iSEEK - Education

140 Indicator 4: Describe and use properties and behaviors of relations, functions, and inverses. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 9-12.A.4.1. Students are able to use graphs, tables, and equations to represent linear functions. Examples: 1) Create a table from the graph or equation of a line. 2) Graph a linear equation in the form bmxy += . 3) Write an equation of a line that passes through the points (3, 2) and (-1, 5). Core High

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symbols, the modeling of phenomena, and the mathematical study of change. From investigations of the properties of whole numbers to the use of mathematical models to represent quantitative relationships, algebra is linked to all areas of mathematics. A strong foundation in algebra is an expectation for every South Dakota high school graduate. Indicator 1: Use procedures to transform algebraic expressions. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities

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13 SOUTH DAKOTA MATHEMATICS STANDARDS K-2 Kindergarten Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Note: Kindergarten students do not master standards for Indicator 1. Mastery of this indicator emerges and increases from grade 3 upward. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples

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21 First Grade Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Note: First grade students do not master standards for Indicator 1. Mastery of this indicator emerges and increases from grade 3 upward. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 1.A.2.1. Students are able to use the

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32 Second Grade Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Note: Second grade students do not master standards for Indicator 1. Mastery of this indicator emerges and increases from grade 3 upward. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 2.A.2.1. Students are able to use

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42 ALGEBRA STANDARDS K-2 Indicator 1: Use procedures to transform algebraic expressions. Note: Kindergarten through grade 2 students do not master standards for Indicator 1. Mastery of this indicator emerges and increases from grade 3 upward. Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Kindergarten First Grade Second Grade K.A.2.1. (Comprehension) Compare collections of objects to determine more, less, and equal (greater than

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72 Fifth Grade Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 5.A.1.1. Students are able to use a variable to write an addition expression. Example: Mary has two more marbles than Tom. Write an expression to represent the number of marbles that Mary has. (Application) 5.A.1.2. Students are able to recognize and use the associative

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86 ALGEBRA STANDARDS 3-5 Indicator 1: Use procedures to transform algebraic expressions. Third Grade Fourth Grade Fifth Grade 3.A.1.1. (Comprehension) Explain the relationship between repeated addition and multiplication. 4.A.1.1. (Comprehension) Simplify whole number expressions involving addition, subtraction, multiplication, and division. 5.A.1.1. (Application) Use a variable to write an addition expression. 3.A.1.2. (Knowledge) Identify special properties of 0 and 1 with

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93 SOUTH DAKOTA MATHEMATICS STANDARDS 6-8 Sixth Grade Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 6.A.1.1. Students are able to use order of operations, excluding nested parentheses and exponents, to simplify whole number expressions. Examples: 1) 5347 −•+ 2) ) 2 10 (7)53(2 ++ 3) Ms. Smith’s class is going to the movies

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110 Indicator 2: Use properties of geometric figures to solve problems from a variety of perspectives. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 7.G.2.1. Students are able to demonstrate ways that shapes can be transformed. • Translation • Rotation • Reflection √ Tessellation √ Write and solve proportions that express the relationships between corresponding parts of similar quadrilaterals and triangles. Seventh Grade Geometry Performance

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138 Core High School Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Comprehension) 9-12.A.1.1. Students are able to write equivalent forms of algebraic expressions using properties of the set of real numbers. Example: Simplify )27(2)5(3 xx −−+ Example: Express as the product of two binomials. 1) 34 2 ++ xx 2) 9 2 −x • Evaluate algebraic

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140 Indicator 4: Describe and use properties and behaviors of relations, functions, and inverses. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 9-12.A.4.1. Students are able to use graphs, tables, and equations to represent linear functions. Examples: 1) Create a table from the graph or equation of a line. 2) Graph a linear equation in the form bmxy += . 3) Write an equation of a line that passes through the points (3, 2) and (-1, 5). Core High

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156 Advanced High School Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Application) 9-12.A.1.1A. Students are able to write equivalent forms of rational algebraic expressions using properties of real numbers. Example: Perform the indicated operation. 1) 4 2 2 − − x x 2) x xx − ++ 2 65 2 3) 1 3 1 1 2 − + + x x (Application) 9-12.A.1.2A

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171 High School Algebra Grade Standards, Supporting Skills, and Examples Indicator 1: Use procedures to transform algebraic expressions. Core HS Standards 9-12.A.1.1. (Comprehension)Write equivalent forms of algebraic expressions using properties of the set of real numbers. Advanced HS Standards 9-12.A.1.1A. (Application) Write equivalent forms of rational algebraic expressions using properties of real numbers. 9-12.A.1.2A. (Application) Extend the use of real number properties to

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Standard Eight: Ecology

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one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-5 expectations, all students in Grade 6

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4 Science Standard 8 Ecology Organisms are linked to one another in an ecosystem by the flow of energy and the cycling of materials. Humans are an integral part of the natural system and human activities can alter the stability of ecosystems. Strand Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12 Energy Flow and Material Cycles in the Environment Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from

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part of the system will affect other parts of the system. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. All students in Kindergarten will be able to: Building upon the

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one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. All students in Kindergarten will be able to: Building upon

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part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-3 expectations, all students in Grade 4 will be

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one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-3 expectations, all students in Grade 4

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one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-5 expectations, all students in Grade 6

13 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=13 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-5 expectations, all students in Grade 6

14 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=14 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

one part of the system will affect other parts of the system. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-5 expectations, all students in Grade 6

15 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard8.pdf#page=15 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

one part of the system will affect other parts of the system. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-11 expectations, all students in Grade 12

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in one part of the system will affect other parts of the system. Enduring Understanding: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it. Enduring Understanding: Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system. Building upon the K-11 expectations, all students in Grade

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Science.qxd

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Revised 2004 66 Grade 6 Science COMPETENCY GOAL 6: The learner will conduct investigations and examine models and devices to build an understanding of the characteristics of energy transfer and/or transformation. Objectives 6.01 Determine how convection and radiation transfer energy. 6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium. 6.03 Analyze sound as an example that vibrating materials generate waves that transfer energy

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Revised 2004 66 Grade 6 Science COMPETENCY GOAL 6: The learner will conduct investigations and examine models and devices to build an understanding of the characteristics of energy transfer and/or transformation. Objectives 6.01 Determine how convection and radiation transfer energy. 6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium. 6.03 Analyze sound as an example that vibrating materials generate waves that transfer energy

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Standard Six 2/10/05

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flow of energy and the cycling of matter in ecosystems. Regulation and Behavior Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive. Essential Question: How do responses to internal and external cues aid in an organism’s survival? 1. Senses help humans and other organisms detect internal and external cues. 2. The brain receives signals from parts of the body via the senses. In response, the brain sends signals to parts of the body

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flow of energy and the cycling of matter in ecosystems. Regulation and Behavior Enduring Understanding: Organisms respond to internal and external cues, which allow them to survive. Essential Question: How do responses to internal and external cues aid in an organism’s survival? 1. Senses help humans and other organisms detect internal and external cues. 2. The brain receives signals from parts of the body via the senses. In response, the brain sends signals to parts of the body

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respiration. Explain the processes used by autotrophs to transform light energy into chemical energy in the form of simple sugars. Give examples of how these compounds are used by living things as sources of matter and energy. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis). Describe photosynthesis as an energy storing process and explain how environmental factors such as temperature, light

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English Voluntary State Curriculum

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Grades 9 and 10 The student will #0;z Generate and develop a controlling idea or thesis intended to inform or explain ADP C3 #0;z Use an organizational structure appropriate for the writing purpose with a clear introduction, body, and an effective conclusion ADP C3 #0;z Include relevant and complete support of ideas joined with effective transitions for clarity and coherence ADP C3 #0;z Develop the main ideas within the body of the essay through an appropriate strategy or with supporting evidence (e.g

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Grades 9 and 10 The student will #0;z Generate and develop a controlling idea or thesis intended to inform or explain ADP C3 #0;z Use an organizational structure appropriate for the writing purpose with a clear introduction, body, and an effective conclusion ADP C3 #0;z Include relevant and complete support of ideas joined with effective transitions for clarity and coherence ADP C3 #0;z Develop the main ideas within the body of the essay through an appropriate strategy or with supporting evidence (e.g

12 0 http://mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=12 mdk12.org/share/hsvsc/source/VSC_english_hs.pdf#page=12

appeal to emotion) in both oral and written arguments #0;z Combine basic sentence patterns to vary sentence structure and emphasize selected ideas ECLG 3.1.7, 3.1.9 #0;z Enhance meaning by employing basic rhetorical devices (e.g., issuing of a call to action, refuting or modifying a position) #0;z Demonstrate the ability to integrate ideas into written text from a variety of sources using paraphrase, quotations, citations, and summaries Grades 11 and 12 The student will #0;z Generate and develop a

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SBEinsideCovTitleIX.qxd

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Revised 2003 74 Mathematics Advanced Placement Calculus Advanced Placement Calculus develops the student’s understanding of the concepts of calculus (functions, graphs, limits, derivatives and integrals) and provides experience with its methods and applications. The course encourages the geometric, numerical, analytical, and verbal expression of concepts, results, and problems. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and

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variety of problems. Mathematical modeling is an important technique used to build understanding of abstract ideas. Teachers need to expose students to physical representations that help develop understanding of abstract concepts. Early years should include work with manipulatives to help form a sense of number, and work with geometric shapes and patterns facilitates the development of spatial reasoning. In later studies, students will generate algebraic expressions, another form of modeling, which represent

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understand and determine probabilities. Objectives 4.01 Develop fluency with counting strategies to determine the sample space for an event. Include lists, tree diagrams, frequency distribution tables, permutations, combinations, and the Fundamental Counting Principle. 4.02 Use a sample space to determine the probability of an event.

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Circles. 2.04 Develop and apply properties of solids to solve problems. COMPETENCY GOAL 3: The learner will transform geometric figures in the coordinate plane algebraically. Objectives 3.01 Describe the transformation (translation, reflection, rotation, dilation) of polygons in the coordinate plane in simple algebraic terms. 3.02 Use matrix operations (addition, subtraction, multiplication, scalar multiplication) to describe the transformation of polygons in the coordinate plane.

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Revised 2003 60 Mathematics Pre-Calculus Pre-Calculus provides students an honors-level study of trigonometry, advanced functions, analytic geometry, and data analysis in preparation for calculus. Applications and modeling should be included throughout the course of study. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites • Describe phenomena as functions graphically, algebraically and verbally

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Revised 2003 74 Mathematics Advanced Placement Calculus Advanced Placement Calculus develops the student’s understanding of the concepts of calculus (functions, graphs, limits, derivatives and integrals) and provides experience with its methods and applications. The course encourages the geometric, numerical, analytical, and verbal expression of concepts, results, and problems. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and

www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=78

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Strand 1: Properties and Principles of Matter and Energy

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Science K-8 Assessment Document 12/03/08 Missouri Department of Elementary and Secondary Education – Curriculum and Assessment; Level of DOK was assigned by Group Consensus led by Dr. Norman Webb Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments 2. Matter and energy flow through an ecosystem Concept Kindergarten First Second Third Fourth Fifth A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a

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Science K-8 Assessment Document 12/03/08 Missouri Department of Elementary and Secondary Education – Curriculum and Assessment; Level of DOK was assigned by Group Consensus led by Dr. Norman Webb Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments 2. Matter and energy flow through an ecosystem Concept Kindergarten First Second Third Fourth Fifth A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a

49 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#page=49 dese.mo.gov/divimprove/curriculum/GLE/documents/sc_gle_2.0_k8_0308.pdf#pa...

Science K-8 Assessment Document 12/03/08 Missouri Department of Elementary and Secondary Education – Curriculum and Assessment; Level of DOK was assigned by Group Consensus led by Dr. Norman Webb Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments 2. Matter and energy flow through an ecosystem Concept Sixth Seventh Eighth A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use Scope

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properties, an illustration, mining technique, occurrence, and use. #0;93205.2.11 Explore gems and their importance to man. #0;93205.2.12 Create a brochure on the mineral resources of Tennessee. Geology : Standard 3 - The Rock Cycle Conceptual Strand 3 The rock cycle explains how different rock types are related to each other and how earth processes transform rocks from one type to another over geologic time. Guiding Question 3 How does the rock cycle explain the origin of

6 0 http://www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=6 www.state.tn.us/education/ci/sci/doc/SCI_3205.pdf#page=6

properties, an illustration, mining technique, occurrence, and use. #0;93205.2.11 Explore gems and their importance to man. #0;93205.2.12 Create a brochure on the mineral resources of Tennessee. Geology : Standard 3 - The Rock Cycle Conceptual Strand 3 The rock cycle explains how different rock types are related to each other and how earth processes transform rocks from one type to another over geologic time. Guiding Question 3 How does the rock cycle explain the origin of

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CLE 3205.5.1 Describe the major evidence to explain the theory of plate tectonics. CLE 3205.5.2 Recognize different types of plate boundaries. CLE 3205.5.3 Explain how convection currents provide the driving mechanism for plate movement. CLE 3205.5.4 Describe processes associated with volcanoes, earthquakes, and mountain building. #0;93205.5.1 Identify plate boundaries on a diagram. #0;93205.5.2 Match continent boundary shapes to provide evidence of continental drift. #0;93205.5.3

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K-1

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122 Revised Washington State K-12 Science Standards Theory: An integrated, comprehensive explanation of many facts capable of generating hypotheses and testable predictions about the natural world. Thermometer: An instrument for measuring temperature. Tools: A device used to accomplish a task that a person alone cannot accomplish. The most basic tools are simple machines. Transfer: Move from one place to another. Transform: Change from one form to another. Trials: Repetitions of data

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A Message from Superintendent Randy Dorn Superintendent of Public Instruction June 15, 2009 More than 15 years ago I was one of the sponsors of the Basic Education Act of 1993, which promised the people of Washington an educational system that would: ―Provide students with the opportunity to become responsible and respectful global citizens, to contribute to their own economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy

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ecosystem from producers (plants) to consumers to decomposers. These relationships can be shown for specific populations in a food web. Analyze the flow of energy in a local ecosystem, and draw a labeled food web showing the relationships among all of the ecosystem’s plant and animal populations. 6-8 LS2C The major source of energy for ecosystems on Earth’s surface is sunlight. Producers transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used

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122 Revised Washington State K-12 Science Standards Theory: An integrated, comprehensive explanation of many facts capable of generating hypotheses and testable predictions about the natural world. Thermometer: An instrument for measuring temperature. Tools: A device used to accomplish a task that a person alone cannot accomplish. The most basic tools are simple machines. Transfer: Move from one place to another. Transform: Change from one form to another. Trials: Repetitions of data

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87 3. ▲ understands food molecules contain biochemical energy, which is then available for cellular respiration. 4. understands the structure and function of an organism serve to acquire, transform, transport, release, and eliminate the matter and energy used to sustain the organism. 3. a. Energy is released when the food molecules are broken down into simpler compounds b. Energy is transferred to ATP through cellular respiration c. Most biochemical

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87 3. ▲ understands food molecules contain biochemical energy, which is then available for cellular respiration. 4. understands the structure and function of an organism serve to acquire, transform, transport, release, and eliminate the matter and energy used to sustain the organism. 3. a. Energy is released when the food molecules are broken down into simpler compounds b. Energy is transferred to ATP through cellular respiration c. Most biochemical

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