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 Microsoft Word - Math GLE K-8 8-08.doc
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations o...
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and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number system is based on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
August 2008 2 Mathematics Design Team – Understanding by Design (UbD) Enduring Understandings and Essential Questions Enduring Understandings: Numeric Reasoning 1. Numbers can be represented in multiple ways. 2. The same operations can be applied in problem situations that seem quite different from one another. 3. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. 4. Knowing the reasonableness of an answer comes from using good number sense
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=8
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
and models to demonstrate doubles Number sense: • Develop efficient strategies for counting (e.g., skip counting by 1s, 2s, 5s and 10s) • Demonstrate an understanding that our number <span class="highlight">system</span> is <span class="highlight">based</span> on combinations of ones and tens—place value • Use combinations of one- and two-digit numbers to build larger (two-digit) numbers • Use multiple strategies to compare size of two numbers (counting up, counting back) • Connect number words for fractions with pictures and numerals (1/2, 1/3
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both
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surveyed every tenth person to walk in the store. Describe the sampling method used by Drake Video. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports based on data published in the media by considering the source of the data, the design of the study, the way t...
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surveyed every tenth person to walk in the store. Describe the sampling method used by Drake Video. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports based on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed, and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could
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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...
Drake <span class="highlight">Video</span>. Is it an unbiased sampling? Explain your answer. A1 .7 .3 Evaluate reports <span class="highlight">based</span> on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could be misleading. PC IM3 IM2 IM1 G a 2 a 1 8 7 6 5 4 3 2 1 K Algebra I
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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...
surveyed every tenth person to walk in the store. Describe the sampling method used by Drake <span class="highlight">Video</span>. Is it an unbiased sampling? Explain your answer. IM1 .3 .3 Evaluate reports <span class="highlight">based</span> on data published in the media by considering the source of the data, the design of the study, the way the data are analyzed and displayed, and whether the report confuses correlation with causation . Example: Find an example of a graph in a newspaper or magazine that could be considered misleading. Explain why the graph could
CONTENts.PDF
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are approp...
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paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
classification <span class="highlight">system</span> before reading a relevant chapter in their science text. 9-12: Students will read extensively and apply the variety of vocabulary strategies to read ever more complex texts. Example: Students analyze the denotation and connotation of words used in a political campaign speech for the purpose of selecting powerful words to incorporate into their own speeches. I: Reading and Responding • identify and use main ideas and supporting details in informational texts or elements, such as key
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=12
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local <span class="highlight">event</span> to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, <span class="highlight">video</span>) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
Microsoft Word - Math GLE 9-12 8-08.doc
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making smart choices about which tools to use and when to use them. Kn...
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computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making smart choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both effective
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-12%208-08.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...
computers. Enduring Understandings: Numbers can be represented in multiple ways. The same operations can be applied in problem situations that seem quite different from one another. Being able to compute fluently means making <span class="highlight">smart</span> choices about which tools to use and when to use them. Knowing the reasonableness of an answer comes from using good number sense and estimation strategies. Essential Questions: What makes an estimate reasonable? What makes an answer exact? What makes a strategy both effective
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calcula...
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solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, Smart-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an event can happen compared to all of the
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=69
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=69
(2) When comparing two figures, angles in the same relative position are corresponding angles. (If the figures are similar or congruent, then the corresponding angles are congruent.) Cube A polyhedron with six square faces Cylinder A three-dimensional figure shaped like a can of soup Decimal number <span class="highlight">system</span> A place value number <span class="highlight">system</span> <span class="highlight">based</span> on groupings by powers of ten
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
solving a problem Supplementary angles Two angles whose measures total 180 degrees Surface area The total area of the faces (including the bases) and curved surfaces of a three-dimensional figure Symmetry (See line symmetry or rotational symmetry.) Technology Tools used to enhance teaching: calculators, interactive graphics programs, spreadsheets, <span class="highlight">Smart</span>-Board, etc. Theoretical probability Identifying, using mathematical expectations, the number of possible ways an <span class="highlight">event</span> can happen compared to all of the
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utilize probability models to calculate probabilities and make decisions. The normal distribution and its properties are studied. Students then use their understanding of probability to make decisions, solve problems, and determine whether or not statements about probabilities of events are reason...
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utilize probability models to calculate probabilities and make decisions. The normal distribution and its properties are studied. Students then use their understanding of probability to make decisions, solve problems, and determine whether or not statements about probabilities of events are reasonable. Students use technology when appropriate, including spreadsheets. This strong background in statistics and probability will enable students to be savvy decision-makers and smart information- consumers and
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=19
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=19
utilize probability models to calculate probabilities and make decisions. The normal distribution and its properties are studied. Students then use their understanding of probability to make decisions, solve problems, and determine whether or not statements about probabilities of events are reasonable. Students use technology when appropriate, including spreadsheets. This strong background in statistics and probability will enable students to be savvy decision-makers and <span class="highlight">smart</span> information- consumers and
WYOMING LANGUAGE ARTS
How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisi...
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How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisions to standards in all content areas will be recommended based on conclusions from the 2008 standards review and continuing work by content review committees and other stakeholder groups between 2008 and
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=9
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=9
How the format of standards documents might be improved to make them more uniform, more understandable, and more useful. e. How urgent the need for substantive revision of the standards is in each content area The 2008 standards reflect formatting rather than substantive changes. Substantive revisions to standards in all content areas will be recommended <span class="highlight">based</span> on conclusions from the 2008 standards review and continuing work by content review committees and other stakeholder groups between 2008 and
Standard 1: Number and Operation
probability (also called the Rectangular coordinate system or Cartesian coordinate system) - the ratio of the number of times an event occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the...
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probability (also called the Rectangular coordinate system or Cartesian coordinate system) - the ratio of the number of times an event occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the sequence is based on the term number. For example, the sequence 3, 6, 12, 24, … is defined explicitly by the following formula: 1 23 − ⋅= n n a Exponential function - A function that has an equation of the form y= axn. These
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
www.dpi.state.nd.us/standard/content/math/math.pdf#page=53
Students record results of activities involving chance and make predictions <span class="highlight">based</span> on data with many significant errors. 2.3.5. Describe the likelihood of an <span class="highlight">event</span>, e.g., cloudy, it may rain Students describe in extensive detail the likelihood of an <span class="highlight">event</span>. Students describe in adequate detail the likelihood of an <span class="highlight">event</span>. Students describe in some detail the likelihood of an <span class="highlight">event</span>. Students describe in limited detail the likelihood of an <span class="highlight">event</span>. Grade 3 DATA COLLECTION, DISPLAY, AND
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=91
www.dpi.state.nd.us/standard/content/math/math.pdf#page=91
probability (also called the Rectangular coordinate <span class="highlight">system</span> or Cartesian coordinate <span class="highlight">system</span>) - the ratio of the number of times an <span class="highlight">event</span> occurs to the total number of trials in an experiment. Explicit formula - a formula for a sequence in which the definition for each term in the sequence is <span class="highlight">based</span> on the term number. For example, the sequence 3, 6, 12, 24, … is defined explicitly by the following formula: 1 23 − ⋅= n n a Exponential function - A function that has an equation of the form y= axn. These
Microsoft Word - Algebraic Connections.doc
from a group of twelve members) Coordinate Geometry Geometry based on the coordinate system Coordinate System A method of locating points in the plane or in space by means of numbers (A point in the plane is located by its distances from both a horizontal and a vertical line...
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from a group of twelve members) Coordinate Geometry Geometry based on the coordinate system Coordinate System A method of locating points in the plane or in space by means of numbers (A point in the plane is located by its distances from both a horizontal and a vertical line called the axes. The horizontal line is called the x-axis. The vertical line is called the y-axis. The pairs of numbers are called ordered pairs. The first number, called the x-coordinate, designates the
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http://arkansased.org/teachers/pdf/algebraic_connections.pdf#page=7
arkansased.org/teachers/pdf/algebraic_connections.pdf#page=7
from a group of twelve members) Coordinate Geometry Geometry <span class="highlight">based</span> on the coordinate <span class="highlight">system</span> Coordinate <span class="highlight">System</span> A method of locating points in the plane or in space by means of numbers (A point in the plane is located by its distances from both a horizontal and a vertical line called the axes. The horizontal line is called the x-axis. The vertical line is called the y-axis. The pairs of numbers are called ordered pairs. The first number, called the x-coordinate, designates the
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 4 congruent – figures that are exact “duplicates” of each other; having the same size and shape coordinate grid/plane – a two-dimensional system in which the coordinates of every point can be expressed as an or...
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Kansas Curricular Standards for Mathematics January 2004 4 congruent – figures that are exact “duplicates” of each other; having the same size and shape coordinate grid/plane – a two-dimensional system in which the coordinates of every point can be expressed as an ordered pair that describes the distance of that point from the x-axis and y-axis (Cartesian plane) coordinates – a pair of numbers that give the location of a point on a grid/plane or graph cube – a three-dimensional figure having
1
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards for Mathematics January 2004 4 congruent – figures that are exact “duplicates” of each other; having the same size and shape coordinate grid/plane – a two-dimensional <span class="highlight">system</span> in which the coordinates of every point can be expressed as an ordered pair that describes the distance of that point from the x-axis and y-axis (Cartesian plane) coordinates – a pair of numbers that give the location of a point on a grid/plane or graph cube – a three-dimensional figure having
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