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State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to model mathematical ideas, and to commun...
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State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to model mathematical ideas, and to communicate solution strategies. SPI 3103.1.2 Recognize and describe errors in data collection and analysis as well as identifying representations of data as being accurate or misleading. SPI 3103.1.3 Use technology tools to
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http://www.state.tn.us/education/ci/math/doc/MA_3103.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_3103.pdf#page=2
State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (<span class="highlight">contextual</span>, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to <span class="highlight">model</span> mathematical ideas, and to communicate solution strategies. SPI 3103.1.2 Recognize and describe errors <span class="highlight">in</span> data collection and analysis as well as identifying representations of data as being accurate or misleading. SPI 3103.1.3 Use technology tools to
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model...
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EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 Model and represent division as sharing equally in contextual situations Ex. Sharing cookies equally among four children NO.2.2.7 Model, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.2 Use physical and pictorial models to demonstrate various meanings of addition and subtraction See Appendix for examples. NO.2.K.3 Demonstrate the relationship between addition and subtraction with informal language and models <span class="highlight">in</span> <span class="highlight">contextual</span> situations involving whole numbers NO.2.1.4 Use physical, pictorial and symbolic models to
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=13
EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Whole Number Operations NO.2.K.4 Partition or share a small set of objects into groups of equal size e.g., sharing 6 pencils equally among 3 children NO.2.1.6 <span class="highlight">Model</span> and represent division as sharing equally <span class="highlight">in</span> <span class="highlight">contextual</span> situations Ex. Sharing cookies equally among four children NO.2.2.7 <span class="highlight">Model</span>, represent and explain division as sharing equally and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=33
AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Elapsed Time M.13.K.3 Order events <span class="highlight">based</span> on time Ex. • Activities that take long or short time • Review what we do first, next, last • Recall what we did or plan to do yesterday, today, and tomorrow M.13.1.3 Determine elapsed time (to the hour) <span class="highlight">in</span> <span class="highlight">contextual</span> situations End time unknown Ex. Lunch began at 11:00 and lasted 1 hour. When was lunch over? Elapsed hours unknown Ex. John went to
Microsoft Word - 06.029.0007.doc
6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (c) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represent...
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6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (c) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represents a given graph. (e) Explain and use function notation in both abstract and
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=25
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=25
6.29.7 NMAC 25 (b) Determine whether a relation defined by a graph, a set of ordered pairs, a table of values, an equation or a rule is a function. (<span class="highlight">c</span>) Translate among tabular, symbolic and graphical representations of functions and relations. (d) Construct a linear function that represents a given graph. (e) Explain and use function notation <span class="highlight">in</span> both abstract and
Mathematics Performance Standard E Grade 12
situations by formulating hypotheses that lead to collection and analysis of one- and two-variable data designing a data collection plan that considers random sampling, control groups, the role of assumptions, etc. conducting an investigation based on that plan using technology...
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A1.2.6 Solve power equations and equations including radical expressions, justify steps in the solution, and explain how extraneous solutions may arise. A1.2.7 Solve exponential and logarithmic equations, and justify steps in the solution. A1.2.8 Solve an equation involving several...
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A1.2.6 Solve power equations and equations including radical expressions, justify steps in the solution, and explain how extraneous solutions may arise. A1.2.7 Solve exponential and logarithmic equations, and justify steps in the solution. A1.2.8 Solve an equation involving several variables (with numerical or letter coefficients) for a designated variable. Justify steps in the solution. A1.2.9 Know common formulas and apply appropriately in contextual situations. A1.2.10 Use special values of the
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=12
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=12
A1.2.6 Solve power equations and equations including radical expressions, justify steps <span class="highlight">in</span> the solution, and explain how extraneous solutions may arise. A1.2.7 Solve exponential and logarithmic equations, and justify steps <span class="highlight">in</span> the solution. A1.2.8 Solve an equation involving several variables (with numerical or letter coefficients) for a designated variable. Justify steps <span class="highlight">in</span> the solution. A1.2.9 Know common formulas and apply appropriately <span class="highlight">in</span> <span class="highlight">contextual</span> situations. A1.2.10 Use special values of the
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Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces in three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve contextual proble...
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Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces in three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve contextual problems (e.g., Heron’s formula, the area formula for an equilateral triangle and A = ½ ab sin C). SPI 3108.4.7 Compute the area and/or perimeter of triangles, quadrilaterals and other polygons when one or more additional steps are
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http://www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
Analyze different types and formats of proofs. SPI 3108.4.5 Describe solids and/or surfaces <span class="highlight">in</span> three-dimensional space when given two-dimensional representations for the surfaces of three-dimensional objects. SPI 3108.4.6 Use various area of triangle formulas to solve <span class="highlight">contextual</span> problems (e.g., Heron’s formula, the area formula for an equilateral triangle and A = ½ ab sin <span class="highlight">C</span>). SPI 3108.4.7 Compute the area and/or perimeter of triangles, quadrilaterals and other polygons when one or more additional steps are
Core Content For Mathematics Assessment
participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition...
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participation in leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
participation <span class="highlight">in</span> leisure/recreational, or competitive physical activities: • physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, <span class="highlight">control</span> of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g
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rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlin...
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rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlinear graphs including quadratic and exponential functions that model a contextual situation. Standard 4 – Geometry & Measurement Grade Level Expectations: CLE 3102.4.1 Use algebraic reasoning in applications
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http://www.state.tn.us/education/ci/math/doc/MA_3102.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3102.pdf#page=4
rational value. SPI 3102.3.8 Determine the equation of a line and/or graph a linear equation. SPI 3102.3.9 Solve systems of linear equation/inequalities <span class="highlight">in</span> two variables. SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a quadratic function. SPI 3102.3.11 Analyze nonlinear graphs including quadratic and exponential functions that <span class="highlight">model</span> a <span class="highlight">contextual</span> situation. Standard 4 – Geometry & Measurement Grade Level Expectations: CLE 3102.4.1 Use algebraic reasoning <span class="highlight">in</span> applications
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
grouping symbols). (DOK 1) b. Solve problems involving addition, subtraction, multiplication, and division of rational numbers. Express answers in simplest form. (DOK 2) c. Convert among decimals, fractions, mixed numbers, and percents. (DOK 1) d. Evaluate and estimate powers and s...
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grouping symbols). (DOK 1) b. Solve problems involving addition, subtraction, multiplication, and division of rational numbers. Express answers in simplest form. (DOK 2) c. Convert among decimals, fractions, mixed numbers, and percents. (DOK 1) d. Evaluate and estimate powers and square roots of real numbers. (DOK 2) e. Explain the relationship between standard form and scientific notation. (DOK 1) f. Multiply and divide numbers written in scientific notation. (DOK 1) g. Solve real-life problems
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=40
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
grouping symbols). (DOK 1) b. Solve problems involving addition, subtraction, multiplication, and division of rational numbers. Express answers <span class="highlight">in</span> simplest form. (DOK 2) <span class="highlight">c</span>. Convert among decimals, fractions, mixed numbers, and percents. (DOK 1) d. Evaluate and estimate powers and square roots of real numbers. (DOK 2) e. Explain the relationship between standard form and scientific notation. (DOK 1) f. Multiply and divide numbers written <span class="highlight">in</span> scientific notation. (DOK 1) g. Solve real-life problems
Cover 12.05
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v.12.05 ■ M A T H E M A T I C S THIRD GRADE 5 Estimate perimeter and area M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a squ...
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M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v.12.05 ■ M A T H E M A T I C S THIRD GRADE 5 Estimate perimeter and area M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters. Solve measurement problems M.PS.03.10 Add and subtract lengths, weights, and times using mixed units within the same measurement system. M.PS.03.11 Add and subtract money
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=21
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=21
M I <span class="highlight">C</span> H I G A N D E P A R T M E N T O F E D U <span class="highlight">C</span> A T I O N ■ v.12.05 ■ M A T H E M A T I <span class="highlight">C</span> S THIRD GRADE 5 Estimate perimeter and area M.TE.03.09 Estimate the perimeter of a square and rectangle <span class="highlight">in</span> inches and centimeters; estimate the area of a square and rectangle <span class="highlight">in</span> square inches and square centimeters. Solve measurement problems M.PS.03.10 Add and subtract lengths, weights, and times using mixed units within the same measurement system. M.PS.03.11 Add and subtract money
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