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 GRADE 8
oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve hot dogs. Each of the packages of hot dogs contains 8 hot dogs and each of the packages of hot dog buns contains 6 buns. You want to buy the minimum number of packages so that each ...
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oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve hot dogs. Each of the packages of hot dogs contains 8 hot dogs and each of the packages of hot dog buns contains 6 buns. You want to buy the minimum number of packages so that each hot dog is matched with a bun and there are no leftovers. How many packages of each must you buy? • A florist has 56 roses, 42 carnations, and 21 daisies that she can use to create bouquets. What is the greatest number of bouquets
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
oz24 34.1$ oz12 88.0$ • You are planning a barbeque for 40 people. You will serve <span class="highlight">hot</span> dogs. Each of the packages of <span class="highlight">hot</span> dogs contains 8 <span class="highlight">hot</span> dogs and each of the packages of <span class="highlight">hot</span> dog buns contains 6 buns. You want to buy the minimum number of packages so that each <span class="highlight">hot</span> dog is matched with a bun and there are no leftovers. How many packages of each must you buy? • A florist has 56 roses, 42 carnations, and 21 daisies that she can use to create bouquets. What is the greatest number of bouquets
Core Content For Mathematics Assessment
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. W...
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speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=202
speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by <span class="highlight">hot</span> object equals the heat gained by cold object. This is an energy conservation statement. Whenever <span class="highlight">hot</span> and cold objects are put in contact, heat energy always transfers from the <span class="highlight">hot</span> object to the cold object and this continues until all the mass is at the same temperature. Students should understand
GRADE 4
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples St...
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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
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find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD S3: SaMPLeS,...
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find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD S3: SaMPLeS, SurveyS, anD exPeriMentS Students understand and apply sampling and various sampling methods, examine surveys and experiments, identify bias in methods of conducting surveys, and learn strategies to minimize bias
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=5
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=5
HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 3 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION STANDARDS (and number of core expectations in each standard) A1: Expressions, Equations, and Inequalities (16) A2: Functions (16) A3: Families of Functions (27) G1: Figures and Their Properties (29) G2: Relationships Between Figures (10) G3: Transformations of Figures in the Plane (5) S1: Univariate Data- Examining Distributions (9) S2: Bivariate Data— Examining Relationships (6) <span class="highlight">S3</span>: Samples
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=20
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=20
find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD <span class="highlight">S3</span>: SaMPLeS, SurveyS, anD exPeriMentS Students understand and apply sampling and various sampling methods, examine surveys and experiments, identify bias in methods of conducting surveys, and learn strategies to minimize bias
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough mon...
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National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a video game, using the
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a <span class="highlight">video</span> game, using the
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and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interes...
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and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest, and make inferences from sample results . Example: To determine what type of videos its customers liked, Drake Video surveyed every tenth person to walk in the store. Describe the sampling method used by
70
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=70
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest, and make inferences from sample results . Example: To determine what type of videos its customers liked, Drake <span class="highlight">Video</span> surveyed every tenth person to walk in the store. Describe the sampling method used by
100
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=100
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Which of these gives a useful summary of the data? IM1 .3 .2 Distinguish between random and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest and make inferences from sample results . Example: To determine what type of videos its customers liked, Drake <span class="highlight">Video</span>
GRADE 7
calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase...
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calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase the number of students who eat hot lunch in the cafeteria. The student council has been asked to conduct a survey of the student body to determine the students’ preferences for hot lunch. They have determined two
11
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=11
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
calculations. PO 4. Distinguish between a simple random and non-random sample. M07-S5C2-07. Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. Example: • The school food service wants to increase the number of students who eat <span class="highlight">hot</span> lunch in the cafeteria. The student council has been asked to conduct a survey of the student body to determine the students’ preferences for <span class="highlight">hot</span> lunch. They have determined two
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Money M.12.1.6 Compare the value of coins (pennies, nickels, dimes and quarters) M.12.2.4 Compare the value of all coins Temperature M.12.K.6 Differentiate and make connections between ho...
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PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Money M.12.1.6 Compare the value of coins (pennies, nickels, dimes and quarters) M.12.2.4 Compare the value of all coins Temperature M.12.K.6 Differentiate and make connections between hot and cold temperatures Ex. What else is as cold as ice cream? If it is cold outside, what type of clothing will you wear? M.12.1.7 Distinguish between hot and cold temperatures on a thermometer
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=30
PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Money M.12.1.6 Compare the value of coins (pennies, nickels, dimes and quarters) M.12.2.4 Compare the value of all coins Temperature M.12.K.6 Differentiate and make connections between <span class="highlight">hot</span> and cold temperatures Ex. What else is as cold as ice cream? If it is cold outside, what type of clothing will you wear? M.12.1.7 Distinguish between <span class="highlight">hot</span> and cold temperatures on a thermometer
WYOMING LANGUAGE ARTS
Niobrara #1 Carol Mueller, Goshen #1 Carol Perry, Sheridan #3 Terry Richardson, Natrona #1 Ruth Robbins, Uinta #6 John Russell, Natrona #1 Deb Schmidt, Weston #7 Rhonda Skar, Hot Springs #1 Sue Stevens, Laramie #2 Mike Struiksma, Washakie #1 Ryan Thomas, Uinta #1 Sue Tlustos, Carbon #2 Cynthi...
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Niobrara #1 Carol Mueller, Goshen #1 Carol Perry, Sheridan #3 Terry Richardson, Natrona #1 Ruth Robbins, Uinta #6 John Russell, Natrona #1 Deb Schmidt, Weston #7 Rhonda Skar, Hot Springs #1 Sue Stevens, Laramie #2 Mike Struiksma, Washakie #1 Ryan Thomas, Uinta #1 Sue Tlustos, Carbon #2 Cynthia Triplett, Big Horn #1 Wendy Tucker, Uinta #4 Anita Troudt, Niobrara #1 Ted Wambeke, Park #6 Steve Weller, Laramie #2 Linda Werbelow, Campbell #1 Bonnie West, Sheridan #2 Judy West, Platte #1 Bonnie
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72
Niobrara #1 Carol Mueller, Goshen #1 Carol Perry, Sheridan #3 Terry Richardson, Natrona #1 Ruth Robbins, Uinta #6 John Russell, Natrona #1 Deb Schmidt, Weston #7 Rhonda Skar, <span class="highlight">Hot</span> Springs #1 Sue Stevens, Laramie #2 Mike Struiksma, Washakie #1 Ryan Thomas, Uinta #1 Sue Tlustos, Carbon #2 Cynthia Triplett, Big Horn #1 Wendy Tucker, Uinta #4 Anita Troudt, Niobrara #1 Ted Wambeke, Park #6 Steve Weller, Laramie #2 Linda Werbelow, Campbell #1 Bonnie West, Sheridan #2 Judy West, Platte #1 Bonnie
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=73
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=73
Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 73 Mathematics 8 th Grade Judy Adams, Albany #1 Marty Barnum, Natrona #1 Jon Burnham, <span class="highlight">Hot</span> Springs #1 Alma Courtney, Fremont #2 Kay Dooley, Goshen #1 Barb Ferris, Fremont #25 Ingrid Foust, Fremont #21 Tony Fuller, Platte #1 Renee Gomendi, Fremont #6 Marlitt Halstead, Park #1 Kathy Heigh, Lincoln #1 Matt House, Fremont #38 Ronny Hyde, Lincoln #2 Gordon Knopp, Laramie #1
CONTENts.PDF
the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials....
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the video, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
the <span class="highlight">video</span>, Indian in the Cupboard, and compare the representation of character and setting in each. 9-12: Students will describe theme, symbolism, tone and other complex elements of fiction and identify point of view, manipulative language and other elements of bias in nonfiction materials. Example: Students read editorials in two newspapers and compare the positions and writers’ strategies taken on a similar issue. • make inferences about ideas implicit in narrative, expository, persuasive
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