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and spread (i .e ., range, percentiles, variance, standard deviation) . Compare data sets using graphs and summary statistics . Example: Design and conduct a survey about the number of electronic games owned by girls and boys in your school. Organize and display the results of your survey in...
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and spread (i .e ., range, percentiles, variance, standard deviation) . Compare data sets using graphs and summary statistics . Example: Design and conduct a survey about the number of electronic games owned by girls and boys in your school. Organize and display the results of your survey in an appropriate graph. Describe the technique you used to get a random sample. Find the mean, median and mode of your survey data. Which of these gives a useful summary of the data? A1 .7 .2 Distinguish between random
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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 spread (i .e ., range, percentiles, variance, standard deviation) . Compare data sets using graphs and summary statistics . Example: Design and conduct a survey about the number of electronic games owned by girls and <span class="highlight">boys</span> in your school. Organize and display the results of your survey in an appropriate graph. Describe the technique you used to get a random sample. Find the mean, median and mode of your survey data. Which of these gives a useful summary of the data? A1 .7 .2 Distinguish between random
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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...
departures from patterns . Summarize the data using measures of center (i .e ., mean, median) and spread (i .e ., range, percentiles, variance, standard deviation) . Compare data sets using graphs and summary statistics . Example: Design and conduct a survey about the number of electronic games owned by girls and <span class="highlight">boys</span> in your school. Organize and display the results of your survey in an appropriate graph. Describe the technique you used to get a random sample. Find the mean, median and mode of your survey data
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=112
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
1,000 1,600 IM2 .4 .2 Create matrices to organize and store data categorized by two variables and interpret the meaning of a particular entry in a matrix . Example: Write a matrix C to represent the data in the table below. Find element c 24. What does this element represent? The Types of Books Chosen by Mr. Smith’s Language Arts Classes Fiction Nonfiction Science Fiction Sports <span class="highlight">Boys</span> 15 20 18 22 Girls 18 17 10 15 IM2 .4 .3 Use the properties of matrix multiplication, including identity and inverse matrices
Microsoft Word - ssstd1.docssstd1.pdf
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs....
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Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Suggestions The student: 1.#0;�(K) - ($) understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new <span class="highlight">video</span> game or a pair of shoes). • Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1 • Make a choice about a school lunch: A) <span class="highlight">hot</span> lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not
science_pub2003
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Pr...
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Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No S3-4:17 at this level No S3-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=5
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
+ Assessment (GEs) + Learning Opportunity + Teaching Opportunity = Curriculum How do we read a GE? S5-6:14 Students demonstrate their understanding of Physical Change by…• Predicting the effect of heating and cooling on the physical state and themass of a substance. Science Concepts:a. Energy is required to transform the physical state of a substance from solidto liquid to gas, while conserving mass. Physical changes are reversible. <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=12
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S11 Science — Scientific Inquiry: Vermont Standards and Evidences—Scientific Questioning 7.1 a, aa, aaa; 2.1 a, b, c, d; Predicting and Hypothesizing 7.1 b, bb, bbb; Designing Experiments 7.1 c, cc, 7.2 a, aa, b, bb; 2.2 a, aa, aaa, b, bb, 3.10 Grades 3-4 Grades 5-6 Scientific Questioning <span class="highlight">S3</span>-4:1 Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… • Identifying at least one variable that affects a system
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S15 Science — Grades 3-4 Grades 5-6 Scientific Inquiry: Vermont Standards and Evidences—Conducting Experiments 7.1 c, cc, i; 7.2 c, cc, d; 2.2 e, ee, f, g; Rep- resenting Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd, 3.10, 3.11, 3.12, 3.13 Conducting Experiments <span class="highlight">S3</span>-4:4 Students demonstrate their ability to CONDUCT EXPERI- MENTS by… • Referring to and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=20
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S19 Science — Scientific Inquiry: Vermont Standards and Evidences—Representing Data and Analysis 7.1 c, cc, d, dd, ddd, e, f, g; 1.17a, aa, aaa, b, bb, bbb, c, cc, ccc, d, dd; 1.18, 1.20; 2.2c, cc, d, dd Grades 3-4 Grades 5-6 Representing Data and Analysis <span class="highlight">S3</span>-4:6 Students demonstrate their ability to ANALYZE DATA by… • Interpreting patterns or trends in data. AND • Relating data to the original question and prediction
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=24
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S23 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:9 Students demonstrate their understanding of the Properties of Matter by… • Investigating and measuring how the total weight of the parts of a substance, no matter how they are
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=28
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S27 Science — Physical Science: Vermont Standards and Evidences—Properties of Matter 7.12 a, aa, aaa, b, bb, bbb, c, cc, ccc, 3.10, 3.11, 3.13 [See also connection with S: 14 Physical Science—Physical Change] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:12 Students demonstrate their understanding of the States of Matter by… • Identifying , describing and comparing the properties of selected solids, liquids and gases. Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=32
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S31 Science — Physical Science: Vermont Standards and Evidences—Energy and Energy Transformation 7.12 b, bb, bbb; Chemical Change 7.12 b, bb, bbb, e, ee, eee, 2.2, 3.10, 3.11 [See also connection with S: 48 Universe, Earth, Environment—Weather] Grades 3-4 Grades 5-6 Properties of Matter <span class="highlight">S3</span>-4:14 Students demonstrate their understanding of Physical Change by… • Investigating and explaining what happens to liquids in open containers
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=36
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S35 Science — Physical Science: Vermont Standards and Evidences—Nuclear Change 7.12 b, bb, bbb, e, ee, eee, 1.19 Grades 5-6 Grades 3-4 Properties of Matter No <span class="highlight">S3</span>-4:17 at this level No <span class="highlight">S3</span>-4:18 at this level Properties of Matter No S5-6:17 at this level No S5-6:18 at this level Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=40
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S39 Science — Physical Science: Vermont Standards and Evidences—Motion 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Grades 3-4 Grades 5-6 Motion No <span class="highlight">S3</span>-4:19 at this grade level Teachers may review Grades 1-2 Motion Concepts. No <span class="highlight">S3</span>-4:20 at this grade level Motion S5-6:19 Students demonstrate their understanding of Motion by… • Measuring and calculating speed (the distance an object moves over a measured amount
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=44
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S43 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Force 7.12 d, dd, ddd, 2.2a, aa, aaa, 3.11 Force <span class="highlight">S3</span>-4:21 Students demonstrate their understanding of Force by… • Investigating and describing how different amounts of force can change the direction and speed of an object in motion. Science Concepts: a. Changes in speed or direction of motion are caused by forces. b. The greater the force
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=48
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S47 Science — Grades 3-4 Grades 5-6 Physical Science: Vermont Standards and Evidences—Energy 7.12 e, ee, eee, f, ff, fff; Magnetism 7.12 e, ee, eee, f, ff, fff Energy and Energy Transformation No <span class="highlight">S3</span>-4:23 at this grade level Teachers may review Grades 1-2 Heat Energy Concepts. <span class="highlight">S3</span>-4:24 Students demonstrate their understanding of Electrical En- ergy by… • Building complete. circuits , drawing diagrams of these elec
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=52
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
the magnetic or electric effect it produces. Science Concepts: a. Moving electrical charges [electricity] produce magnetic force [magnetism] (i.e., electromagnet, motor). b. Moving magnets produce electricity (e.g., generator). No S5-6:27 at this grade level Energy and Energy Transformation No <span class="highlight">S3</span>-4:26 at this level No <span class="highlight">S3</span>-4:27 at this level Grades 3-4 Grades 5-6 Physical Science
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=56
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
reflected, trans- mitted or some combination. c. Objects can be seen only when light waves are emitted from or reflected off the object and enter into the eye. S5-6:29 Students demonstrate their understanding of Sound En- ergy by… • Generating a sound and identifying the path of vibration from the source to the ear. Science Concepts: a. Sound is produced by vibrations in materials that set up wavelike disturbances that spread away from the source. Energy and Energy Transformation <span class="highlight">S3</span>-4:28 Students
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=60
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
b. All cells are enclosed in a membrane that allows materi- als to pass into and out of the cell. c. Most cells are microscopic. Survival of Organisms and Cells <span class="highlight">S3</span>-4:30 Students demonstrate their understanding of Structure and Function–Survival Requirements by… • Identifying how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=64
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S63 Science — Grades 5-6 Grades 3-4 Life Cycles and Reproduction <span class="highlight">S3</span>-4:31 Students demonstrate their understanding of Reproduction by… • Investigating and describing a variety of plant and animal life cycles. Science Concept: a. Although all organisms have common stages of develop- ment, details of a life cycle are different for different organ- isms. Life Cycles and Reproduction No S5-6:31 at this grade level
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=68
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S67 Science — Grades 3-4 Grades 5-6 Cell and Tissue Differentiation No <span class="highlight">S3</span>-4:32 at this grade level Chemical Reactions within Cells No <span class="highlight">S3</span>-4:33 at this grade level Cell and Tissue Differentiation S5-6:32 Students demonstrate their understanding of how Differen- tiation by… • Explaining the relationship between cell, tissue, organ and system. AND • Observing plant or animal tissue and explaining how
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=72
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S71 Science — Grades 5-6 Grades 3-4 Interdependence within Ecosystems <span class="highlight">S3</span>-4:34 Students demonstrate their understanding of Energy Flow in an Ecosystem by… • Identifying the source of energy for the survival of organisms. Science Concept: a. Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. <span class="highlight">S3</span>-4:35 Students demonstrate their understanding of Food Webs in an Ecosystem by
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=76
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S75 Science — Interdependence within Ecosystems <span class="highlight">S3</span>-4:36 Students demonstrate their understanding of Equilibrium in an ecosystem by… • Explaining how one organism depends upon another or- ganism to survive. Science Concept: a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on ani- mals for carrying their pollen to other plants for fertiliz- ing their flowers). No <span class="highlight">S3</span>-4
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=80
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S79 Science — Classification of Living Things <span class="highlight">S3</span>-4:38 Students demonstrate their understanding of Classification of Organisms by… • Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf struc- tures; Spiders have eight legs, and insects have six). Science Concept: a. The great variety of living things can be sorted
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=84
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S83 Science — Heredity <span class="highlight">S3</span>-4:40 Students demonstrate their understanding of Human He- redity by… • Identifying similarities that are inherited from a biological parent. Science Concepts: a. Some similarities between children and parents such as eye color, are inherited. Heredity S5-6:40 Students demonstrate their understanding of Human He- redity by… • Identifying that an offspring’s traits are determined by combining
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=88
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S87 Science — Body Systems <span class="highlight">S3</span>-4:41 Students demonstrate their understanding of Human Body Systems by… • Showing connections between external and internal body structures and how they help humans survive, Science Concepts: a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=92
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S91 Science — Human Disease <span class="highlight">S3</span>-4:42 Students demonstrate their understanding of the Patterns of Human Health/Disease by… • Explaining that tears, saliva, and skin, can protect the body from harmful germs. Science Concepts: a. If germs are able to get inside a person’s body, they may keep it from working properly. Tears, saliva, and skin protect our bodies from germs. Human Disease S5-6:42 Students demonstrate their
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=96
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S95 Science — Patterns of Human Development No <span class="highlight">S3</span>-4:43 at this level Teacher may review Grade 1-2 Patterns of Human Devel- opment Concepts. Patterns of Human Development S5-6:43 Students demonstrate their understanding of the Patterns of Human Development by… • Drawing/diagramming/modeling the life span of humans in a timeline highlighting major points in the cycle (e.g., one cell grows into a many-celled embryo, composed of
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Vermont Department of Education (Science Grade Expectations) S99 Science — Solar System <span class="highlight">S3</span>-4:44 Students demonstrate their understanding Characteristics of the Solar System by… • Creating a model of the planets and their correct order from the sun. AND • Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page=104
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/science.pdf#page...
Vermont Department of Education (Science Grade Expectations) S103 Science — Scale, distances, star formation, theories, instrumen- tation <span class="highlight">S3</span>-4:45 Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… • Identifying similar star patterns/or groups from night pho- tographs of the same location at different times of the years. AND • Comparing (similarities) between the sun and stars. Science Concepts: a. Stars are like the sun, but so
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Vermont Department of Education (Science Grade Expectations) S107 Science — Earth Materials and the Rock Cycle <span class="highlight">S3</span>-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil water and gases). AND • Observing and describing the properties of rocks. Science Concepts: a. Soil is made partly
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Vermont Department of Education (Science Grade Expectations) S111 Science — Forces and Changes on the Earth’s Surface <span class="highlight">S3</span>-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. Science Concept: a. Waves, wind, water and ice shape and reshape the earth’s
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Vermont Department of Education (Science Grade Expectations) S115 Science — Atmosphere, Water Cycle, Weather, Seasons <span class="highlight">S3</span>-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… • Observing, recording and analyzing local weather data and making predictions based on that data. AND • Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND • Explaining how this cycle of water relates to
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Vermont Department of Education (Science Grade Expectations) S119 Science — Natural Resources <span class="highlight">S3</span>-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by… • Observing and describing properties of living and non- living resources. AND • Explaining how the properties of living and n on-living resources make them suitable for use by humans. Science Concepts: a. The varied earth materials have different physical and chemical properties, which make
Microsoft Word - Completed Reading.rtf
book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop and explore the major components that make it work. Fountas, Irene and Gay Su Pinnell. Guided Reading: Good First Teaching for...
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book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop and explore the major components that make it work. Fountas, Irene and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children K-3. Heinemann, 1996. Fountas, Irene and Gay Su Pinnell. Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy. Heinemann, 2001. This three-block framework is
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=89
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
book, providing everything a teacher needs to get the writing workshop up and running. The authors explain the simple principles that underlie the writing workshop and explore the major components that make it work. Fountas, Irene and <span class="highlight">Gay</span> Su Pinnell. Guided Reading: Good First Teaching for All Children K-3. Heinemann, 1996. Fountas, Irene and <span class="highlight">Gay</span> Su Pinnell. Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy. Heinemann, 2001. This three-block framework is
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=91
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
Carol. Teaching Struggling Readers: How to Use Brain-Based Research to Maximize Learning. Portsmouth, NH, Heinemann, 2003. Marten, Cindy. Word Crafting. Portsmouth, NH: Heinemann, 2003. Marzano, Robert, Debra Pickering, and Jane Pollock. Classroom Instruction That Works: Research Based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development, 2001. McCarrier, Andrea, Irene C. Fountas, and <span class="highlight">Gay</span> Su Pinnell. Interactive Writing: How Language and Literacy
Microsoft Word - iaf_writing_PSAEFINAL.doc
sentence should be punctuated with a period, question mark, or exclamation point. 3.11.22 Recognize the correct use of apostrophes. 3.11.23 Recognize when information within a sentence should be identified, through punctuation, as parenthetical and how to identify it as such with the correct use of...
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sentence should be punctuated with a period, question mark, or exclamation point. 3.11.22 Recognize the correct use of apostrophes. 3.11.23 Recognize when information within a sentence should be identified, through punctuation, as parenthetical and how to identify it as such with the correct use of commas, dashes, or parentheses. 3.11.24 Understand how to use punctuation to avoid ambiguity in a sentence (e.g., The boys say the girls are talented. The boys, say the girls, are talented.) 3.11.25 Recognize the
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http://www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=8
www.isbe.state.il.us/assessment/pdfs/iaf_writing_PSAEFINAL.pdf#page=8
sentence should be punctuated with a period, question mark, or exclamation point. 3.11.22 Recognize the correct use of apostrophes. 3.11.23 Recognize when information within a sentence should be identified, through punctuation, as parenthetical and how to identify it as such with the correct use of commas, dashes, or parentheses. 3.11.24 Understand how to use punctuation to avoid ambiguity in a sentence (e.g., The <span class="highlight">boys</span> say the girls are talented. The <span class="highlight">boys</span>, say the girls, are talented.) 3.11.25 Recognize the
GRADE 2
results of the vote are shown in the chart below. How many boys voted? How many girls voted? How many students chose apples as their favorite fruit? How many students chose bananas as their favorite fruit? How many students did not choose bananas? • Sally has 15 pink t-shirts. Three of...
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results of the vote are shown in the chart below. How many boys voted? How many girls voted? How many students chose apples as their favorite fruit? How many students chose bananas as their favorite fruit? How many students did not choose bananas? • Sally has 15 pink t-shirts. Three of her pink t-shirts have butterflies on them. How many of her pink t-shirts don’t have butterflies on them? Votes for Favorite Fruit Apples Bananas Number of Boys 30 15 Number of Girls 28 25
14
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=14
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
results of the vote are shown in the chart below. How many <span class="highlight">boys</span> voted? How many girls voted? How many students chose apples as their favorite fruit? How many students chose bananas as their favorite fruit? How many students did not choose bananas? • Sally has 15 pink t-shirts. Three of her pink t-shirts have butterflies on them. How many of her pink t-shirts don’t have butterflies on them? Votes for Favorite Fruit Apples Bananas Number of <span class="highlight">Boys</span> 30 15 Number of Girls 28 25
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.1 Use models and visual representations to develop the concepts of the following: Fractions: • parts of unit wholes • parts of a collection • locations on...
1
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STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.1 Use models and visual representations to develop the concepts of the following: Fractions: • parts of unit wholes • parts of a collection • locations on number lines • locations on ruler (benchmark fractions) • divisions of whole numbers Ratios: • part-to-part (2 boys to 3 girls) • part-to-whole (2 boys to 5 people) Percents: • part-to-100 NO
30
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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
43
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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
STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.1 Use models and visual representations to develop the concepts of the following: Fractions: • parts of unit wholes • parts of a collection • locations on number lines • locations on ruler (benchmark fractions) • divisions of whole numbers Ratios: • part-to-part (2 <span class="highlight">boys</span> to 3 girls) • part-to-whole (2 <span class="highlight">boys</span> to 5 people) Percents: • part-to-100 NO
Microsoft Word - South Dakota Science 2005.rtf
calculations. • Convert between moles, mass, particles, volume. • Calculate empirical and molecular formulas from mass percents. • Determine limiting and excess reactants and percent yield in chemical reactions. (Application) 9-12.P.1.7A. Students are able to apply the kinetic molecu...
1
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calculations. • Convert between moles, mass, particles, volume. • Calculate empirical and molecular formulas from mass percents. • Determine limiting and excess reactants and percent yield in chemical reactions. (Application) 9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, temperature, and number of moles of gas. • Apply Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Law, and Ideal Gas Law. (Synthesis) 9-12.P
3
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=3
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
iii <span class="highlight">Gay</span> DeJong, 7th Grade Science Teacher, Sioux Falls School District 49-5 Mark Emry, 6th Grade Science Teacher, Sioux Falls School District 49-5 Ronald Frary, High School Science Teacher, Chamberlain School District 07-1 Tricia Gainey, 4th Grade Classroom Teacher, Meade School District 46-1 Jon Gonsor, Science Instructor, T.F. Riggs High School, Pierre School District 32-2 Ken Graupmann, Science Teacher, Kadoka School District 35-1 Linda Heeren, 2nd Grade Teacher, Brandon Valley
150
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=150
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
calculations. • Convert between moles, mass, particles, volume. • Calculate empirical and molecular formulas from mass percents. • Determine limiting and excess reactants and percent yield in chemical reactions. (Application) 9-12.P.1.7A. Students are able to apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, temperature, and number of moles of gas. • Apply Boyle’s Law, Charles’ Law, <span class="highlight">Gay</span>-Lussac’s Law, Combined Gas Law, and Ideal Gas Law. (Synthesis) 9-12.P
186
0
http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=186
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Teacher, Sioux Falls School District 49-5 District Science Curriculum Committee Member Who's Who in American Education National Science Teachers’ Association, Member Julie Dahl, Center for the Advancement of Math and Science Education, Black Hills State University <span class="highlight">Gay</span> DeJong, 7 th Grade Science Teacher, Sioux Falls School District 49-5 South Dakota Science Teachers’ Association, Member National Science Teachers’ Association, Member Mark Emry, 6 th Grade Science Teacher, Sioux Falls School
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 ...
1
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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
3
0
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
Strand
Minnesota K-12 Academic Standards in Mathematics Page 20 of 45 September 22, 2008 Strand Standard No. Benchmark 6.1.2.1 Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction. For example: In a cl...
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Minnesota K-12 Academic Standards in Mathematics Page 20 of 45 September 22, 2008 Strand Standard No. Benchmark 6.1.2.1 Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction. For example: In a classroom with 15 boys
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=7
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
to represent number sentences. For example: One way to represent n + 16 = 19 is by comparing a stack of 16 connecting cubes to a stack of 19 connecting cubes; 24 = a + b can be represented by a situation involving a birthday party attended by a total of 24 <span class="highlight">boys</span> and girls. 2 Algebra Use number sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. 2.2.2.2 Use
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=20
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
Minnesota K-12 Academic Standards in Mathematics Page 20 of 45 September 22, 2008 Strand Standard No. Benchmark 6.1.2.1 Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction. For example: In a classroom with 15 <span class="highlight">boys</span>
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=44
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
probabilities. For example: If one girl and one boy are picked at random from a class with 20 girls and 15 <span class="highlight">boys</span>, there are 20 × 15 = 300 different possibilities, so the probability that a particular girl is chosen together with a particular boy is 1300 . 9.4.3.2 Calculate experimental probabilities by performing simulations or experiments involving a probability model and using relative frequencies of outcomes. 9.4.3.3 Understand that the Law of Large Numbers expresses a relationship between the
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