iSEEK - Education

2010 Mississippi Science Framework Approved July 25, 2008 23 d. Differentiate between interactions of two magnets and the interaction of a magnet with objects made of iron, other metals, and nonmetals. (DOK 1) e. Describe changes in shadows over time and predict how a shadow will look as the light source moves. (DOK 2) f. Compare and classify solids and liquids. (DOK 2) g. Identify vibrating objects that produce sound and classify sounds (e.g

23 0 http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=23 www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

2010 Mississippi Science Framework Approved July 25, 2008 23 d. Differentiate between interactions of two magnets and the interaction of a magnet with objects made of iron, other metals, and nonmetals. (DOK 1) e. Describe changes in shadows over time and predict how a shadow will look as the light source moves. (DOK 2) f. Compare and classify solids and liquids. (DOK 2) g. Identify vibrating objects that produce sound and classify sounds (e.g

www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...

Average Rating (0 votes)

K-12 Mathematics

18 18

48 48

1 0

method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M:N&O:HS:7 Makes estimates in a given situation (e.g., tips, discounts, tax, the value of a non-perfect

18 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=18 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 6-8 Page 18 of 69 Number and Operations Grade 6 Grade 7 Grade 8 M:N&O:6:7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade

48 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=48 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M:N&O:HS:7 Makes estimates in a given situation (e.g., tips, discounts, tax, the value of a non-perfect

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

Average Rating (0 votes)

Strand 1: Properties and Principles of Matter and Energy

6 6

36 36

1 0

through space d. Identify the three things (light source, object, and surface) necessary to produce a shadow Scope and Sequence – Forms of Energy: Electrical Circuits a. Construct and diagram a complete electric circuit by using a source (e.g., battery), means of transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fans) b. Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan) c. Classify materials as conductors or

6 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=6 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

through space d. Identify the three things (light source, object, and surface) necessary to produce a shadow Scope and Sequence – Forms of Energy: Electrical Circuits a. Construct and diagram a complete electric circuit by using a source (e.g., battery), means of transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fans) b. Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan) c. Classify materials as conductors or

36 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=36 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

Not assessed at this level C. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth Scope and Sequence – Forms of Energy - Light a. Recognize and describe how energy from the Sun is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation Scope and Sequence- Characteristics of Living Organisms b. Recognize and apply the fact that energy from the Sun is the source of almost all

dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

Average Rating (0 votes)

Microsoft Word - South Dakota Science 2005.rtf

37 37

175 175

1 0

Students are able to compare sounds in terms of high pitch, low pitch, loud and soft (volume). Example: Use a variety of rubber band widths and sizes to compare the pitch and volume when the band is plucked. #0;9 Describe ways heat can be produced. Example: Create heat by rubbing hands together. Example: Turn on heat lamp to warm incubator. #0;9 Demonstrate how light can pass through some objects and not others. • Predict the casting of shadows. Example: Use 2- and 3-dimensional objects at

37 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=37 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Students are able to compare sounds in terms of high pitch, low pitch, loud and soft (volume). Example: Use a variety of rubber band widths and sizes to compare the pitch and volume when the band is plucked. #0;9 Describe ways heat can be produced. Example: Create heat by rubbing hands together. Example: Turn on heat lamp to warm incubator. #0;9 Demonstrate how light can pass through some objects and not others. • Predict the casting of shadows. Example: Use 2- and 3-dimensional objects at

175 0 http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=175 doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

through which an organism passes between successive recurrences of a specified primary stage. Light energy The kind of energy that travels as visible radiation consisting of units called photons. Linear In or like a line. Liquid Matter with a definite volume and indefinite shape. Lithosphere The solid part of the Earth; made up of the crust and upper mantle. Longitudinal wave A periodic disturbance in which particles of the medium move parallel to the line of propagation of the disturbance. Low pressure

doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...

Average Rating (0 votes)

Microsoft Word - mathstd3.docmathstdbystd3.pdf

1 0

estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3. uses ratio and proportion to measure inaccessible objects (2.4.A1c

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=14 www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...

Standards by Standards 3–2 Page 14 3. adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional information (a frame of reference) (2.4.A1a) ($), e.g., your class has a large jar and a small jar. You estimate it will take 5 small jars of liquid to fill the large jar. After you pour the contents of 2 small jars in, the large jar is more that half full. Should you need to adjust your estimate?

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=16 www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...

Standards by Standards 3–2 Page 16 3. estimates to check whether or not measurements or calculations for length, weight, temperature, time, perimeter, and area in real-world problems are reasonable (2.4.A1a) ($), e.g. is it reasonable to say you need 30 mL of water to fill a fish tank or would you need 30 L of water to fill the fish tank? 4. adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=19 www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...

estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3. uses ratio and proportion to measure inaccessible objects (2.4.A1c

www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...

Average Rating (0 votes)

Microsoft Word - Revision PS Draft Rhode Island K-12.doc

11 11

12 12

1 0

4)-5 Students demonstrate an understanding of energy by… 5a investigating observable effects of light using a variety of light sources (e.g., light travels in a straight line until it interacts with an object, blocked light rays produce shadows). 5b predicting, describing, and investigating how light rays are reflected, refracted, or absorbed. PS2 (5-6) – 7 Students demonstrate an understanding of heat energy by… 7a identifying real world applications where heat energy is

11 0 http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20Revision%20PS%20Draft%20Rhode%20Island%20K-12.pdf#page=11 www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20R...

“what will happen when…?”). PS2 (5-8)-SAE+ POC- 6 Given a real-world example, show that within a system, energy transforms from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical). PS2 (9-11) POC+SAE -5 Demonstrate how transformations of energy produce some energy in the form of heat and therefore the efficiency of the system is reduced (chemical, biological, and physical systems). Grade Span Expectations (K-4) Grade Span Expectations (5-8) Grade Span

12 0 http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20Revision%20PS%20Draft%20Rhode%20Island%20K-12.pdf#page=12 www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20R...

4)-5 Students demonstrate an understanding of energy by… 5a investigating observable effects of light using a variety of light sources (e.g., light travels in a straight line until it interacts with an object, blocked light rays produce shadows). 5b predicting, describing, and investigating how light rays are reflected, refracted, or absorbed. PS2 (5-6) – 7 Students demonstrate an understanding of heat energy by… 7a identifying real world applications where heat energy is

www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/Microsoft%20Word%20-%20R...

Average Rating (0 votes)

null

1 0

Well-written fantasy provides exemplars of of the fanciful, and use well-constructed plots, convincing of appropriate language. characterization, universal themes, and evocative • Characters include language. humanized animals, good and evil stereotypes, eccentrics, heroes and heroines with magical powers, or extrater- restrial beings. • Plots may reflect a heroic battle for the common good (high fantasy) or adventures of real characters in an enhanced setting (light fantasy). • Science fiction relies on

193 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=193 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

Well-written fantasy provides exemplars of of the fanciful, and use well-constructed plots, convincing of appropriate language. characterization, universal themes, and evocative • Characters include language. humanized animals, good and evil stereotypes, eccentrics, heroes and heroines with magical powers, or extrater- restrial beings. • Plots may reflect a heroic battle for the common good (high fantasy) or adventures of real characters in an enhanced setting (light fantasy). • Science fiction relies on

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

Average Rating (0 votes)

Microsoft Word - mathstd20038g.docmathstd20038g.pdf

1 0

cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=5 www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...

standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=7 www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...

8-7 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=23 www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...

cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...

Average Rating (0 votes)

Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf

1 0

cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=15 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

K-14 January 31, 2004 N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=36 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

from 0 through 50 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., an estimate is made about the number of tennis balls in a shoebox; about half of the tennis balls are removed from the box and counted. With this additional information, an adjustment of the original estimate is made.

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=37 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

1-36 January 31, 2004 N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to

4 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=64 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

whole number quantities from 0 through 1,000 (2.4.K1a) ($). The student... 1. adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a pint container and told the number of marbles it has in it, the student would estimate the number of marbles in a quart container. 2. estimates to check whether or not the result of a real-world problem using whole numbers from 0 through

5 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=65 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

2-64 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for

6 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=93 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

approximate answer (2.4.K1a), e.g., when asked how many students are in a classroom, an exact answer could be 24. Whereas, an approximate answer could be 20 since 24 could be rounded down to the nearest ten (underestimated) or rounded up to 30 (overestimated). The student… 1. adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., if given a pint container and told the number of marbles

7 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=94 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

3-93 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

8 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=127 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

from an appropriate range of estimation strategies and determines if the estimate is an overestimate or underestimate, (2.4.K1a). The student… 1. adjusts original whole number estimates of a real-world problem using numbers from 0 through 10,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., if given a small jar and told the number of pieces of candy it has in it, the student would adjust his/her original estimate of the number of pieces of candy in a larger jar. 2

9 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=128 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

4-127 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life

10 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=158 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

answer (2.4.K1a-c). 4. explains the appropriateness of an estimation strategy used and whether the estimate is greater than (overestimate) or less than (underestimate) the exact answer (2.4.K1a). The student: 1. adjusts original estimate using whole numbers from 0 through 100,000 of a real-world problem based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a large container of marbles, estimate the quantity of marbles. Then, using a smaller container filled with marbles

11 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=159 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

5-158 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

12 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=193 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

number estimate of a real-world problem based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a large container of marbles, estimate the quantity of marbles. Then, using a smaller container filled with marbles, count the number of marbles in the smaller container and adjust your original estimate. 2. ▲ N estimates to check whether or not the result of a real-world problem using rational numbers is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., a

13 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=194 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

6-193 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

14 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=228 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a), e.g., a goat is staked out in a pasture with a rope that is 7 feet long. The goat needs 200 square feet of grass to graze. Does the goat have enough pasture? If not, how long should the rope be? 3. determines a reasonable range for the estimation of a quantity given a real-world problem and explains the reasonableness of the range (2.4.A1a), e.g., how long will it take your teacher to walk two miles? The range

15 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=229 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

7-228 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is

16 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=268 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

17 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=270 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

8-269 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

18 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=288 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

19 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=302 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

9/10-301 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 3: Estimation – The student uses computational estimation with real numbers in a variety of

20 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=303 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

9/10-302 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations

21 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=310 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

9/10-309 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Standard 2: Algebra NINTH AND TENTH GRADES Algebra – The student uses algebraic concepts and procedures in a variety of situations. Benchmark 2: Variables, Equations, and Inequalities – The student uses variables, symbols

www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

Average Rating (0 votes)

Microsoft Word - GLEsciALL.doc

9 9

15 15

19 19

1 0

Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3) 13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4) 14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6) Life Science Structure and Function in Living Systems 15. Identify the cell as the basic unit of living things (LS-M-A1) 16. Observe, identify

9 0 http://www.doe.state.la.us/lde/uploads/3937.pdf#page=9 www.doe.state.la.us/lde/uploads/3937.pdf#page=9

healthy (LS-E-A1) 35. Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3) 36. Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3) 37. Describe how plant structures enable the plant to meet its basic needs (LS-E-A3) 38. Classify groups of organisms based on common characteristics (LS-E-A4) 39. Compare organisms from different groups (e.g., birds with mammals

15 0 http://www.doe.state.la.us/lde/uploads/3937.pdf#page=15 www.doe.state.la.us/lde/uploads/3937.pdf#page=15

primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3) 13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4) 14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6)

19 0 http://www.doe.state.la.us/lde/uploads/3937.pdf#page=19 www.doe.state.la.us/lde/uploads/3937.pdf#page=19

Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3) 13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4) 14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6) Life Science Structure and Function in Living Systems 15. Identify the cell as the basic unit of living things (LS-M-A1) 16. Observe, identify

www.doe.state.la.us/lde/uploads/3937.pdf#page=19

Average Rating (0 votes)

Back to search results

1 2 3 4 5

Pages

Send results

Total time to process: 7134ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology