in the Minnesota

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 73 GOVERNMENT AND CITIZENSHIP GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the scope and limits of rights, the relationship among them, and how they are secured. 1. Students will analyze the meaning and importance of rights in the U.S. Constitution and the Bill of Rights, and subsequent amendments, and in the Minnesota

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, Smart-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an event can happen compared to all of the

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demonstrate and describe congruent figures within a two- dimensional figure Ex. Letter, shapes, environmental print and polygons G.9.2.2 Demonstrate the motion of a single transformation G.9.3.1 Draw one or more lines of symmetry in a polygon G.9.3.2 Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation) G.9.4.1 Determine the result of a transformation of a

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recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and line or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper) G.9.8.1 Determine a transformation’s line of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and

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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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solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, Smart-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an event can happen compared to all of the

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K-12

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Prewriting W.4.5.1 Generate ideas using such strategies as reading, discussing, focused free- writing, observing, and brainstorming W.4.5.2 Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics W.4.5.3 Demonstrate an awareness of purpose and audience with emphasis on expository and letter writing W.4.5.4 Use available technology to access information by using a card catalog W.4.6.1 Generate ideas using such

47 0 http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47 arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=47

Prewriting W.4.5.1 Generate ideas using such strategies as reading, discussing, focused free- writing, observing, and brainstorming W.4.5.2 Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics W.4.5.3 Demonstrate an awareness of purpose and audience with emphasis on expository and letter writing W.4.5.4 Use available technology to access information by using a card catalog W.4.6.1 Generate ideas using such

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methods of proof. D.8.1 Use truth tables to determine truth values of compounded propositional statements. D.8.2 Find the converse, inverse, and contrapositive of a statement. D.8.3 Determine whether two propositions are logically equivalent. D.8.4 Identify and give examples of undefined terms, definitions, axioms, and theorems. D.8.5 Construct logical arguments using laws of detachment (modus ponens), syllogism, tautology, and contradiction; judge the validity of

5 0 http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5 www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5

methods of proof. D.8.1 Use truth tables to determine truth values of compounded propositional statements. D.8.2 Find the converse, inverse, and contrapositive of a statement. D.8.3 Determine whether two propositions are logically equivalent. D.8.4 Identify and give examples of undefined terms, definitions, axioms, and theorems. D.8.5 Construct logical arguments using laws of detachment (modus ponens), syllogism, tautology, and contradiction; judge the validity of

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Microsoft Word - readstd1g.docreadstd1g.pdf

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The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word using magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (a) reads nursery rhymes and riddles to students in order for

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/p/, /a/, /t/?) • demonstrates detecting and manipulating sounds within words (e.g., Is there a /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, and ending sounds (e.g., "What are the first sound, medial, and ending sounds in "dog"?) • demonstrates using known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has

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The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word using magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (a) reads nursery rhymes and riddles to students in order for

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transparencies. 6. (a) helps students understand why they are learning the relationships between letters and sounds. (b) uses a wheel to reinforce the letter patterns. The teacher makes sure that have worked in whole and small groups to sort the words from the various word families. (b) uses decodable text based on specific lessons in the early part of the first grade as an intervening step between explicit skill-acquisition and the student's ability to read quality trade books. Decodable steps

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Civics

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the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for Smart Core graduates. Strand Standards

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the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for Smart Core graduates. Strand Standards

arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2

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Microsoft Word - Math GLE K-8 8-08.doc

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placing them side by side • Find items that are longer than or shorter than a given measure (e.g., longer than 10 linker cubes) • Talk about time using calendar (e.g., today, Classification: • Name and sort plane figures by size and shape • Identify the new shape formed by combining two shapes • Recognize and compare attributes and parts of two- dimensional and three- dimensional shapes Location and transformation: • Explore symmetry through drawings and use of manipulatives • Describe

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August 2008 2 Mathematics Design Team – Understanding by Design (UbD) Enduring Understandings and Essential Questions Enduring Understandings: Numeric Reasoning 1. Numbers can be represented in multiple ways. 2. The same operations can be applied in problem situations that seem quite different from one another. 3. Being able to compute fluently means making smart choices about which tools to use and when to use them. 4. Knowing the reasonableness of an answer comes from using good number sense

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computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making smart choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both effective

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placing them side by side • Find items that are longer than or shorter than a given measure (e.g., longer than 10 linker cubes) • Talk about time using calendar (e.g., today, Classification: • Name and sort plane figures by size and shape • Identify the new shape formed by combining two shapes • Recognize and compare attributes and parts of two- dimensional and three- dimensional shapes Location and transformation: • Explore symmetry through drawings and use of manipulatives • Describe

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August 2008 26 slide: See translation. solve: To find all values of a variable that make a sentence true. stem-and-leaf plot: A method of organizing data using the digits of the greatest place value to group the data. strategies: Methods used to solve problems. symmetry: A figure has symmetry if it remains the same after some operation or transformation is done to it. T theoretical (a priori) probability: A probability formulated using prior or intuitive knowledge of the sample space

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...

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Civics

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and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for Smart Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights

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and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for Smart Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights

arkansased.org/teachers/pdf/civics_2006.pdf#page=2

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