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Education
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 Microsoft Word - K-8 Mathematics Curriculum Framework.doc
predictable and can be extended using operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over ru...
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predictable and can be extended using operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over run; or change in y over change in x Sphere A three dimensional shape whose curved surface is, at all points, a given distance from its center point Square root The square root of a number n is a number that, when
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=74
predictable and can be extended <span class="highlight">using</span> operations Skip count To count by multiples of a number Similar figure Figures that are exactly the same shape, but not necessarily the same size Slide (Translation) (See Translation.) Slope The measure of steepness of a line; the ratios of rise over run; or change in y over change in x Sphere A three dimensional shape whose curved surface is, at all points, a given distance <span class="highlight">from</span> its center point Square root The square root of a number n is a number that, when
Speaking Standard 3
using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects....
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using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=23
www.nj.gov/education/cccs/2004/s4_math.pdf#page=23
trapezoids, rhombi • Regular polygons 2. Understand and apply the concept of similarity. • <span class="highlight">Using</span> proportions to find missing measures • Scale drawings • Models of 3D objects 3. Use logic and reasoning to make and support conjectures about geometric objects. 4.2.7 B. Transforming Shapes 1. Understand and apply transformations. • Finding the <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations, and translations result in
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
<span class="highlight">using</span> a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
www.nj.gov/education/cccs/2004/s4_math.pdf#page=42
42 4.4.7 C. Discrete Mathematics—Systematic Listing and Counting 1. Apply the multiplication principle of counting. • Permutations: ordered situations with replacement (e.g., number of possible <span class="highlight">license</span> plates) vs. ordered situations without replacement (e.g., number of possible slates of 3 class officers <span class="highlight">from</span> a 23 student class) 2. Explore counting problems involving Venn diagrams with three attributes (e.g., there are 15, 20, and 25 students respectively in the chess club, the debating team
Standard 1: Number and Operation
technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same...
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technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same object shown from different perspectives, i.e., a two-dimensional image of a three- dimensional object Students recognize images of the same object shown from different perspectives with no errors. Students recognize images of
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=49
www.dpi.state.nd.us/standard/content/math/math.pdf#page=49
technological tools. Students construct plane figures with a few significant errors <span class="highlight">using</span> traditional and/or technological tools. Students construct plane figures with many significant errors <span class="highlight">using</span> traditional and/or technological tools. 9-10.2.10. Recognize <span class="highlight">images</span> of the same object shown <span class="highlight">from</span> different perspectives, i.e., a two-dimensional <span class="highlight">image</span> of a three- dimensional object Students recognize <span class="highlight">images</span> of the same object shown <span class="highlight">from</span> different perspectives with no errors. Students recognize <span class="highlight">images</span> of
STANDARDS.05
’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and...
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’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
www.eed.state.ak.us/standards/pdf/standards.pdf#page=74
’ ideas, <span class="highlight">images</span>, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, <span class="highlight">images</span>, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources <span class="highlight">using</span> a standard <span class="highlight">method</span> of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources <span class="highlight">using</span> a given format. E.D.3
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
www.eed.state.ak.us/standards/pdf/standards.pdf#page=77
” way to begin a piece of writing, intended to motivate the reader to continue. Typically a hook/lead includes such things as: startling statistic, anecdote/scenario, moving <span class="highlight">from</span> generalization to specific, or quotation/dialogue. <span class="highlight">Images</span>—Charts, graphs, pictures, etc. Informational Writing—Informational writing conveys meaning or information. Informational writing uses format, illustrations, and graphics to support understanding of meaning. Literary Devices—Techniques used in writing (particularly expressive
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to colle...
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central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected from the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to collect age and market value of a selected vehicle over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the vehicle
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=6
central tendency which best represents the given real-world data set given a distribution curve. Sample Task: Students analyze real-world data collected <span class="highlight">from</span> the newspaper and explore and report the uses, misuses, and abuses of reported statistical data. Students search the internet to collect age and market value of a selected <span class="highlight">vehicle</span> over a specific period of time. They use a graphing calculator to create a scatterplot and construct a line of best fit to predict the depreciation of the <span class="highlight">vehicle</span>
GRADE 7
describe the process used to solve the problem, and verify the reasonableness of the solution. Students are building on their prior knowledge of graphing figures in the coordinate plane and performing single transformations on figures. Students should apply formal notation using letters to la...
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describe the process used to solve the problem, and verify the reasonableness of the solution. Students are building on their prior knowledge of graphing figures in the coordinate plane and performing single transformations on figures. Students should apply formal notation using letters to label the vertices of the pre image and A’, B’, C’, A”, B”, or C” to label the transformed images. Example: • Given triangle ABC, translate one space to the right. Then reflect it across the x-axis. What are the
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=11
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
predict values for points beyond the range of the data set. Connections: M07-S1C3-02, M07-S2C1- 01, M07-S2C2-03, SC07-S1C3-01, SC07- S1C3-02, SC07-S1C3-03, SC07-S1C3-05 M07-S5C2-07. Isolate and organize mathematical information taken <span class="highlight">from</span> symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning. M07-S5C2-08. Make and test conjectures based on information collected <span class="highlight">from</span> explorations and experiments. Students will interpret trends <span class="highlight">using</span> the graphical
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
describe the process used to solve the problem, and verify the reasonableness of the solution. Students are building on their prior knowledge of graphing figures in the coordinate plane and performing single transformations on figures. Students should apply formal notation <span class="highlight">using</span> letters to label the vertices of the pre <span class="highlight">image</span> and A’, B’, C’, A”, B”, or C” to label the transformed <span class="highlight">images</span>. Example: • Given triangle ABC, translate one space to the right. Then reflect it across the x-axis. What are the
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
sections of prisms, cylinders, pyramids, and cones. (DOK 1) h. Graph a vector and determine the magnitude and direction of a given vector. (DOK 2) i. Given the pre-image or image, find figures obtained by applying reflections, translations, rotations, and dilations; describe and justif...
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sections of prisms, cylinders, pyramids, and cones. (DOK 1) h. Graph a vector and determine the magnitude and direction of a given vector. (DOK 2) i. Given the pre-image or image, find figures obtained by applying reflections, translations, rotations, and dilations; describe and justify the method used. (DOK 2) MEASUREMENT 4. Select and apply various strategies, tools, and formulas to calculate length, surface area, volume, and angle measurements. a. Use the properties of circles using arc
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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=54
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
sections of prisms, cylinders, pyramids, and cones. (DOK 1) h. Graph a vector and determine the magnitude and direction of a given vector. (DOK 2) i. Given the pre-<span class="highlight">image</span> or <span class="highlight">image</span>, find figures obtained by applying reflections, translations, rotations, and dilations; describe and justify the <span class="highlight">method</span> used. (DOK 2) MEASUREMENT 4. Select and apply various strategies, tools, and formulas to calculate length, surface area, volume, and angle measurements. a. Use the properties of circles <span class="highlight">using</span> arc
Illinois Mathematics Assessment Framework Grades 3-8
–learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. The following are some, but not all, of the d...
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–learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. The following are some, but not all, of the demands that items in the low–complexity category might make: Items in the moderate–complexity category involve more flexibility of thinking and choice among alternatives than do those in the low–complexity category
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http://www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=5
www.isbe.state.il.us/assessment/pdfs/iaf_math.pdf#page=5
–learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original <span class="highlight">method</span> or solution. The following are some, but not all, of the demands that items in the <span class="highlight">low</span>–complexity category might make: Items in the moderate–complexity category involve more flexibility of thinking and choice among alternatives than do those in the <span class="highlight">low</span>–complexity category
Microsoft Word - Front Cover Page
which the numerator is greater than the denominator. Increasing Pattern: A pattern in which the terms of a sequence differ by a systematically growing amount. (1, 2, 4, 7, 11… or 1, 2, 4, 8, 16…) Indirect Measure: The technique of using similar figures, proportions, or other st...
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which the numerator is greater than the denominator. Increasing Pattern: A pattern in which the terms of a sequence differ by a systematically growing amount. (1, 2, 4, 7, 11… or 1, 2, 4, 8, 16…) Indirect Measure: The technique of using similar figures, proportions, or other strategies to find a measure. (Finding the height of a tree without actually measuring it) Inductive Reasoning: A process that includes looking for patterns and making conjectures. Inequality: A relationship between
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http://www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_Document_6.29.06_PDF.pdf#page=47
www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_D...
Nevada Mathematics Standards Content Standard 5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics. At a minimum, students will maintain previous skills and attain the following: 5 6 7 8 9-12 5.5.5 I/L Conduct simple probability experiments <span class="highlight">using</span> concrete materials
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http://www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_Document_6.29.06_PDF.pdf#page=51
www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_D...
which the numerator is greater than the denominator. Increasing Pattern: A pattern in which the terms of a sequence differ by a systematically growing amount. (1, 2, 4, 7, 11… or 1, 2, 4, 8, 16…) Indirect Measure: The technique of <span class="highlight">using</span> similar figures, proportions, or other strategies to find a measure. (Finding the height of a tree without actually measuring it) Inductive Reasoning: A process that includes looking for patterns and making conjectures. Inequality: A relationship between
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http://www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_Document_6.29.06_PDF.pdf#page=54
www.doe.nv.gov/Standards/Mathematics/New_Nevada_Math_Standards_Complete_D...
Symmetry (Line): When an object can be folded in half to form two mirror <span class="highlight">images</span>. Symmetry (Rotational or Point): When an object can be rotated less than 360 degrees about a point to coincide with an <span class="highlight">image</span> of the object. Table: A chart that organizes data in rows and columns to show facts and figures. Tabular: Data organized as a table. Tally Mark: Line segments arranged to represent numbers in groups of five. Theoretical Probability: The number of possible ways an event can happen compared to
Microsoft Word - 06.029.0007.doc
6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made from six triangles). (ii) Create three-dimensional shapes based on two-dimensional representations. (iii) Participate in activities to develop mental vi...
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6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made from six triangles). (ii) Create three-dimensional shapes based on two-dimensional representations. (iii) Participate in activities to develop mental visualization and spatial memory (e.g., "quick image" activities that require students
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9
6.29.7 NMAC 9 (i) Use combinations of shapes to make a new shape to demonstrate relationships between shapes (e.g., a hexagon can be made <span class="highlight">from</span> six triangles). (ii) Create three-dimensional shapes based on two-dimensional representations. (iii) Participate in activities to develop mental visualization and spatial memory (e.g., "quick <span class="highlight">image</span>" activities that require students
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