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 STANDARDS.05
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and...
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ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a <span class="highlight">computer</span> to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide <span class="highlight">networks</span>; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources <span class="highlight">of</span> information from a variety <span class="highlight">of</span> media
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
Illinois Mathematics Assessment Framework PSAE Grade 11
electronic equipment, computers and networks to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology ...
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electronic equipment, computers and networks to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology of paper and pencil is appropriate in many mathematical situations. In many other situations, calculators or computers are required to find answers or create images. Specialized technology may be required to make
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=6
www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=6
electronic equipment, computers and <span class="highlight">networks</span> to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology <span class="highlight">of</span> paper and pencil is appropriate in many mathematical situations. In many other situations, calculators or computers are required to find answers or create images. Specialized technology may be required to make
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=7
www.isbe.state.il.us/assessment/pdfs/iaf_math_PSAEFINAL.pdf#page=7
daily life. We describe the sizes, capacities and values <span class="highlight">of</span> many things, from the large distances involved in space travel, to the very small quantities in <span class="highlight">computer</span> design and microbiology, to the varying values <span class="highlight">of</span> currencies in <span class="highlight">international</span> monetary exchange. All people must be able to choose an appropriate level <span class="highlight">of</span> accuracy for a measurement; to select what measuring instruments to use and to correctly determine the measures <span class="highlight">of</span> objects, space and time. These activities require people to be able to use
Illinois Mathematics Assessment Framework Grades 3-8
electronic equipment, computers and networks to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology ...
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electronic equipment, computers and networks to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology of paper and pencil is appropriate in many mathematical situations. In many other situations, calculators or computers are required to find answers or create images. Specialized technology may be required to make
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=9
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=9
electronic equipment, computers and <span class="highlight">networks</span> to access information, process ideas and communicate results. Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. The technology <span class="highlight">of</span> paper and pencil is appropriate in many mathematical situations. In many other situations, calculators or computers are required to find answers or create images. Specialized technology may be required to make
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=10
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=10
space travel, to the very small quantities in <span class="highlight">computer</span> design and microbiology, to the varying values <span class="highlight">of</span> currencies in <span class="highlight">international</span> monetary exchange. All people must be able to choose an appropriate level <span class="highlight">of</span> accuracy for a measurement; to select what measuring instruments to use and to correctly determine the measures <span class="highlight">of</span> objects, space and time. These activities require people to be able to use standard instruments including rulers, volume and capacity measures, timers and emerging measurement
CONTENts.PDF
Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experience...
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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Content Standard 10: Discrete Mathematics Students will use the concepts and processes <span class="highlight">of</span> discrete mathematics to analyze and model a variety <span class="highlight">of</span> real-world situations that involve recurring relationships, sequences, <span class="highlight">networks</span>, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models <span class="highlight">of</span> simple <span class="highlight">networks</span> that represent everyday situations; • identify and
Speaking Standard 3
apply, and translate among mathematical representations to solve problems. 3. Use representations to model and interpret physical, social, and mathematical phenomena. 4.5 F. Technology 1. Use technology to gather, analyze, and communicate mathematical information. 2. Use computer spreadshe...
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apply, and translate among mathematical representations to solve problems. 3. Use representations to model and interpret physical, social, and mathematical phenomena. 4.5 F. Technology 1. Use technology to gather, analyze, and communicate mathematical information. 2. Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information. 3. Use graphing calculators and computer software to investigate properties of functions and their graphs. 4. Use
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=47
www.nj.gov/education/cccs/2004/s4_math.pdf#page=47
apply, and translate among mathematical representations to solve problems. 3. Use representations to model and interpret physical, social, and mathematical phenomena. 4.5 F. Technology 1. Use technology to gather, analyze, and communicate mathematical information. 2. Use <span class="highlight">computer</span> spreadsheets, software, and graphing utilities to organize and display quantitative information. 3. Use graphing calculators and <span class="highlight">computer</span> software to investigate properties <span class="highlight">of</span> functions and their graphs. 4. Use
GRADE CWR
functions and problems involving finance. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze and describe how a change in an independent variable leads to a change in a dependent variable. Continued on next page MCWR-S5C2-05. Summarize a...
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functions and problems involving finance. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze and describe how a change in an independent variable leads to a change in a dependent variable. Continued on next page MCWR-S5C2-05. Summarize and communicate mathematical ideas using formal and informal reasoning. Examples: • A computer store sells about 200 computers at the price of $1,000 per computer. For each $50 increase in price
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
functions and problems involving finance. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Analyze and describe how a change in an independent variable leads to a change in a dependent variable. Continued on next page MCWR-S5C2-05. Summarize and communicate mathematical ideas using formal and informal reasoning. Examples: • A <span class="highlight">computer</span> store sells about 200 computers at the price <span class="highlight">of</span> $1,000 per <span class="highlight">computer</span>. For each $50 increase in price
Core Content For Mathematics Assessment
explain the purposes of technology tools (e.g., computer programs, Internet, email, cell phones) and how these impact productivity in homes, schools and jobs. DOK 2
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explain the purposes of technology tools (e.g., computer programs, Internet, email, cell phones) and how these impact productivity in homes, schools and jobs. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=111
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=111
explain the purposes <span class="highlight">of</span> technology tools (e.g., <span class="highlight">computer</span> programs, Internet, email, cell phones) and how these impact productivity in homes, schools and jobs. DOK 2
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 35 Computer Mathematics This course is intended to provide students with experiences in using computer programming techniques and skills to solve problems that can be set up as mathematical model...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 35 Computer Mathematics This course is intended to provide students with experiences in using computer programming techniques and skills to solve problems that can be set up as mathematical models. Students enrolled in Computer Mathematics are assumed to have studied the concepts and skills in Algebra I and beginning geometry. Students who successfully complete the standards for this course may earn credit toward meeting
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=41
Mathematics Standards <span class="highlight">of</span> Learning for Virginia Public Schools – February 2009 35 <span class="highlight">Computer</span> Mathematics This course is intended to provide students with experiences in using <span class="highlight">computer</span> programming techniques and skills to solve problems that can be set up as mathematical models. Students enrolled in <span class="highlight">Computer</span> Mathematics are assumed to have studied the concepts and skills in Algebra I and beginning geometry. Students who successfully complete the standards for this course may earn credit toward meeting
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