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New York State Learning Standard for Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that a clear and common definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. In...
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New York State Learning Standard for Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that a clear and common definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. Investigate/Explore - Students will be given situations in which they will be asked to look for patterns or relationships between elements within the setting. Discover
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=91
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=91
New York State Learning Standard <span class="highlight">for</span> Mathematics Page 88 Revised by NYS Board of Regents March 15, 2005 therefore important that <span class="highlight">a</span> clear <span class="highlight">and</span> <span class="highlight">common</span> definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. Investigate/Explore - Students will be given situations <span class="highlight">in</span> which they will be asked to look <span class="highlight">for</span> patterns or relationships between elements within the setting. Discover
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=104
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=104
indicators use the words investigate, explore, discover, conjecture, reasoning, argument, justify, explain, proof, <span class="highlight">and</span> apply. Each of these terms is an important component <span class="highlight">in</span> developing <span class="highlight">a</span> student’s mathematical reasoning ability. It is therefore important that <span class="highlight">a</span> clear <span class="highlight">and</span> <span class="highlight">common</span> definition of these terms be understood. The order of these terms reflects different stages of the reasoning process. Investigate/Explore - Students will be given situations <span class="highlight">in</span> which they will be asked to look <span class="highlight">for</span> patterns or
STANDARDS.05
and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to...
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and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world. SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s). SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. G1–History
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=119
www.eed.state.ak.us/standards/pdf/standards.pdf#page=119
<span class="highlight">and</span> requires empirical evidence, repeatable investigations, logical arguments, <span class="highlight">and</span> critical review <span class="highlight">in</span> striving <span class="highlight">for</span> the best possible explanations of the natural world. SG3 Students develop an understanding that scientific <span class="highlight">knowledge</span> is ongoing <span class="highlight">and</span> subject to change as new evidence becomes available <span class="highlight">through</span> experimental <span class="highlight">and</span>/or observational confirmation(s). SG4 Students develop an understanding that advancements <span class="highlight">in</span> science depend on curiosity, creativity, imagination, <span class="highlight">and</span> <span class="highlight">a</span> broad <span class="highlight">knowledge</span> base. G1–History
144
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=144
www.eed.state.ak.us/standards/pdf/standards.pdf#page=144
describing how Alaska’s strategic location played an important role <span class="highlight">in</span> military buildup <span class="highlight">and</span> explaining the interrelated social <span class="highlight">and</span> economic impacts. [DOK 2] (G. A5) The student demonstrates an understanding of the <span class="highlight">discovery</span>, impact, <span class="highlight">and</span> role of natural resources by: AH. CPD 3 using texts/ sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil <span class="highlight">discovery</span>, “sustained yield” <span class="highlight">in</span> the Alaska Constitution) <span class="highlight">in</span> Alaska’s development <span class="highlight">and</span> <span class="highlight">in</span> the
Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
that they can quickly check their calculations for reasonableness and accuracy. Technology is a powerful tool in mathemat ics. When used appropriately, technology may help students develop the skills, knowledge, and insight necessary to meet rigorous co...
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that they can quickly check their calculations for reasonableness and accuracy. Technology is a powerful tool in mathemat ics. When used appropriately, technology may help students develop the skills, knowledge, and insight necessary to meet rigorous content standards in mathematics and make a successful transition to the world beyond school. The challenge for educators, parents, and policymakers is to ensure that technology supports, but is not a substitute for, the develop ment of quantitative
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=9
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=9
that they can quickly check their calculations <span class="highlight">for</span> reasonableness <span class="highlight">and</span> accuracy. Technology is <span class="highlight">a</span> powerful tool <span class="highlight">in</span> mathemat­ ics. When used appropriately, technology may help students develop the skills, <span class="highlight">knowledge</span>, <span class="highlight">and</span> insight necessary to meet rigorous content standards <span class="highlight">in</span> mathematics <span class="highlight">and</span> make <span class="highlight">a</span> successful transition to the world beyond school. The challenge <span class="highlight">for</span> educators, parents, <span class="highlight">and</span> policymakers is to ensure that technology supports, but is not <span class="highlight">a</span> substitute <span class="highlight">for</span>, the develop­ ment of quantitative
K-12 Mathematics
the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisitio...
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the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills in mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use of appropriate
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=5
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
the economic environment is more competitive, the workforce is more <span class="highlight">mobile</span>, <span class="highlight">and</span> developments <span class="highlight">in</span> technology are changing rapidly. The level of mathematics needed <span class="highlight">for</span> both intelligent citizenship <span class="highlight">and</span> the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills <span class="highlight">in</span> mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, <span class="highlight">and</span> the use of appropriate
Core Content For Mathematics Assessment
factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. 6 th grade 7 th Grade 8 th grade The Use of Geographic Tools SS-06-4.1.1 Studen...
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factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. 6 th grade 7 th Grade 8 th grade The Use of Geographic Tools SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3 SS-07-4.1.1 Students will use a variety of
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=121
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 118 Italics – Supporting Content Standard Vocational Studies Awareness of careers start <span class="highlight">in</span> the primary grades <span class="highlight">and</span> progresses at the middle level to more specific exploration of careers. The total experience <span class="highlight">through</span> high school allows students to determine <span class="highlight">a</span> career path, which matches their interests, aptitude, <span class="highlight">and</span> abilities, while providing strategies to prepare <span class="highlight">for</span> <span class="highlight">a</span> career. The basic
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=246
factors influence climate, culture, the economy <span class="highlight">and</span> world events. <span class="highlight">A</span> geographic perspective also enables students to better understand the past <span class="highlight">and</span> present <span class="highlight">and</span> to prepare <span class="highlight">for</span> the future. 6 th grade 7 th Grade 8 th grade The Use of Geographic Tools SS-06-4.1.1 Students will use <span class="highlight">a</span> variety of geographic tools (maps, photographs, charts, graphs, <span class="highlight">databases</span>, satellite images) to interpret patterns <span class="highlight">and</span> locations on Earth’s surface <span class="highlight">in</span> the present day. DOK 3 SS-07-4.1.1 Students will use <span class="highlight">a</span> variety of
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=283
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=283
publishing <span class="highlight">and</span> reflecting. The writing process is recursive; different writers engage <span class="highlight">in</span> the process differently <span class="highlight">and</span> proceed <span class="highlight">through</span> the stages at different rates. WR-E-4.7.0 Focusing • Connecting to content <span class="highlight">knowledge</span> • Connecting with prior learning <span class="highlight">and</span> experience • Initiating an authentic reason to write • Thinking about <span class="highlight">a</span> subject, an experience, <span class="highlight">a</span> question, an issue or <span class="highlight">a</span> problem to determine <span class="highlight">a</span> meaningful reason to write WR-E-4.8.0 Prewriting • Selecting/narrowing <span class="highlight">a</span> topic • Establishing <span class="highlight">a</span> purpose <span class="highlight">and</span>
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