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 Core Content For Mathematics Assessment
data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the...
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data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the Gaussian normal
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=89
data <span class="highlight">using</span> matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve real-world problems. Characteristics of Data Sets MA-HS-4.2.1 Students will describe and compare data distributions and make inferences from the data <span class="highlight">based</span> on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). DOK 2 MA-HS-4.2.2 Students will know the characteristics of the <span class="highlight">Gaussian</span> normal
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spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of cha...
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spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=44
24;#24; GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION An Overview of Western and Eastern Hemisphere Studies The World in <span class="highlight">Temporal</span> Terms – Historical Habits of Mind (Included in Grade 6 as <span class="highlight">a</span> foundation <span class="highlight">for</span> Grade 7) Students will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning <span class="highlight">based</span> on evidence from the past and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=48
spheres of human <span class="highlight">activity</span>. 6 – H1.4.1 Describe and use cultural institutions to study an era and <span class="highlight">a</span> region (political, economic, religion/ belief, science/technology, written language, education, family). 6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=60
spheres of human <span class="highlight">activity</span>. 7 – H1.4.1 Describe and use cultural institutions to study an era and <span class="highlight">a</span> region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETy: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features and
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how peoples’ lives are affected by the physical environment. SS.05.GE.07 Understand how physical environments are affected by human activities. SS.08.GE.07 Understand how human modification of the physical environment in a place affects both that place and other places. SS.HS.GE....
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how peoples’ lives are affected by the physical environment. SS.05.GE.07 Understand how physical environments are affected by human activities. SS.08.GE.07 Understand how human modification of the physical environment in a place affects both that place and other places. SS.HS.GE.07 Understand human modifications of the physical environment and analyze their global impacts and consequences for hu- man activity. SS.05.GE.08 Understand how human activities are affected by the physical environment
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http://www.ode.state.or.us/teachlearn/real/documents/ss.pdf#page=7
www.ode.state.or.us/teachlearn/real/documents/ss.pdf#page=7
how peoples’ lives are affected by the physical environment. SS.05.GE.07 Understand how physical <span class="highlight">environments</span> are affected by human activities. SS.08.GE.07 Understand how human modification of the physical environment in <span class="highlight">a</span> place affects both that place and other places. SS.HS.GE.07 Understand human modifications of the physical environment and analyze their global impacts and consequences <span class="highlight">for</span> hu- man <span class="highlight">activity</span>. SS.05.GE.08 Understand how human activities are affected by the physical environment
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characteristics make specific regions of the world distinctive. d. Explain factors that contribute to changing regional characteristics and boundaries. 7.3.06 Understand how physical processes shape the Earth's natural landscapes and affect environments. a. Identify types of Earth's ph...
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characteristics make specific regions of the world distinctive. d. Explain factors that contribute to changing regional characteristics and boundaries. 7.3.06 Understand how physical processes shape the Earth's natural landscapes and affect environments. a. Identify types of Earth's physical processes such as tectonic activity, changing landforms. b. Consider the effect of weathering and erosion, the hydrologic cycle and climate change. c. Analyze physical patterns and ecosystems found locally, regionally, and
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=7
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=7
characteristics make specific regions of the world distinctive. d. Explain factors that contribute to changing regional characteristics and boundaries. 7.3.06 Understand how physical processes shape the Earth's natural landscapes and affect <span class="highlight">environments</span>. <span class="highlight">a</span>. Identify types of Earth's physical processes such as tectonic <span class="highlight">activity</span>, changing landforms. b. Consider the effect of weathering and erosion, the hydrologic cycle and climate change. c. Analyze physical patterns and ecosystems found locally, regionally, and
Nevada
human activity in Nevada using historical and contemporary examples. G8.5.1 Describe ways physical environments affect human activity in the United States using historical and contemporary examples. Te ch no logy & Mo difi ca tio ns of th e Ph ys ica l En v...
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human activity in Nevada using historical and contemporary examples. G8.5.1 Describe ways physical environments affect human activity in the United States using historical and contemporary examples. Te ch no logy & Mo difi ca tio ns of th e Ph ys ica l En viron me nt G8.2.2 Provide examples of tools that assist in finding geographic locations. G8.2.3 Identify how people shape the physical environment. G8.3.2 List tools, machines, or technologies that people have
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=41
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
human <span class="highlight">activity</span> in Nevada <span class="highlight">using</span> historical and contemporary examples. G8.5.1 Describe ways physical <span class="highlight">environments</span> affect human <span class="highlight">activity</span> in the United States <span class="highlight">using</span> historical and contemporary examples. Te ch no logy & Mo difi ca tio ns of th e Ph ys ica l En viron me nt G8.2.2 Provide examples of tools that assist in finding geographic locations. G8.2.3 Identify how people shape the physical environment. G8.3.2 List tools, machines, or technologies that people have
History Social Science Content Standards - Content Standards (CA Dept of Education)
4 KINDERGARTEN K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. 1. Determine the relative locations of objects using the terms near/far, left/right, and behind/in front. 2. Distinguish between land and water on maps...
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4 KINDERGARTEN K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics. 1. Determine the relative locations of objects using the terms near/far, left/right, and behind/in front. 2. Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories. 3. Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities). 4. Construct maps and models of
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=11
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=11
4 KINDERGARTEN K.4 Students compare and contrast the locations of people, places, and <span class="highlight">environments</span> and describe their characteristics. 1. Determine the relative locations of objects <span class="highlight">using</span> the terms near/far, left/right, and behind/in front. 2. Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories. 3. Identify traffic symbols and map symbols (e.g., those <span class="highlight">for</span> land, water, roads, cities). 4. Construct maps and models of
Colorado Model Content Standards
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments. GRADES K-4 In grades K-4, what students know and are able to do includes • defining basic geographic vocabulary such as the concepts of location, direction, distance, scale*, movement,...
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1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments. GRADES K-4 In grades K-4, what students know and are able to do includes • defining basic geographic vocabulary such as the concepts of location, direction, distance, scale*, movement, and region using appropriate words and diagrams; • describing how places are connected by the movement* of goods and services, ideas and people; and • making and defending locational decisions for human activity (for
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=8
1.3 Students know how to analyze the dynamic spatial organization of people, places, and <span class="highlight">environments</span>. GRADES K-4 In grades K-4, what students know and are able to do includes • defining basic geographic vocabulary such as the concepts of location, direction, distance, scale*, movement, and region <span class="highlight">using</span> appropriate words and diagrams; • describing how places are connected by the movement* of goods and services, ideas and people; and • making and defending locational decisions <span class="highlight">for</span> human <span class="highlight">activity</span> (<span class="highlight">for</span>
Microsoft Word - 06.029.0011.doc
(ii) describe the role of technology in shaping the characteristics of places; (iii) explain how and why regions change, using global examples; (iv) describe geographically-based pathways of inter-regional interaction (e.g., the Camino Real’s role in establishing a majo...
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(ii) describe the role of technology in shaping the characteristics of places; (iii) explain how and why regions change, using global examples; (iv) describe geographically-based pathways of inter-regional interaction (e.g., the Camino Real’s role in establishing a major trade and communication route in the new world, the significance of waterways); (d) grade 8 performance
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=12
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=12
(ii) describe the role of technology in shaping the characteristics of places; (iii) explain how and why regions change, <span class="highlight">using</span> global examples; (iv) describe geographically-<span class="highlight">based</span> pathways of inter-regional interaction (e.g., the Camino Real’s role in establishing <span class="highlight">a</span> major trade and communication route in the new world, the significance of waterways); (d) grade 8 performance
STANDARDS.05
to the genre)* [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self-created checklists, peer conference formats, scoring guides, or rubrics)* (L) [10] 4.4.3 Combining sentences for fluency, using precise and descriptiv...
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to the genre)* [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self-created checklists, peer conference formats, scoring guides, or rubrics)* (L) [10] 4.4.3 Combining sentences for fluency, using precise and descriptive words, and/or eliminating irrelevant details to improve quality and effectiveness of writing* [10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* [10] 4.4.5
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=73
www.eed.state.ak.us/standards/pdf/standards.pdf#page=73
to the genre)* [10] 4.4.2 Giving/receiving appropriate feedback and evaluating writing <span class="highlight">based</span> on established criteria (e.g., self-created checklists, peer conference formats, scoring guides, or rubrics)* (L) [10] 4.4.3 Combining sentences <span class="highlight">for</span> fluency, <span class="highlight">using</span> precise and descriptive words, and/or eliminating irrelevant details to improve quality and effectiveness of writing* [10] 4.4.4 Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed* [10] 4.4.5
Microsoft Word - historysol2008.doc
History and Social Science Standards of Learning for Virginia Public Schools – January 2008 28 World Geography The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives...
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History and Social Science Standards of Learning for Virginia Public Schools – January 2008 28 World Geography The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s peoples and their cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as a framework
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=35
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=35
History and Social Science Standards of Learning <span class="highlight">for</span> Virginia Public Schools – January 2008 28 World Geography The focus of this course is the study of the world’s peoples, places, and <span class="highlight">environments</span>, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s peoples and their cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as <span class="highlight">a</span> framework
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