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 GRADE 1
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students migh...
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Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students might draw a school bus inside the region to represent an object that is both BIG and YELLOW. They should use words to describe the objects found in all four regions: 1) BIG, 2) YELLOW, 3) BIG and YELLOW, and 4) NOT
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
sorting rule, draw a circle around each group, and label each group with a word that describes what the objects have in common. They also talk about what attributes are “different” and if any objects possess both attributes (in the disjoint case, no objects will have possess both attributes). Children should also be given a Venn diagram of two non- intersecting groups that are labeled (for example, <span class="highlight">BIG</span> and YELLOW) where they need to draw examples of objects that can go inside the circles and outside the
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=10
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the <span class="highlight">BIG</span> and YELLOW example, students might draw a school bus inside the region to represent an object that is both <span class="highlight">BIG</span> and YELLOW. They should use words to describe the objects found in all four regions: 1) <span class="highlight">BIG</span>, 2) YELLOW, 3) <span class="highlight">BIG</span> and YELLOW, and 4) NOT
GRADE 4
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples St...
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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
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