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 Science
30 Physics Appendix: Greek Letter Index Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter Index α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photo...
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30 Physics Appendix: Greek Letter Index Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter Index α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photons τ torque θ angle ω angular velocity μ coefficient of friction λ decay constant or wavelength ρ density π ratio diameter ncecircumfere of a circle. approximately 3.14 Ω ohm Ι inertia Σ sum of quantity
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=15
Describe the images formed by flat mirrors WO.10.P.4 Calculate distances and focal lengths for curved mirrors: Rqp 211 =+ Where p = object distance; = image distance; q R = radius of curvature WO.10.P.5 Draw ray diagrams to find the image distance and magnification for curved mirrors WO.10.P.6 Solve problems using Snell’s law: )(sin)(sin rrii nn θθ = WO.10.P.7 Calculate the <span class="highlight">index</span> of refraction through various media using the following equation: v c n = Where = <span class="highlight">index</span> of refraction
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=31
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=31
30 Physics Appendix: Greek Letter <span class="highlight">Index</span> Science Curriculum Framework Revision 2005 Arkansas Department of Education Physics Greek Letter <span class="highlight">Index</span> α angular acceleration β potential difference Δ change of (e.g., y f – y i or T 2 – T 1 ) γ gamma photons τ torque θ angle ω angular velocity μ coefficient of friction λ decay constant or wavelength ρ density π ratio diameter ncecircumfere of a circle. approximately 3.14 Ω ohm Ι inertia Σ sum of quantity
Microsoft Word - ALGEBRA III.doc
becomes arbitrarily close as the value of x increases or decreases without bound Index (indices) The number that indicates the root of a radical Inverse Function Two functions f and g are inverse functions if and only if both their compositions are the identity function Ex. . [f ◦...
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becomes arbitrarily close as the value of x increases or decreases without bound Index (indices) The number that indicates the root of a radical Inverse Function Two functions f and g are inverse functions if and only if both their compositions are the identity function Ex. . [f ◦ g](x) = x and [g ◦ f](x) = x Linear Equation A function that has a constant rate of change and can be modeled by a straight line Linear Programming A method for finding the maximum or minimum value of a function in two
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http://arkansased.org/teachers/pdf/algebra3.pdf#page=8
arkansased.org/teachers/pdf/algebra3.pdf#page=8
becomes arbitrarily close as the value of x increases or decreases without bound <span class="highlight">Index</span> (indices) The number that indicates the root of a radical Inverse Function Two functions f and g are inverse functions if and only if both their compositions are the identity function Ex. . [f ◦ g](x) = x and [g ◦ f](x) = x Linear Equation A function that has a constant rate of change and can be modeled by a straight line Linear Programming A method for finding the maximum or minimum value of a function in two
Economics
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e...
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Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of deposit, interest bearing savings account, individual
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=10
arkansased.org/teachers/pdf/economics_061009.pdf#page=10
Strand: Macroeconomics Content Standard 8: Students shall examine measurements of economic performance. MA.8.E.1 Analyze the following economic indicators used to measure economic performance • Gross Domestic Product (GDP) • Gross Domestic Product per capita • Real Gross Domestic Product • unemployment rates • Consumer Price <span class="highlight">Index</span> (CPI) (e.g., inflation) • stock market MA.8.E.2 Compare and contrast the causes and types of unemployment (e.g
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=15
arkansased.org/teachers/pdf/economics_061009.pdf#page=15
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of <span class="highlight">deposit</span>, interest bearing savings account, individual
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties o...
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45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4
3 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.K.4 = Number and Operations. Standard 1.Kindergarten. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=6
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=6
5 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.K.6 = Number and Operations. Standard 1.Kindergarten. 6 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=8
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=8
7 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.2.10 = Number and Operations. Standard 1.Grade 2. 10 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=10
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=10
9 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.2.K.1=Number and Operations. Standard 2. Kindergarten. 1 st Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
11 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.2.K.3=Number and Operations. Standard 2. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17
16 Number and Operations: Numerical Operations and Estimation K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.3.K.3 = Number and Operations. Standard 3. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43
42 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.1 = Numbers and Operations. Standard 1. Grade 5. 1 st Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44
43 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.4 = Numbers and Operations. Standard 1. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
44 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.5 = Numbers and Operations. Standard 1. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46
45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47
46 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 2.5.4 = Number and Operations; Standard 2. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50
49 Number and Operations: Numerical Operations and Estimation 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 3.5.5 = Number and Operations. Standard 3. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH STUDENT IS
K-12
including recipes, menus, and maps, to accomplish tasks R.10.3.20 Use a dictionary, index, thesaurus, encyclopedia, and online reference materials to enhance reading R.10.4.19 Utilize functional texts, including brochures, newspaper, articles and magazines, to accomplish tasks...
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including recipes, menus, and maps, to accomplish tasks R.10.3.20 Use a dictionary, index, thesaurus, encyclopedia, and online reference materials to enhance reading R.10.4.19 Utilize functional texts, including brochures, newspaper, articles and magazines, to accomplish tasks
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=35
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=35
including recipes, menus, and maps, to accomplish tasks R.10.3.20 Use a dictionary, <span class="highlight">index</span>, thesaurus, encyclopedia, and online reference materials to enhance reading R.10.4.19 Utilize functional texts, including brochures, newspaper, articles and magazines, to accomplish tasks
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