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Viewing 1-9 of 9 total results
My Hero Project: Dr. Susan Love
the equivalent of a pap smear, but for breast cancer. A tiny catheter removes cells from the milk ducts and then examines them for pre-cursors to cancer, assessing the risk of breast cancer development. As a diagnostic tool, ductal lava...
 GRADE 4
Probability, and Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grade 4, students focus on constructing tree diagrams to solve systematic listing an...
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Probability, and Discrete Mathematics Concept 3: Systematic Listing and Counting Understand and demonstrate the systematic listing and counting of possible outcomes. In Grade 4, students focus on constructing tree diagrams to solve systematic listing and counting problems. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Construct tree diagrams to solve problems in context by • representing all possibilities for a variety of counting
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=16
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Probability, <span class="highlight">and</span> Discrete Mathematics Concept 3: Systematic Listing <span class="highlight">and</span> Counting Understand <span class="highlight">and</span> demonstrate the systematic listing <span class="highlight">and</span> counting of possible outcomes. <span class="highlight">In</span> Grade 4, students focus on constructing <span class="highlight">tree</span> diagrams to solve systematic listing <span class="highlight">and</span> counting problems. Performance Objectives Process Integration Explanations <span class="highlight">and</span> Examples Students are expected to: PO 1. Construct <span class="highlight">tree</span> diagrams to solve problems <span class="highlight">in</span> context by • representing all possibilities <span class="highlight">for</span> <span class="highlight">a</span> variety of counting
Strand 1: Properties and Principles of Matter and Energy
do some things that could not otherwise be done at all Scope and Sequence - All Units a. Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve liv...
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do some things that could not otherwise be done at all Scope and Sequence - All Units a. Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers) ST DOK a.2 a.2 a.2 B. Advances in technology often result in improved data collection and an
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=44
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
Science K-8 Assessment Document 12/03/08 Missouri Department of Elementary <span class="highlight">and</span> Secondary Education – Curriculum <span class="highlight">and</span> Assessment; Level of DOK was assigned by Group Consensus led by Dr. Norman Webb Strand 3: Characteristics <span class="highlight">and</span> Interactions of Living Organisms 2. Living organisms carry out life processes <span class="highlight">in</span> order to survive Concept Sixth Seventh Eighth D. Cells carry out chemical transformations that use energy <span class="highlight">for</span> the synthesis or breakdown of organic compounds Not assessed at this level
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=61
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...
do some things that could not otherwise be done at all Scope <span class="highlight">and</span> Sequence - All Units <span class="highlight">a</span>. Explain how technological improvements, such as those developed <span class="highlight">for</span> use <span class="highlight">in</span> space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers) ST DOK <span class="highlight">a</span>.2 <span class="highlight">a</span>.2 <span class="highlight">a</span>.2 B. Advances <span class="highlight">in</span> technology often result <span class="highlight">in</span> improved data collection <span class="highlight">and</span> an
Social Studies Curriculum Framework
34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students s...
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34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT
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http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35
arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35
34 Geography: Physical <span class="highlight">and</span> Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical <span class="highlight">and</span> Spatial Students shall develop an understanding of the physical <span class="highlight">and</span> spatial characteristics <span class="highlight">and</span> applications of geography. THE GOAL <span class="highlight">FOR</span> EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT
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9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economi...
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9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9
9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION <span class="highlight">Using</span> <span class="highlight">a</span> familiar context <span class="highlight">for</span> five <span class="highlight">and</span> six year olds, kindergartners learn about the social studies disciplines (history, geography, civics <span class="highlight">and</span> government, <span class="highlight">and</span> economics) through the lens of “Myself <span class="highlight">and</span> Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated <span class="highlight">approach</span> to the field. Kindergarten K-5 Grade-Specific Contexts Myself <span class="highlight">and</span>
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11
11GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Myself <span class="highlight">and</span> Others Kindergarten <span class="highlight">Using</span> <span class="highlight">a</span> familiar context <span class="highlight">for</span> five <span class="highlight">and</span> six year olds, kindergartners learn about the social studies disciplines (history, geography, civics <span class="highlight">and</span> government, <span class="highlight">and</span> economics) through the lens of “Myself <span class="highlight">and</span> Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated <span class="highlight">approach</span> to the field. History <span class="highlight">In</span>
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=36
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=36
life <span class="highlight">in</span> Africa as <span class="highlight">a</span> foundation <span class="highlight">for</span> examining interactions among Europeans, American Indians, <span class="highlight">and</span> Africans from the 15th through the 17th centuries with <span class="highlight">a</span> focus on how economic concepts influenced the behavior of people <span class="highlight">and</span> nations. Students apply the tools of the historian by <span class="highlight">using</span> primary <span class="highlight">and</span> secondary sources to compare European <span class="highlight">and</span> American Indian cultures, <span class="highlight">using</span> previously established criteria. The expectations also focus on the interaction among Europeans, American Indians, <span class="highlight">and</span> Africans, by exploring
Layout 1
relationships (e.g., what caused something to happen, what was the result of an action). Analyze informational/expository text and literary/narrative text for similari- ties and differences and cause and effect relationships. W square6 Find similarities and...
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relationships (e.g., what caused something to happen, what was the result of an action). Analyze informational/expository text and literary/narrative text for similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., character’s point of view in poetry and narrative; the author’s feel- ings and the poet’s feelings; cultural per- spectives in a magazine article and an editorial). square6 Select, from multiple
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=29
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
relationships (e.g., what caused something to happen, what was the result of an action). Analyze informational/expository text <span class="highlight">and</span> literary/narrative text <span class="highlight">for</span> similari- ties <span class="highlight">and</span> differences <span class="highlight">and</span> cause <span class="highlight">and</span> effect relationships. W square6 Find similarities <span class="highlight">and</span> differences within <span class="highlight">and</span> between texts <span class="highlight">using</span> text-based evi- dence (e.g., character’s point of view <span class="highlight">in</span> poetry <span class="highlight">and</span> narrative; the author’s feel- ings <span class="highlight">and</span> the poet’s feelings; cultural per- spectives <span class="highlight">in</span> <span class="highlight">a</span> magazine article <span class="highlight">and</span> an editorial). square6 Select, from multiple
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Ch. 113, TEKS for Social Studies. Page A-14 Texas Education Agency (2.16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and...
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Ch. 113, TEKS for Social Studies. Page A-14 Texas Education Agency (2.16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology have changed communication, transportation, and recreation; and (B) explain how science and technology have changed the ways in which people meet basic needs. (2.17) Social studies skills. The student applies critical-thinking
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=4
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=4
Ch. 113, TEKS <span class="highlight">for</span> Social Studies. Page <span class="highlight">A</span>-4 Texas Education Agency (K.14) Science, technology, <span class="highlight">and</span> society. The student understands ways <span class="highlight">in</span> which technology has changed how people live. The student is expected to: (<span class="highlight">A</span>) describe how his or her life might be different without modern technology; <span class="highlight">and</span> (B) list ways <span class="highlight">in</span> which technology meets people's needs. (K.15) Social studies skills. The student applies critical-thinking skills to organize <span class="highlight">and</span> use information acquired from <span class="highlight">a</span> variety of sources
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=14
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=14
Ch. 113, TEKS <span class="highlight">for</span> Social Studies. Page <span class="highlight">A</span>-14 Texas Education Agency (2.16) Science, technology, <span class="highlight">and</span> society. The student understands how science <span class="highlight">and</span> technology have affected life, past <span class="highlight">and</span> present. The student is expected to: (<span class="highlight">A</span>) describe how science <span class="highlight">and</span> technology have changed communication, transportation, <span class="highlight">and</span> recreation; <span class="highlight">and</span> (B) explain how science <span class="highlight">and</span> technology have changed the ways <span class="highlight">in</span> which people meet basic needs. (2.17) Social studies skills. The student applies critical-thinking
Cover 12.05
Understand probability concepts for simple and compound events D.PR.08.03 Compute relative frequencies from a table of experimental results for a repeated event. Interpret the results using relationship of probability to relative frequency.* D.PR.08.04 Appl...
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Understand probability concepts for simple and compound events D.PR.08.03 Compute relative frequencies from a table of experimental results for a repeated event. Interpret the results using relationship of probability to relative frequency.* D.PR.08.04 Apply the Basic Counting Principle to find total number of outcomes possible for independent and dependent events, and calculate the probabilities using organized lists or tree diagrams. D.PR.08.05 Find and/or compare the theoretical probability, the
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=48
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=48
Understand probability concepts <span class="highlight">for</span> simple <span class="highlight">and</span> compound events D.PR.08.03 Compute relative frequencies from <span class="highlight">a</span> table of experimental results <span class="highlight">for</span> <span class="highlight">a</span> repeated event. Interpret the results <span class="highlight">using</span> relationship of probability to relative frequency.* D.PR.08.04 Apply the Basic Counting Principle to find total number of outcomes possible <span class="highlight">for</span> independent <span class="highlight">and</span> dependent events, <span class="highlight">and</span> calculate the probabilities <span class="highlight">using</span> organized lists or <span class="highlight">tree</span> diagrams. D.PR.08.05 Find <span class="highlight">and</span>/or compare the theoretical probability, the
Illinois Mathematics Assessment Framework Grades 3-8
table, or figure and use it to solve a problem requiring multiple steps • Formulate a routine problem, given data and conditions • Interpret a simple argument • Describe how different representations can be used for different purposes •...
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table, or figure and use it to solve a problem requiring multiple steps • Formulate a routine problem, given data and conditions • Interpret a simple argument • Describe how different representations can be used for different purposes • Perform a procedure having multiple steps and multiple decision points • Analyze similarities and differences between procedures and concepts • Generalize a pattern • Formulate an original problem, given a situation • Solve a novel problem • Solve a problem in
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=5
table, or figure <span class="highlight">and</span> use it to solve <span class="highlight">a</span> problem requiring multiple steps • Formulate <span class="highlight">a</span> routine problem, given data <span class="highlight">and</span> conditions • Interpret <span class="highlight">a</span> simple argument • Describe how different representations can be used <span class="highlight">for</span> different purposes • Perform <span class="highlight">a</span> procedure having multiple steps <span class="highlight">and</span> multiple <span class="highlight">decision</span> points • Analyze similarities <span class="highlight">and</span> differences between procedures <span class="highlight">and</span> concepts • Generalize <span class="highlight">a</span> pattern • Formulate an original problem, given <span class="highlight">a</span> situation • Solve <span class="highlight">a</span> <span class="highlight">novel</span> problem • Solve <span class="highlight">a</span> problem <span class="highlight">in</span>
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