iSEEK - Education

Note to teacher: Align with Conventions Standard. W.4.5.11 Edit individually or in groups for appropriate grade-level conventions, within the following features: • Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordination and modifiers • Embedding through standard subordination and modifiers • Standard word order • Usage • Standard inflections • Agreement • Word meaning • Conventions • Mechanics • Capitalization • Punctuation

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Note to teacher: Align with Conventions Standard. W.4.5.11 Edit individually or in groups for appropriate grade-level conventions, within the following features: • Sentence formation • Completeness • Absence of fused sentences • Expansion through standard coordination and modifiers • Embedding through standard subordination and modifiers • Standard word order • Usage • Standard inflections • Agreement • Word meaning • Conventions • Mechanics • Capitalization • Punctuation

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Strand: Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work. Writing: Conventions 5-8 English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education Key: W.6.8.1=Writing. Standard 6. Eighth Grade. 1st Student Learning Expectation 49 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT

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Glossary English Language Arts Curriculum Framework Revised 2003 Arkansas Department of Education 72 Secondary sources Works that have been collected, interpreted, or published by someone other than the original source Sentence formation Reflects the writer’s ability to form competent, appropriately mature sentences to express thoughts. Features of this writing domain are completeness, absence of fused sentences, expansion thorough standard coordination and modifiers, embedding through standard

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Microsoft Word - mathsol2009.doc

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mathematical applications should be integrated throughout the course. These standards identify fundamental principles and concepts in the field of computer science that will be used within the context of mathematical problem solving in a variety of applications. As students develop and refine skills in logic, organization, and precise expression, they will apply those skills to enhance learning in all disciplines. COM.1 The student will apply programming techniques and skills to solve practical real-world

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Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses. The Mathematics Standards of Learning Curriculum Framework is a companion document to the

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Students should use the language and symbols of mathematics in representations and communication throughout the course. These standards include a transformational approach to graphing functions and writing equations when given the graph of the equation. Transformational graphing builds a strong connection between algebraic and graphic representations of functions. The infusion of technology (graphing calculator and/or computer software) in this course will assist in modeling and investigating functions and

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mathematical applications should be integrated throughout the course. These standards identify fundamental principles and concepts in the field of computer science that will be used within the context of mathematical problem solving in a variety of applications. As students develop and refine skills in logic, organization, and precise expression, they will apply those skills to enhance learning in all disciplines. COM.1 The student will apply programming techniques and skills to solve practical real-world

42 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42 www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=42

Mathematics Standards of Learning for Virginia Public Schools – February 2009 36 COM.8 The student will design and implement computer graphics, which will include topics appropriate for the available programming environment as well as student background. Students will use graphics as an end in itself, as an enhancement to other output, and as a vehicle for reinforcing programming techniques. COM.9 The student will define simple variable data types that include integer, real (fixed and scientific

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Mathematics Standards of Learning for Virginia Public Schools – February 2009 39 Discrete Mathematics The following standards outline the content of a one-year course in Discrete Mathematics. If a one- semester course is desired, the standards with an asterisk (*) would apply. Students enrolled in Discrete Mathematics are assumed to have mastered the concepts outlined in the Standards of Learning for Algebra II. Discrete mathematics may be described as the study of mathematical properties of sets and

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2006 Science and Technology/Engineering Curriculum Framework

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need or problem and creating a technological solution using the engineering design process, as illustrated in the figure on page 84. Beginning in the early grades and continuing through high school, students carry out this design process in ever more sophisticated ways. As they gain more experience and knowledge, they are able to draw on other disciplines, especially mathematics and science, to understand and solve problems. • Even before entering grades PreK–2, students are experienced technology

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Massachusetts Science and Technology/Engineering Curriculum Framework October 2006 Pre-Kindergarten–High School Standards as adopted by the Board of Education in 2001 (PreK–8) and 2006 (High School) and Updated Resources Massachusetts Department of Education 350 Main Street, Malden, MA 02148 781-338-3000 www.doe.mass.edu

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7 Inquiry, Experimentation, and Design in the Classroom ...9 Guiding Principles ...13 Science and Technology/Engineering Learning Standards Earth and Space Science ...23 Life Science (Biology

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Organization of the Framework This 2006 Massachusetts Science and Technology/Engineering Curriculum Framework provides a guide for teachers and curriculum coordinators regarding specific content to be taught from PreK through high school. Following this Organization chapter, the Framework contains the following sections: Philosophy and Vision The Philosophy and Vision chapter of the document provides general information in the following areas: • The Purpose and Nature of Science and Technology

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Inquiry, Experimentation, and Design in the Classroom Inquiry-Based Instruction Engaging students in inquiry-based instruction is one way of developing conceptual understanding, content knowledge, and scientific skills. Scientific inquiry as a means to understand the natural and human-made worlds requires the application of content knowledge through the use of scientific skills. Students should have curricular opportunities to learn about and understand science and technology/engineering through

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selecting a question that can be answered, formulating a hypothesis, planning the steps of an experiment, and determining the most objective way to test the hypothesis. Students should incorporate mathematical skills of measuring and graphing to communicate their findings. • In grades 6–8, teacher guidance remains important but allows for more variation in student approach. Students at this level are ready to formalize their understanding of what an experiment requires by controlling variables to ensure a

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concepts in technology/engineering. Each domain of science has its particular approach and area of focus. However, students need to understand that much of the scientific work done in the world draws on multiple disciplines. Oceanographers, for instance, use their knowledge of physics, chemistry, biology, earth science, and technology to chart the course of ocean currents. Connecting the domains of natural science with mathematical study and with one another, and to practical applications through technology

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beliefs and redirect student learning along more productive routes. The students’ natural curiosity provides one entry point for learning experiences designed to remove students’ misconceptions in science and technology/engineering. G UIDING P RINCIPLE V Investigation, experimentation, and problem solving are central to science and technology/engineering education. Investigations introduce students to the nature of original research, increase students’ understanding of scientific and technological

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level of the education system, teachers should act on the belief that young people from every background can learn rigorous science content and solve tough engineering problems. Teachers and guidance personnel should advise students and parents that rigorous courses and advanced sequences in science and technology/engineering will prepare them for success in college and the workplace. After-school, weekend, and summer enrichment programs offered by school districts or communities may be especially valuable

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the MCAS Science and Technology tests, and advances in science and technology/engineering. The draft produced by the revision panel was released for public comment in August 1999. Based on comments on this draft from science and technology/engineering teachers and other educators, further revisions were made, particularly at the high school level. Groups of high school science teachers in each domain of science and technology/engineering developed a comprehensive set of standards for a course in each

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and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. • Represent data and relationships between and among variables in charts and graphs. • Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of data and identify reasons for inconsistent results, such as sources of error or uncontrolled conditions. • Use results of

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argument and respond appropriately to critical comments and questions. • Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. • Use and refine scientific models that simulate physical processes or phenomena. III. M ATHEMATICAL S KILLS Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework, through grade 8. Below are some specific skills from the

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• Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006 39

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pond or stream, wade into the shallow water, and slide a dip net along the bottom. The creatures they catch are placed carefully in small containers and observed with a hand lens. The students compare the similarities and differences among the creatures found in water and in soil. Biodiversity Days, Any Grade Level As an extension to the study of plants and animals, students at any grade level can participate in Biodiversity Days, which offers the community an opportunity to see how many species they

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calibration (if required), technique, maintenance, and storage. • Follow safety guidelines. SIS3. Analyze and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. o Represent data and relationships between and among variables in charts and graphs. o Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of data and identify

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respond appropriately to critical comments and questions. • Use language and vocabulary appropriately, speak clearly and logically, and use appropriate technology (e.g., presentation software) and other tools to present findings. • Use and refine scientific models that simulate physical processes or phenomena. III. M ATHEMATICAL S KILLS Students are expected to know the content of the Massachusetts Mathematics Curriculum Framework, through grade 8. Below are some specific skills from the Mathematics

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including set-up, calibration (if required), technique, maintenance, and storage. • Follow safety guidelines. SIS3. Analyze and interpret results of scientific investigations. • Present relationships between and among variables in appropriate forms. o Represent data and relationships between and among variables in charts and graphs. o Use appropriate technology (e.g., graphing software) and other tools. • Use mathematical operations to analyze and interpret data results. • Assess the reliability of

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Technology/Engineering Technology/engineering works in conjunction with science to expand our capacity to understand the world. Science investigates the natural world. The goal of engineering is to solve practical problems through the development or use of technologies, based on the scientific knowledge gained through investigation. For example, the planning, design, and construction of the Central Artery Tunnel project in Boston (the “Big Dig”) was a complex and technologically challenging

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need or problem and creating a technological solution using the engineering design process, as illustrated in the figure on page 84. Beginning in the early grades and continuing through high school, students carry out this design process in ever more sophisticated ways. As they gain more experience and knowledge, they are able to draw on other disciplines, especially mathematics and science, to understand and solve problems. • Even before entering grades PreK–2, students are experienced technology

91 0 http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91 www.doe.mass.edu/frameworks/scitech/1006.pdf#page=91

with knowledge gained in the study of technology/engineering. For example, a well- rounded understanding of energy and power equips students to tackle such issues as the ongoing problems associated with energy supply and energy conservation. In a high school technology/engineering course, students pursue engineering questions and technological solutions that emphasize research and problem solving. They achieve a more advanced level of skill in engineering design by learning how to conceptualize a

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the design and efficiency of the prototype, using appropriate visual aids (e.g., charts, graphs, presentation software). The presentation should include any other factors that impact the design of the house (e.g., site, soil conditions, climate). • Students will use a rubric to assess design specification, heat efficiency, and final prototype of the design challenge. Engineering Design Learning Standards High School 1.2 Understand that the engineering design process is used in the solution of

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Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc

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2007 Mississippi Mathematics Framework Revised 80 INTRODUCTION TO ENGINEERING Introduction to Engineering is a unique projects-based course designed to give students an opportunity to evaluate their interest in engineering. Not only will students learn about what engineers do, they will also understand the differences in various types of engineering professions. Focus is given to civil, mechanical, electrical, chemical, and geological engineering, as well as computer science. The highly

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2007 Mississippi Mathematics Framework Revised 80 INTRODUCTION TO ENGINEERING Introduction to Engineering is a unique projects-based course designed to give students an opportunity to evaluate their interest in engineering. Not only will students learn about what engineers do, they will also understand the differences in various types of engineering professions. Focus is given to civil, mechanical, electrical, chemical, and geological engineering, as well as computer science. The highly

www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...

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Microsoft Word - sciencesol.doc

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collecting apparatus, but should also include computers, robotics, interactive-optical laser discs, video-microscopes, graphing calculators, CD-ROMs, probeware, global positioning systems (GPS), online telecommunication, software and appropriate hardware, as well as other emerging technologies. • Be reflected in the “instructional strategies” generally developed at the local school division level. In most cases, the application of technology in science should remain “transparent” unless it is the actual

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collecting apparatus, but should also include computers, robotics, interactive-optical laser discs, video-microscopes, graphing calculators, CD-ROMs, probeware, global positioning systems (GPS), online telecommunication, software and appropriate hardware, as well as other emerging technologies. • Be reflected in the “instructional strategies” generally developed at the local school division level. In most cases, the application of technology in science should remain “transparent” unless it is the actual

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Illinois Mathematics Assessment Framework PSAE Grade 11

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among learning areas. Mathematics is used extensively in business; the life, natural and physical sciences; the social sciences; and in the fine arts. Medicine, architecture, engineering, the industrial arts and a multitude of occupations are also dependent on mathematics. Mathematics offers necessary tools and ways of thinking to unite the concepts, relationships and procedures common to these areas. Mathematics provides a language for expressing ideas across disciplines, while, at the same time

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among learning areas. Mathematics is used extensively in business; the life, natural and physical sciences; the social sciences; and in the fine arts. Medicine, architecture, engineering, the industrial arts and a multitude of occupations are also dependent on mathematics. Mathematics offers necessary tools and ways of thinking to unite the concepts, relationships and procedures common to these areas. Mathematics provides a language for expressing ideas across disciplines, while, at the same time

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Illinois Mathematics Assessment Framework Grades 3-8

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Standard 1: Students engage in the research process

North Dakota English Language Arts April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students underst...

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North Dakota English Language Arts April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students understand what is meant by these terms by providing examples of student work at each performance level. State Standards and

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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically

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1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students: • use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations. • use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services. • systematically

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Standard 1: Number and Operation

North Dakota Mathematics April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students understand what...

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North Dakota Mathematics April 2005 Content and Achievement Standards 10 Teachers in a school or district should come to consensus on the meaning of these terms, perhaps through professional dialogue and examination of student work. Teachers also will need to help students understand what is meant by these terms by providing examples of student work at each performance level. State Standards and

www.dpi.state.nd.us/standard/content/math/math.pdf#page=10

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