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Dynamic Mathematics Visualization for Young Learners
Geometry visualization in grades 3-8 in order to meet the mandate of the NCTM's Principles and Standards. Strategies for maximizing the widely-perceived potential for impact of Dynamic Geometry technology at these grade levels will arise only from within the public community ...
 Progress Monitoring for Elementary Mathematics/Stecker
Brief Historical Perspective of Progress Monitoring in Mathematics � Roots of progress monitoring (specifically curriculum-based measurement) at Institute for Research on Learning Disabilities at the Univ. of MN (mid-1970s - early 1980s) � Stan Deno and co...
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Brief Historical Perspective of Progress Monitoring in Mathematics � Roots of progress monitoring (specifically curriculum-based measurement) at Institute for Research on Learning Disabilities at the Univ. of MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies in reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate implementation: Researchers concluded that teachers did not comply with data-based rules for
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http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45
centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45
Brief Historical Perspective <span class="highlight">of</span> Progress Monitoring in Mathematics � Roots <span class="highlight">of</span> progress monitoring (specifically curriculum-<span class="highlight">based</span> measurement) at Institute for Research on Learning Disabilities at the Univ. <span class="highlight">of</span> MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies in reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate <span class="highlight">implementation</span>: Researchers concluded that teachers did not comply with data-<span class="highlight">based</span> rules for
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this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3...
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this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and distributed as needed from our website: www.k12.wa.us. Office of Superintendent of Public Instruction – 2005
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=2
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
this document, order on-line from the Department <span class="highlight">of</span> Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker <span class="highlight">service</span>. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and <span class="highlight">distributed</span> as needed from our website: www.k12.wa.us. Office <span class="highlight">of</span> Superintendent <span class="highlight">of</span> Public Instruction – 2005
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=9
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
instruction and the tasks in which students are engaged), and cognitive demand (<span class="highlight">based</span> on Bloom’s Taxonomy) required <span class="highlight">of</span> the students. When students are assessed on what they have been taught and what they have been taught aligns with the state standards, there is greater achievement. Alignment for Student Achievement Without alignment, there can be no fair judgment about how well schools are really doing.” square6 Fenwick English, 2001 Curriculum Defined by districts <span class="highlight">based</span> on EALRs/GLEs Instruction <span class="highlight">Implementation</span> <span class="highlight">of</span>
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Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies of this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document...
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Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies of this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document Number 04-0001 for quicker service. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and distributed as needed. Dr. Terry
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=59
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Office <span class="highlight">of</span> Superintendent <span class="highlight">of</span> Public Instruction Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200 To order copies <span class="highlight">of</span> this document, order on-line from the Department <span class="highlight">of</span> Printing general store: www.prt.wa.gov or call (360) 570-5024. Please refer to OSPI Document Number 04-0001 for quicker <span class="highlight">service</span>. This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631. This document may be duplicated and <span class="highlight">distributed</span> as needed. Dr. Terry
Science Standard 2: Materials and Their Properties
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production of new materials and/or the implementation of a new process? Enduring Understandings: The structures of materials det...
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particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production of new materials and/or the implementation of a new process? Enduring Understandings: The structures of materials determine their properties. Enduring Understanding: The properties of a mixture are based on the properties of its components. Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production <span class="highlight">of</span> new materials and/or the <span class="highlight">implementation</span> <span class="highlight">of</span> a new process? Enduring Understandings: The structures <span class="highlight">of</span> materials determine their properties. Enduring Understanding: The properties <span class="highlight">of</span> a mixture are <span class="highlight">based</span> on the properties <span class="highlight">of</span> its components. Enduring Understanding: When materials interact within a closed system, the total mass <span class="highlight">of</span> the system remains the same
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard2.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
particular product or need? What determines if new materials need to be developed? Why should people consider the risks and benefits before the production <span class="highlight">of</span> new materials and/or the <span class="highlight">implementation</span> <span class="highlight">of</span> a new process? Enduring Understanding: The structures <span class="highlight">of</span> materials determine their properties. Enduring Understanding: The properties <span class="highlight">of</span> the mixture are <span class="highlight">based</span> on the properties <span class="highlight">of</span> its components. Enduring Understanding: When materials interact within a closed system, the total mass <span class="highlight">of</span> the system remains the same
Microsoft Word - ssstd4.docssstd4.pdf
can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product...
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can be started based on the supply of wheat? What wheat- based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number of consumers willing and able to purchase a good or service at a given price. Distribution - the arrangement of
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
can be started <span class="highlight">based</span> on the supply <span class="highlight">of</span> wheat? What wheat- <span class="highlight">based</span> product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) Teacher Notes: 1. #0;� E5B2I2 Demand - the number <span class="highlight">of</span> consumers willing and able to purchase a good or <span class="highlight">service</span> at a given price. Distribution - the arrangement <span class="highlight">of</span>
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questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) Social Studies Content Expectations Grade Six...
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questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) Social Studies Content Expectations Grade Six
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=56
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=56
questions: What should be produced? How will it be produced? How will it be <span class="highlight">distributed</span>? Who will receive the benefits <span class="highlight">of</span> production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) Social Studies Content Expectations Grade Six
Indiana Academic Standards-Grade 4
* profit: revenues from seling a god or service minus the costs of producing the god or service
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* profit: revenues from seling a god or service minus the costs of producing the god or service
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
* profit: revenues from seling a god or <span class="highlight">service</span> minus the costs <span class="highlight">of</span> producing the god or <span class="highlight">service</span>
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