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Education
Web
 Core Content For Mathematics Assessment
an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical...
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an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result of reading the piece. • Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=76
real-world and mathematical problems. MA-08-3.2.1 Students will describe, provide examples <span class="highlight">of</span>, and apply to real-world and mathematical problems rotational symmetry (90º, 180º, 360º). MA-06-3.2.2 Students will: • reflect figures across a horizontal or vertical line in the first quadrant; • translate figures in a plane in the first quadrant and • determine the coordinates <span class="highlight">of</span> the <span class="highlight">image</span> after transformation in the first quadrant. DOK 2 MA-07-3.2.2 Students will translate (slide) and reflect
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=273
will apply characteristics <span class="highlight">of</span> the selected form (e.g., personal narrative, personal memoir). • Students will create a point <span class="highlight">of</span> view. • Students will use a suitable tone or appropriate voice. In Literary Writing, • Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an <span class="highlight">image</span> or showing an extraordinary perception <span class="highlight">of</span> the ordinary. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=275
<span class="highlight">of</span> literary elements appropriate to the genre. o Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. o Students will develop plot/story line appropriate to the form. o Students will develop an appropriate setting, mood, scene, <span class="highlight">image</span> or feeling. • Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. • Students will incorporate reflection, insight and
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=312
an effective angle to achieve a justifiable purpose. • Students will justify what the reader should know, do, or believe as a result <span class="highlight">of</span> reading the piece. • Students will apply characteristics <span class="highlight">of</span> the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical <span class="highlight">journal</span> article, literary analysis) for an intentional effect. • Students will sustain a suitable tone. • Students will allow voice to emerge when appropriate. WR-HS-1.2.0 Idea Development/Support: Students
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StranD 3: GeOMetry anD triGOnOMetry (cOnt.) StanDarD G3: tranSFOrMatiOnS OF FiGureS in tHe PLane Students will solve problems about distance-preserving transformations and shape-preserving transformations. The transformations will be described synthetically and, in simple cases, by analytic...
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StranD 3: GeOMetry anD triGOnOMetry (cOnt.) StanDarD G3: tranSFOrMatiOnS OF FiGureS in tHe PLane Students will solve problems about distance-preserving transformations and shape-preserving transformations. The transformations will be described synthetically and, in simple cases, by analytic expressions in coordinates. G3.1 Distance-preserving transformations: isometries G3.1.1 Define reflection, rotation, translation, and glide reflection and find the image of a figure under a given isometry. G3.1.2
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
StranD 3: GeOMetry anD triGOnOMetry (cOnt.) StanDarD G3: tranSFOrMatiOnS <span class="highlight">OF</span> FiGureS in tHe PLane Students will solve problems about distance-preserving transformations and shape-preserving transformations. The transformations will be described synthetically and, in simple cases, by analytic expressions in coordinates. G3.1 Distance-preserving transformations: isometries G3.1.1 Define reflection, rotation, translation, and glide reflection and find the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a given isometry. G3.1.2
Speaking Standard 3
using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimens...
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using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=23
www.nj.gov/education/cccs/2004/s4_math.pdf#page=23
trapezoids, rhombi • Regular polygons 2. Understand and apply the concept <span class="highlight">of</span> similarity. • Using proportions to find missing measures • Scale drawings • Models <span class="highlight">of</span> 3D objects 3. Use logic and reasoning to make and support conjectures about geometric objects. 4.2.7 B. Transforming Shapes 1. Understand and apply transformations. • Finding the <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence <span class="highlight">of</span> transformations needed to map one figure onto another • Reflections, rotations, and translations result in
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
using a variety <span class="highlight">of</span> methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint <span class="highlight">of</span> a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces <span class="highlight">of</span> three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence <span class="highlight">of</span> transformations needed to map one figure onto another • Reflections, rotations
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
Microsoft Word - 2912516B.doc
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90...
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and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the image of a figure under rotations of 90 and 180 degrees 8.G.9 Draw the image of a figure under a reflection over a given line 8.G.10 Draw the image of a figure under a translation 8.G.11 Draw the image of a figure under a dilation 8.G.12 Identify
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=89
and symmetry to analyze problem solving situations. Transformational 8.G.7 Describe and identify transformations in the plane, using proper Geometry function notation (rotations, reflections, translations, and dilations) 8.G.8 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under rotations <span class="highlight">of</span> 90 and 180 degrees 8.G.9 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a reflection over a given line 8.G.10 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a translation 8.G.11 Draw the <span class="highlight">image</span> <span class="highlight">of</span> a figure under a dilation 8.G.12 Identify
Microsoft Word - MathStandards--Approved05-17-04.rtf
144 l (-3, 4) l (-1, 4) l (3, 4) l (5, 4) l (1, 6) (Application) 9-12.G.2.2. Students are able to reflect across vertical or horizontal lines, and translate two-dimensional figures. Example: Which of the following is the image if the letter K shown in the diagram below is reflected acr...
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144 l (-3, 4) l (-1, 4) l (3, 4) l (5, 4) l (1, 6) (Application) 9-12.G.2.2. Students are able to reflect across vertical or horizontal lines, and translate two-dimensional figures. Example: Which of the following is the image if the letter K shown in the diagram below is reflected across line l, then translated two units to the right? Original figure: (a) (b) (c) (d)
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=122
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
∆ ABC ~ ∆ DEC, find the length <span class="highlight">of</span> side AB. 3) A frame <span class="highlight">of</span> a movie film is 35 mm wide and 26.25 mm high. The film projects an <span class="highlight">image</span> 8 m wide on a movie screen. How high is the <span class="highlight">image</span>? Eighth Grade Geometry Performance Descriptors Advanced Eighth grade students performing at the advanced level: • sketch, and analyze characteristics <span class="highlight">of</span> three-dimensional shapes applying properties and relationships; • sketch and analyze characteristics <span class="highlight">of</span> two-dimensional shapes applying properties and
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=144
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
144 l (-3, 4) l (-1, 4) l (3, 4) l (5, 4) l (1, 6) (Application) 9-12.G.2.2. Students are able to reflect across vertical or horizontal lines, and translate two-dimensional figures. Example: Which <span class="highlight">of</span> the following is the <span class="highlight">image</span> if the letter K shown in the diagram below is reflected across line l, then translated two units to the right? Original figure: (a) (b) (c) (d)
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=145
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
145 x y A B C (<span class="highlight">image</span>) (0,0) (4,3) (4,0) 4 32 6 x 12 F E C B D A • Identify lines <span class="highlight">of</span> symmetry. Example: How many lines <span class="highlight">of</span> symmetry does this rectangle have? a) 1 b) 2 c) 3 d) 4 • Use the coordinate plane. Example: Triangle ABC is shown below. What transformation was performed if the pre-<span class="highlight">image</span> <span class="highlight">of</span> triangle ABC has coordinates <span class="highlight">of</span> (0,0), (4,-3), and (4, 0)? a) rotation about the origin b) reflection across the x-axis c) dilation by a factor <span class="highlight">of</span> -1 d
STANDARDS.05
of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conv...
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of Writing W2.1 Write Two Paragraphs W2.3 Use a Variety of Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety of Forms FOR GRADE 4–6 Write Using a Variety of Forms Structures & Conventions Revise Cite Sources Use Resources of Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word Processing W3.2 Use a Variety of Forms FOR GRADE 7–8 Write Using a Variety of Forms
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=65
www.eed.state.ak.us/standards/pdf/standards.pdf#page=65
<span class="highlight">of</span> Writing W2.1 Write Two Paragraphs W2.3 Use a Variety <span class="highlight">of</span> Sentences W2.4 Revise Writing/Provide W2.5 Give Credit W2.6 Use Resources on a Topic /Proofread Peer Feedback W2.2 Use a Variety <span class="highlight">of</span> Forms FOR GRADE 4–6 Write Using a Variety <span class="highlight">of</span> Forms Structures & Conventions Revise Cite Sources Use Resources <span class="highlight">of</span> Writing W3.1 Write a Composition W3.3 Use Conventions W3.4 Revise W3.5 Document Sources W3.6 Use Word <span class="highlight">Processing</span> W3.2 Use a Variety <span class="highlight">of</span> Forms FOR GRADE 7–8 Write Using a Variety <span class="highlight">of</span> Forms
Understand patterns, relations, and functions
predict the results of sliding/ translating, flipping/ reflecting or turning/ rotating around the center point of a polygon *predict, draw and describe the results of sliding/ translating, flipping/ reflecting and turning/ rotating around a center point of a polygon *desc...
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predict the results of sliding/ translating, flipping/ reflecting or turning/ rotating around the center point of a polygon *predict, draw and describe the results of sliding/ translating, flipping/ reflecting and turning/ rotating around a center point of a polygon *describe the transformation from a given pre-image using the terms reflection/flip, rotation/turn, and translation/ slide reposition shapes under formal transformations such as reflection, rotation and translation Use
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=15
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
predict the results <span class="highlight">of</span> sliding/ translating, flipping/ reflecting or turning/ rotating around the center point <span class="highlight">of</span> a polygon *predict, draw and describe the results <span class="highlight">of</span> sliding/ translating, flipping/ reflecting and turning/ rotating around a center point <span class="highlight">of</span> a polygon *describe the transformation from a given pre-<span class="highlight">image</span> using the terms reflection/flip, rotation/turn, and translation/ slide reposition shapes under formal transformations such as reflection, rotation and translation Use
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
regular and irregular shapes. Identify congruent and symmetrical figures. (DOK 1) d. Identify, estimate, and compare right, acute, and obtuse angles. (DOK 1) e. Explain the relationships between corresponding parts of the pre-image and image of a dilation. (DOK 2) MEA...
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regular and irregular shapes. Identify congruent and symmetrical figures. (DOK 1) d. Identify, estimate, and compare right, acute, and obtuse angles. (DOK 1) e. Explain the relationships between corresponding parts of the pre-image and image of a dilation. (DOK 2) MEASUREMENT 4. Apply geometric formulas and standard (English and metric) units of measurement in mathematical and real-life situations. a. Convert units within a given measurement system to solve problems. (DOK 1) b. Calculate the
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=34
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
each quadrant <span class="highlight">of</span> the coordinate plane. (DOK 2) c. Describe the characteristics, including the relationship <span class="highlight">of</span> the pre-<span class="highlight">image</span> and the <span class="highlight">image</span>, <span class="highlight">of</span> each type <span class="highlight">of</span> transformation (rotations [turns], reflections [flips], and translations [slides]) <span class="highlight">of</span> two-dimensional figures. (DOK 2) d. Construct and analyze two- and three-dimensional shapes to solve problems involving congruence and symmetry. (DOK 3) e. Label ordered pairs in the coordinate plane. (DOK 1) MEASUREMENT 4. Develop concepts and apply
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=37
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
regular and irregular shapes. Identify congruent and symmetrical figures. (DOK 1) d. Identify, estimate, and compare right, acute, and obtuse angles. (DOK 1) e. Explain the relationships between corresponding parts <span class="highlight">of</span> the pre-<span class="highlight">image</span> and <span class="highlight">image</span> <span class="highlight">of</span> a dilation. (DOK 2) MEASUREMENT 4. Apply geometric formulas and standard (English and metric) units <span class="highlight">of</span> measurement in mathematical and real-life situations. a. Convert units within a given measurement system to solve problems. (DOK 1) b. Calculate the
Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
on a probability space. range. In statistics, the difference between the greatest and smallest values in a data set. In mathematics, the image of a function. ratio. A comparison expressed as a fraction. For example, there is a ratio of three boys to two girls in a class (3/2, 3:...
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on a probability space. range. In statistics, the difference between the greatest and smallest values in a data set. In mathematics, the image of a function. ratio. A comparison expressed as a fraction. For example, there is a ratio of three boys to two girls in a class (3/2, 3:2). rational numbers. Numbers that can be ex pressed as the quotient of two integers; for example, 7/3, 5/11, -5/13, 7 = 7/1. real numbers. All rational and irrational num bers. reflection. The reflection through a line
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=71
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=71
on a probability space. range. In statistics, the difference between the greatest and smallest values in a data set. In mathematics, the <span class="highlight">image</span> <span class="highlight">of</span> a function. ratio. A comparison expressed as a fraction. For example, there is a ratio <span class="highlight">of</span> three boys to two girls in a class (3/2, 3:2). rational numbers. Numbers that can be ex­ pressed as the quotient <span class="highlight">of</span> two integers; for example, 7/3, 5/11, -5/13, 7 = 7/1. real numbers. All rational and irrational num­ bers. reflection. The reflection through a line
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