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 Microsoft Word - RI_Math_K-8_GLEs_Final_Version
(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)–5–7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate m...
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(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)–5–7 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 level GLEs across content
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http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Final_Version_PDF.pdf#page=8
www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_K-8_GLEs_Fin...
(IMPORTANT: The intent <span class="highlight">of</span> this GLE is to embed <span class="highlight">estimation</span> throughout the instructional program, not to teach it as a separate unit.) <span class="highlight">M</span>(N&O)–5–7 Makes estimates in a given situation by identifying when <span class="highlight">estimation</span> is appropriate, selecting the appropriate method <span class="highlight">of</span> <span class="highlight">estimation</span>, determining the level <span class="highlight">of</span> accuracy needed given the situation, analyzing the effect <span class="highlight">of</span> the <span class="highlight">estimation</span> method <span class="highlight">on</span> the accuracy <span class="highlight">of</span> results, <span class="highlight">and</span> evaluating the reasonableness <span class="highlight">of</span> solutions appropriate to grade level GLEs across content
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep a night? Using the language of estimation is importan...
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should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep a night? Using the language of estimation is important, so students begin to realize that a variety of estimates (answers) are possible. In addition to front-end estimation and rounding, another estimation strategy is compatible “nice” numbers. Mathematical models such as concrete objects
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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...
should introduce <span class="highlight">estimation</span> with examples where rounded or estimated numbers are used. Emphasis should be placed <span class="highlight">on</span> real-world examples where only <span class="highlight">estimation</span> is required, e.g., about how many hours do you sleep a night? Using the language <span class="highlight">of</span> <span class="highlight">estimation</span> is important, so students begin to realize that a variety <span class="highlight">of</span> estimates (answers) are possible. Mathematical models such as concrete objects, pictures, number lines, or unifix cubes are necessary for conceptual understanding <span class="highlight">and</span> should be used to explain
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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...
should introduce <span class="highlight">estimation</span> with examples where rounded or estimated numbers are used. Emphasis should be placed <span class="highlight">on</span> real-world examples where only <span class="highlight">estimation</span> is required, e.g., About how many hours do you sleep a night? Using the language <span class="highlight">of</span> <span class="highlight">estimation</span> is important, so students begin to realize that a variety <span class="highlight">of</span> estimates (answers) are possible. In addition to front-end <span class="highlight">estimation</span> <span class="highlight">and</span> rounding, another <span class="highlight">estimation</span> strategy is compatible “nice” numbers. Mathematical models such as concrete objects
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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...
is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. <span class="highlight">Estimation</span> serves as an important companion to computation. It provides a tool for judging the reasonableness <span class="highlight">of</span> computational methods including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span> appropriate technology. However, being able to compute does not automatically lead to an ability to estimate or
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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...
is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. <span class="highlight">Estimation</span> serves as an important companion to computation. It provides a tool for judging the reasonableness <span class="highlight">of</span> computational methods including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span> appropriate technology. However, being able to compute does not automatically lead to an ability to estimate or
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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...
not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. <span class="highlight">Estimation</span> serves as an important companion to computation. It provides a tool for judging the reasonableness <span class="highlight">of</span> computational methods including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span> appropriate technology. However, being able to compute does not automatically lead to an ability to estimate or
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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...
is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. <span class="highlight">Estimation</span> serves as an important companion to computation. It provides a tool for judging the reasonableness <span class="highlight">of</span> computational methods including mental math, paper <span class="highlight">and</span> pencil, concrete objects, <span class="highlight">and</span> appropriate technology. However, being able to compute does not automatically lead to an ability to estimate or
Microsoft Word - GLEmathALL.doc
numerals and words for decimals through ten-thousandths (N-3-M) 8. Demonstrate the meaning of positive and negative numbers and their opposites in real- life situations (N-3-M) (N-5-M) 9. Add and subtract fractions and decimals in re...
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numerals and words for decimals through ten-thousandths (N-3-M) 8. Demonstrate the meaning of positive and negative numbers and their opposites in real- life situations (N-3-M) (N-5-M) 9. Add and subtract fractions and decimals in real-life situations (N-5-M) 10. Use and explain estimation strategies to predict computational results with positive fractions and decimals (N-6-M) 11. Mentally multiply and divide by powers of 10 (e.g., 25/10 = 2.5; 12.56 x 100 = 1,256) (N- 6-M) 12. Divide 4-digit numbers
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http://www.doe.state.la.us/lde/uploads/3920.pdf#page=11
www.doe.state.la.us/lde/uploads/3920.pdf#page=11
numerals <span class="highlight">and</span> words for decimals through ten-thousandths (N-3-<span class="highlight">M</span>) 8. Demonstrate the meaning <span class="highlight">of</span> positive <span class="highlight">and</span> negative numbers <span class="highlight">and</span> their opposites in real- life situations (N-3-<span class="highlight">M</span>) (N-5-<span class="highlight">M</span>) 9. Add <span class="highlight">and</span> subtract fractions <span class="highlight">and</span> decimals in real-life situations (N-5-<span class="highlight">M</span>) 10. Use <span class="highlight">and</span> explain <span class="highlight">estimation</span> strategies to predict computational results with positive fractions <span class="highlight">and</span> decimals (N-6-<span class="highlight">M</span>) 11. Mentally multiply <span class="highlight">and</span> divide by powers <span class="highlight">of</span> 10 (e.g., 25/10 = 2.5; 12.56 x 100 = 1,256) (N- 6-<span class="highlight">M</span>) 12. Divide 4-digit numbers
Microsoft Word - RI_Math_High_School_GSEs_Final_Version
estimation throughout the instructional program, not to teach it as a separate unit.) M(N&O)–12–7 Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the accuracy of results. (Local) (IMPORTANT...
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estimation throughout the instructional program, not to teach it as a separate unit.) M(N&O)–12–7 Makes appropriate estimates in a given situation by determining the level of accuracy needed and analyzing the accuracy of results. (Local) (IMPORTANT: The intent of this GSE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M(N&O)–AM–7 No GSE at this grade M(N&O)–10–8 Applies properties of numbers to solve problems, to simplify computations, or to compare and
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http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_High_School_GSEs_Final_Version_PDF.pdf#page=3
www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_High_School_...
system as an extension <span class="highlight">of</span> the rational numbers by representing real numbers as infinite decimal expansions (that provide successive rational approximations to the number) <span class="highlight">and</span> as points <span class="highlight">on</span> a number line. Determines whether the decimal expansion <span class="highlight">of</span> a rational number given in fractional form eventually repeats or terminates (without using a calculator). (Local) <span class="highlight">M</span>(N&O)–10–2 Demonstrates understanding <span class="highlight">of</span> the relative magnitude <span class="highlight">of</span> real numbers by solving problems involving ordering or comparing rational
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http://www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_High_School_GSEs_Final_Version_PDF.pdf#page=4
www.ride.ri.gov/Instruction/DOCS/gle/GLE%20pdf/FINAL/RI_Math_High_School_...
<span class="highlight">estimation</span> throughout the instructional program, not to teach it as a separate unit.) <span class="highlight">M</span>(N&O)–12–7 Makes appropriate estimates in a given situation by determining the level <span class="highlight">of</span> accuracy needed <span class="highlight">and</span> analyzing the accuracy <span class="highlight">of</span> results. (Local) (IMPORTANT: The intent <span class="highlight">of</span> this GSE is to embed <span class="highlight">estimation</span> throughout the instructional program, not to teach it as a separate unit.) <span class="highlight">M</span>(N&O)–AM–7 No GSE at this grade <span class="highlight">M</span>(N&O)–10–8 Applies properties <span class="highlight">of</span> numbers to solve problems, to simplify computations, or to compare <span class="highlight">and</span>
Microsoft Word - GLEsciALL.doc
gases, water vapor, and particulate matter (ESS-M-A11) 36. Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) (ESS- M-A11) 37. Identify typical weather map symbols and the type of weather they represent (ESS- M-A12) Eart...
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gases, water vapor, and particulate matter (ESS-M-A11) 36. Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) (ESS- M-A11) 37. Identify typical weather map symbols and the type of weather they represent (ESS- M-A12) Earth History 38. Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) (ESS-M-B3)
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http://www.doe.state.la.us/lde/uploads/3937.pdf#page=16
www.doe.state.la.us/lde/uploads/3937.pdf#page=16
gases, water vapor, <span class="highlight">and</span> particulate matter (ESS-<span class="highlight">M</span>-A11) 36. Identify, describe, <span class="highlight">and</span> compare climate zones (e.g., polar, temperate, tropical) (ESS- <span class="highlight">M</span>-A11) 37. Identify typical weather map symbols <span class="highlight">and</span> the type <span class="highlight">of</span> weather they represent (ESS- <span class="highlight">M</span>-A12) Earth History 38. Estimate the range <span class="highlight">of</span> time <span class="highlight">over</span> which natural events occur (e.g., lightning in seconds, mountain formation <span class="highlight">over</span> millions <span class="highlight">of</span> years) (ESS-<span class="highlight">M</span>-B3)
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