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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the...
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Mathematics Page 99 In addition, estimation, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. Estimation and Mental Computation • Know and apply appropriate methods for estimating the results of computations. • Use estimation to decide whether answers are reasonable. • Decide when estimation is an appropriate strategy for solving a problem. • Determine appropriate accuracy and precision of measurement in problem situations. • Use properties of
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=8
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=13
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 9 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=19
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurements in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=26
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Page 22 Mathematics In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=32
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 28 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=38
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=45
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 41 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=54
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 social and mathematical phenomena. In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=63
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 59 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Round numbers to a specified place value. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=72
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 68 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=81
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=93
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=103
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
Mathematics Page 99 In addition, <span class="highlight">estimation</span>, mental computation and technology are areas that need to be addressed at all grade levels in mathematics. <span class="highlight">Estimation</span> and Mental Computation •  Know and apply appropriate methods for estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span>
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=113
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
that connects the two islands directly. The city planners want to know if it is possible to start at one point, cross all five bridges, and end up at the same point without crossing a bridge twice. Use a graph to help solve this problem. IM2 .4 .10 Use critical-path analysis to solve <span class="highlight">scheduling</span> problems . Example: Write a critical task list for redecorating your room. Some tasks depend on the completion <span class="highlight">of</span> others and some may be carried out at any <span class="highlight">time</span>. Use a graph to find the least amount <span class="highlight">of</span> <span class="highlight">time</span> needed
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=115
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=126
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
 estimating the results <span class="highlight">of</span> computations. •  Use <span class="highlight">estimation</span> to decide whether answers are reasonable. •  Decide when <span class="highlight">estimation</span> is an appropriate strategy for solving a problem. •  Determine appropriate accuracy and precision <span class="highlight">of</span> measurement in problem situations. •  Use properties <span class="highlight">of</span> numbers and operations to perform mental computation. •  Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology •   Technology should be used as a tool in mathematics education to support
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=136
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
middle school and high school students’ understanding and skills. – The focus must be on learning mathematics and using technology as a tool rather than as an end unto itself. References American Diploma Project (2004). <span class="highlight">Ready</span> or Not: Creating a High School Diploma that Counts. Washington, D.C.: Achieve, Inc. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> Mathematics (2000). Principles and Standards for School Mathematics. Reston VA: author. PC IM3 IM2 IM1 G a 2 a 1 8 7 6 5 4 3 2 1 K Pre-Calculus/Trigonometry
Academic Standards-English/Language Arts Grade 10
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to...
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• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. • pace the presentation of actions to accommodate changes in time and mood. Example: After reading an example of an autobiography, such as Helen Keller’s Story of My Life, use the structure of the
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade10.pdf#page=6
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
• describe with specific details the sights, sounds, and smells <span class="highlight">of</span> a scene and the specific actions, movements, gestures, and feelings <span class="highlight">of</span> the characters; in the case <span class="highlight">of</span> short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. • pace the presentation <span class="highlight">of</span> actions to accommodate changes in <span class="highlight">time</span> and mood. Example: After reading an example <span class="highlight">of</span> an autobiography, such as Helen Keller’s Story <span class="highlight">of</span> My Life, use the structure <span class="highlight">of</span> the
Academic Standards-English/Language Arts Grade 9
scheduling, or a decision about grade requirements to participate in extracurricular activities. 9.5.5 Write documents related to career development, including simple business letters and job applications that: • present information purposefully and in brief to meet the needs of t...
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scheduling, or a decision about grade requirements to participate in extracurricular activities. 9.5.5 Write documents related to career development, including simple business letters and job applications that: • present information purposefully and in brief to meet the needs of the intended audience. • follow a conventional business letter, memorandum, or application format. Example: Write a letter requesting an informational interview with a person in a career area that you would like to know more about
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade09.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
<span class="highlight">scheduling</span>, or a decision about grade requirements to participate in extracurricular activities. 9.5.5 Write documents related to career development, including simple business letters and job applications that: • present information purposefully and in brief to meet the needs <span class="highlight">of</span> the intended audience. • follow a conventional business letter, memorandum, or application format. Example: Write a letter requesting an informational interview with a person in a career area that you would like to know more about
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