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 Microsoft Word - historysol2008.doc
USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after...
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USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of Reconstruction on
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21
USII.2 The student will use maps, globes, photographs, pictures, or tables for <span class="highlight">a</span>) explaining how physical features <span class="highlight">and</span> climate influenced the movement <span class="highlight">of</span> people westward; b) explaining relationships among natural resources, transportation, <span class="highlight">and</span> industrial development after 1865; c) locating the 50 states <span class="highlight">and</span> the cities most significant to the historical development <span class="highlight">of</span> the United States. <span class="highlight">Reconstruction</span>: 1865 to 1877 USII.3 The student will demonstrate knowledge <span class="highlight">of</span> the effects <span class="highlight">of</span> <span class="highlight">Reconstruction</span> on
Microsoft Word - mathsol2009.doc
numbers in solving equations, solve inequalities, and use data analysis techniques to make inferences, conjectures, and predictions. While learning mathematics, students will be actively engaged, using concrete materials and appropriate technology such as calculators, com...
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numbers in solving equations, solve inequalities, and use data analysis techniques to make inferences, conjectures, and predictions. While learning mathematics, students will be actively engaged, using concrete materials and appropriate technology such as calculators, computers, and spreadsheets. However, facility in the use of technology shall not be regarded as a substitute for a student’s understanding of quantitative concepts and relationships or for proficiency in basic computations. Students will also
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=25
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=25
numbers in solving equations, solve inequalities, <span class="highlight">and</span> use data analysis <span class="highlight">techniques</span> to make inferences, conjectures, <span class="highlight">and</span> predictions. While learning mathematics, students will be actively engaged, using concrete materials <span class="highlight">and</span> appropriate technology such as calculators, computers, <span class="highlight">and</span> spreadsheets. However, facility in the use <span class="highlight">of</span> technology shall not be regarded as <span class="highlight">a</span> substitute for <span class="highlight">a</span> student’s understanding <span class="highlight">of</span> <span class="highlight">quantitative</span> concepts <span class="highlight">and</span> relationships or for proficiency in basic computations. Students will also
Microsoft Word - ssstd8.docssstd8.pdf
8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kans...
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8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
8/9/2005 Page 220 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Eighth Grade History Standard: The student uses <span class="highlight">a</span> working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential <span class="highlight">analytical</span> <span class="highlight">and</span> research skills. Benchmark 2: The student uses <span class="highlight">a</span> working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> the causes <span class="highlight">and</span> effects <span class="highlight">of</span> the Civil
Microsoft Word - MathStandards--Approved05-17-04.rtf
symbols, the modeling of phenomena, and the mathematical study of change. From investigations of the properties of whole numbers to the use of mathematical models to represent quantitative relationships, algebra is linked to all areas of...
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symbols, the modeling of phenomena, and the mathematical study of change. From investigations of the properties of whole numbers to the use of mathematical models to represent quantitative relationships, algebra is linked to all areas of mathematics. A strong foundation in algebra is an expectation for every South Dakota high school graduate. Indicator 1: Use procedures to transform algebraic expressions. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities
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http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=9
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
symbols, the modeling <span class="highlight">of</span> phenomena, <span class="highlight">and</span> the mathematical <span class="highlight">study</span> <span class="highlight">of</span> change. From investigations <span class="highlight">of</span> the properties <span class="highlight">of</span> whole numbers to the use <span class="highlight">of</span> mathematical models to represent <span class="highlight">quantitative</span> relationships, algebra is linked to all areas <span class="highlight">of</span> mathematics. <span class="highlight">A</span> strong foundation in algebra is an expectation for every South Dakota high school graduate. Indicator 1: Use procedures to transform algebraic expressions. Indicator 2: Use <span class="highlight">a</span> variety <span class="highlight">of</span> algebraic concepts <span class="highlight">and</span> methods to solve equations <span class="highlight">and</span> inequalities
Microsoft Word - 06.029.0011.doc
United States history since the civil war and reconstruction; (a) analyze the impact and changes that reconstruction had on the historical, political and social development of the United States; (b) analyze the transformation of the American...
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United States history since the civil war and reconstruction; (a) analyze the impact and changes that reconstruction had on the historical, political and social development of the United States; (b) analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the industrial revolution, including: innovations in technology, evolution of marketing techniques, changes
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=17
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0011.pdf#page=17
United States history since the civil war <span class="highlight">and</span> <span class="highlight">reconstruction</span>; (<span class="highlight">a</span>) analyze the impact <span class="highlight">and</span> changes that <span class="highlight">reconstruction</span> had on the historical, political <span class="highlight">and</span> social development <span class="highlight">of</span> the United States; (b) analyze the transformation <span class="highlight">of</span> the American economy <span class="highlight">and</span> the changing social <span class="highlight">and</span> political conditions in the United States in response to the industrial revolution, including: innovations in technology, evolution <span class="highlight">of</span> marketing <span class="highlight">techniques</span>, changes
Microsoft Word - 3969.doc
from sources • graphics when appropriate • complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide (ELA-5-H3) 39. Use word processing and/or technology to draft, revise, and publish...
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from sources • graphics when appropriate • complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide (ELA-5-H3) 39. Use word processing and/or technology to draft, revise, and publish various works, including: • functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals), using formatting techniques that make the document user friendly • analytical reports that include
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=48
www.doe.state.la.us/lde/uploads/3906.pdf#page=48
from sources • graphics when appropriate • complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with <span class="highlight">a</span> specified style guide (ELA-5-H3) 39. Use word processing <span class="highlight">and</span>/or technology to draft, revise, <span class="highlight">and</span> publish various works, including: • functional documents (e.g., requests for information, resumes, letters <span class="highlight">of</span> complaint, memos, proposals), using formatting <span class="highlight">techniques</span> that make the document user friendly • <span class="highlight">analytical</span> reports that include
Microsoft Word - Full_Social Studies.rtf
63 • describe the westward expansion and reform movements; • list the events and outcomes of the Civil War; • identify the changes in the United States during Reconstruction. Eighth Grade World History Grade Standards, Supporting Skills, and Examp...
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63 • describe the westward expansion and reform movements; • list the events and outcomes of the Civil War; • identify the changes in the United States during Reconstruction. Eighth Grade World History Grade Standards, Supporting Skills, and Examples The committee, with input from educators throughout the state, revised the former eighth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of U.S. History. Eighth
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=74
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=74
63 • describe the westward expansion <span class="highlight">and</span> reform movements; • list the events <span class="highlight">and</span> outcomes <span class="highlight">of</span> the Civil War; • identify the changes in the United States during <span class="highlight">Reconstruction</span>. Eighth Grade World History Grade Standards, Supporting Skills, <span class="highlight">and</span> Examples The committee, with input from educators throughout the state, revised the former eighth grade social studies standards to facilitate effective instruction <span class="highlight">and</span> student mastery with emphasis on an in-depth <span class="highlight">study</span> <span class="highlight">of</span> U.S. History. Eighth
Microsoft Word - mathstd3.docmathstdbystd3.pdf
mode (most) for a data set using concrete objects that include (2.4.K1a) ($): a. quantitative/numerical data (whole numbers through 100); b. qualitative/non-numerical data (category that occurs most often). The student... 1. communicates the results of data collection ...
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mode (most) for a data set using concrete objects that include (2.4.K1a) ($): a. quantitative/numerical data (whole numbers through 100); b. qualitative/non-numerical data (category that occurs most often). The student... 1. communicates the results of data collection and answers questions based on information from (2.4.A1f) ($): a. graphs using concrete objects, b. pictographs with a whole symbol or picture representing one (no partial symbols or pictures), c. frequency tables (tally marks), d
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=38
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
mode (most) for <span class="highlight">a</span> data set using concrete objects that include (2.4.K1a) ($): <span class="highlight">a</span>. <span class="highlight">quantitative</span>/numerical data (whole numbers through 100); b. qualitative/non-numerical data (category that occurs most often). The student... 1. communicates the results <span class="highlight">of</span> data collection <span class="highlight">and</span> answers questions based on information from (2.4.A1f) ($): <span class="highlight">a</span>. graphs using concrete objects, b. pictographs with <span class="highlight">a</span> whole symbol or picture representing one (no partial symbols or pictures), c. frequency tables (tally marks), d
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