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 GRADE 4
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight student...
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conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case of the scheduling problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard time arranging for times to meet together. Each meeting will require a full class period at the end of the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conflict may be counterintuitive. The key understanding is that the conflict is really resolved by connecting the two things in conflict, because the connected vertices are assigned different colors or different days in the case <span class="highlight">of</span> the <span class="highlight">scheduling</span> problem. Example: • Eight students in the class are researching six different Arizona bats, but they are having a hard <span class="highlight">time</span> arranging for times to meet together. Each meeting will require a full class period at the end <span class="highlight">of</span> the day. The teacher wants to use as
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
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 4 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 21 Approved 6.24.08 Performance Objectives
Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time...
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works of prose, poetry, and drama. PO 3. Describe the motivations of major and minor characters. PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice. PO 7. Identify the characteristics
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr6.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe the motivations <span class="highlight">of</span> major and minor characters. PO 4. Identify the narrative point <span class="highlight">of</span> view (e.g., first person, third person, omniscient) in a literary selection. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the author’s word choice. PO 7. Identify the characteristics
Strand 1: Reading Process (Kindergarten)
works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text....
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works of prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr7.pdf#page=...
works <span class="highlight">of</span> prose, poetry, and drama. PO 3. Describe a character, based upon the thoughts, words, and actions <span class="highlight">of</span> the character, the narrator’s description, and other characters. PO 4. Contrast points <span class="highlight">of</span> view (e.g., first vs. third, limited vs. omniscient) in literary text. PO 5. Analyze the influence <span class="highlight">of</span> setting (e.g., <span class="highlight">time</span> <span class="highlight">of</span> day or year, historical period, place, situation) on the problem and resolution. PO 6. Draw conclusions about the style, mood, and meaning <span class="highlight">of</span> literary text based on the
Strand 1: Reading Process (Kindergarten)
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development of time and sequence through the use of...
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READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks. PO 6. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g
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http://www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page=3
www.ade.state.az.us/standards/language-arts/bygradelevel/RdgGr11.pdf#page...
READING STANDARD ARTICULATED BY GRADE LEVEL GRADE 11 PO 4. Explain the writer’s use <span class="highlight">of</span> irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection. PO 5. Analyze an author’s development <span class="highlight">of</span> <span class="highlight">time</span> and sequence through the use <span class="highlight">of</span> complex literary devices such as foreshadowing and flashbacks. PO 6. Explain how meaning is enhanced through various features <span class="highlight">of</span> poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g
GRADE 8
end of Grade 8, students are able to solve a variety of counting problems using both visual and numerical representations. They should have had varied counting experiences that, over time, have helped to build these understandings. Initially, they begin by randomly generating al...
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end of Grade 8, students are able to solve a variety of counting problems using both visual and numerical representations. They should have had varied counting experiences that, over time, have helped to build these understandings. Initially, they begin by randomly generating all possibilities and then they begin to organize their thinking through visual representations such as charts, systematic listing, and tree diagrams. Finally, they are able to make connections from these visual representations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=11
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
end <span class="highlight">of</span> Grade 8, students are able to solve a variety <span class="highlight">of</span> counting problems using both visual and numerical representations. They should have had varied counting experiences that, over <span class="highlight">time</span>, have helped to build these understandings. Initially, they begin by randomly generating all possibilities and then they begin to organize their thinking through visual representations such as charts, <span class="highlight">systematic</span> listing, and tree diagrams. Finally, they are able to make connections from these visual representations
GRADE HS
Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grades 9 and 10, students use the counting techniques learned in the middle grades to calculate and solve problems related to...
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Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grades 9 and 10, students use the counting techniques learned in the middle grades to calculate and solve problems related to combinations and permutations. Students represent problems and solutions using algebraic symbols in order to lay a foundation for work with Pascal’s Triangle and the binomial theorem in College Work Readiness. Performance
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=13
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Discrete Mathematics Concept 3: <span class="highlight">Systematic</span> Listing and Counting Understand and demonstrate the <span class="highlight">systematic</span> listing and counting <span class="highlight">of</span> possible outcomes. In Grades 9 and 10, students use the counting techniques learned in the middle grades to calculate and solve problems related to combinations and permutations. Students represent problems and solutions using algebraic symbols in order to lay a foundation for work with Pascal’s Triangle and the binomial theorem in College Work Readiness. Performance
Strand 1: Reading Process (Kindergarten)
on how the author’s use of language evokes readers’ emotions c. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use of irony, cont...
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on how the author’s use of language evokes readers’ emotions c. analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection e. analyzes an author’s development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks f. explains how meaning
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http://www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
www.ade.state.az.us/standards/language-arts/writing/grade11.pdf#page=9
on how the author’s use <span class="highlight">of</span> language evokes readers’ emotions c. analyzes the way in which the theme, or meaning <span class="highlight">of</span> a selection, represents a view or comment on life, providing textual evidence for the identified theme d. explains the writer’s use <span class="highlight">of</span> irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection e. analyzes an author’s development <span class="highlight">of</span> <span class="highlight">time</span> and sequence through the use <span class="highlight">of</span> complex literary devices such as foreshadowing and flashbacks f. explains how meaning
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