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Given two figures that are images of each other under an isometry, find the isometry and describe it completely. G3.1.3 Find the image of a figure under the composition of two or more isometries and determine whether the resulting figure is a reflection, rotation, transla...
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Given two figures that are images of each other under an isometry, find the isometry and describe it completely. G3.1.3 Find the image of a figure under the composition of two or more isometries and determine whether the resulting figure is a reflection, rotation, translation, or glide reflection image of the original figure. G3.2 Shape-preserving transformations: Dilations and isometries G3.2.1 Know the definition of dilation and find the image of a figure under a given dilation. G3.2.2 Given two figures
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
Given two figures that are images of each other under <span class="highlight">an</span> isometry, find the isometry and describe it completely. G3.1.3 Find the <span class="highlight">image</span> of <span class="highlight">a</span> figure under the composition of two or more isometries and determine whether the resulting figure is <span class="highlight">a</span> reflection, rotation, translation, or glide reflection <span class="highlight">image</span> of the original figure. G3.2 <span class="highlight">Shape</span>-preserving transformations: Dilations and isometries G3.2.1 Know the definition of dilation and find the <span class="highlight">image</span> of <span class="highlight">a</span> figure under <span class="highlight">a</span> given dilation. G3.2.2 Given two figures
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understanding. A spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environme...
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understanding. A spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 7 – G1.3.3
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=30
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=30
intermediate directions to describe the relative location of significant places in the United States. 4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify <span class="highlight">a</span> <span class="highlight">region</span>) of <span class="highlight">a</span> variety of geographic tools and technologies (e.g., globe, map, satellite <span class="highlight">image</span>). 4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. 4 – G1.0.5 Use maps to describe elevation, climate
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
Construct and analyze climate graphs for two locations at different latitudes and elevations in the <span class="highlight">region</span> to answer geographic questions and make predictions <span class="highlight">based</span> on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto). G3.2 Ecosystems Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface. 6 – G3.2.1 Explain how and why ecosystems differ as <span class="highlight">a</span> consequence of differences in latitude, elevation, and human
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=63
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=63
“Where is something located?” and “Why is it located there?” Students will begin with global scale and then refocus the scale to study the <span class="highlight">region</span> of the Eastern Hemisphere, and, finally, focus on <span class="highlight">a</span> specific place. 7 – G1.1.1 Explain and use <span class="highlight">a</span> variety of maps, globes, and web <span class="highlight">based</span> geography technology to study the world, including global, interregional, regional, and local scales. 7 – G1.1.2 Draw <span class="highlight">an</span> accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=64
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=64
understanding. <span class="highlight">A</span> spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, <span class="highlight">region</span>) to describe regions or places on earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by <span class="highlight">using</span> knowledge of spatial patterns. 7 – G1.3.3
LA 7-06.indd
spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken la...
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spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion). CE 1.5.4 Use technology tools (e.g, word
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http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9
spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone <span class="highlight">based</span> on the desired effect and audience, <span class="highlight">using</span> <span class="highlight">effective</span> written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and <span class="highlight">a</span> coherent conclusion). CE 1.5.4 Use technology tools (e.g, word
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