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 GRADE 1
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students migh...
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Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the BIG and YELLOW example, students might draw a school bus inside the region to represent an object that is both BIG and YELLOW. They should use words to describe the objects found in all four regions: 1) BIG, 2) YELLOW, 3) BIG and YELLOW, and 4) NOT
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
sorting rule, draw a circle around each group, and label each group with a word that describes what the objects have in common. They also talk about what attributes are “different” and if any objects possess both attributes (in the disjoint case, no objects will have possess both attributes). Children should also be given a Venn diagram of two non- intersecting groups that are labeled (for example, <span class="highlight">BIG</span> and YELLOW) where they need to draw examples of objects that can go inside the circles and outside the
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=10
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: By the end of the school year, students are introduced to the idea that some objects may share both attributes and explore sorting situations in Venn diagrams with one intersecting region. Extending the <span class="highlight">BIG</span> and YELLOW example, students might draw a school bus inside the region to represent an object that is both <span class="highlight">BIG</span> and YELLOW. They should use words to describe the objects found in all four regions: 1) <span class="highlight">BIG</span>, 2) YELLOW, 3) <span class="highlight">BIG</span> and YELLOW, and 4) NOT
GRADE 4
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples St...
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and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-S3-C1-02, SS04-S5C5-01 M04-S5C2-05
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=26
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and Functions Concept 4: Analysis of Change Analyze how changing the values of one quantity corresponds to change in the values of another quantity. In Grade 4, students make predictions based on changes in data over time. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Identify the change in a quantity over time and make simple predictions. Connections: M04-S1C3-02, M04-S2C1- 02, M04-<span class="highlight">S3</span>-C1-02, SS04-S5C5-01 M04-S5C2-05
WYOMING LANGUAGE ARTS
Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 72 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1998-1999) Mathematics 4 th Grade Pam Anderson, Converse #2 Sonja Black, Park #1 John Bolender, Natrona #1 Vicky Ciulla, Teton #1 Alma Courtn...
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Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 72 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1998-1999) Mathematics 4 th Grade Pam Anderson, Converse #2 Sonja Black, Park #1 John Bolender, Natrona #1 Vicky Ciulla, Teton #1 Alma Courtney, Fremont #2 Vicky Cox, Park #1 Pat Crumine, Big Horn #2 Michaela Dabich, Fremont # 38 Mable Frederick, Platte #2 Renee Gomendi, Fremont #6
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=71
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=71
Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 71 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS STATE WRITING COMMITTEE (1997 – 1998) Mathematics 4 th Grade John Bolender, Natrona #1 Mable Frederick, Platte #2 Kathy Hitt, Sweetwater #1 Dr. Linda Hutchison, UW, Common Core Patti Konkel, Johnson #1 Judy Kopischka, Albany #1 Leda Lester, Fremont #25 Jim Willis, <span class="highlight">Big</span> Horn #4 Mathematics 8 th Grade
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=72
Wyoming Mathematics Content and Performance Standards Adopted 11/19/08 72 WYOMING MATHEMATICS CONTENT AND PERFORMANCE STANDARDS REGIONAL WRITING COMMITTEE (1998-1999) Mathematics 4 th Grade Pam Anderson, Converse #2 Sonja Black, Park #1 John Bolender, Natrona #1 Vicky Ciulla, Teton #1 Alma Courtney, Fremont #2 Vicky Cox, Park #1 Pat Crumine, <span class="highlight">Big</span> Horn #2 Michaela Dabich, Fremont # 38 Mable Frederick, Platte #2 Renee Gomendi, Fremont #6
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=74
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=74
Lonna Forister, Sheridan #2 Bruce Fritz, <span class="highlight">Big</span> Horn #4 Jerry Fullmer, Niobrara #1 Renee Gomendi, Fremont #6 Doug Graslie, Johnson #1 Mel Hamburger, LCCC Tom Hansen, <span class="highlight">Big</span> Horn #1 Kathy Heigh, Lincoln #1 Julie Her Many Horses, Fremont #14 Kent Hessenthaler, Hot Springs #1 Tim Hoard, Crook #1 Carol Jahn, Campbell #1 Rich Johnson, Fremont #2 Carol Kabeiseman, LCCC Deb Kellam, Mike Kitchen, <span class="highlight">Big</span> Horn #2 Kathy Kjellgren, Sweetwater #1 Lonnie Koch, <span class="highlight">Big</span> Horn #3 Kerry Kosh, Uinta #6 Tom Kraner, Laramie #1
STANDARDS.05
132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD...
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132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD4.2 using evidence to explain how the position of stars changes in the expanding universe [11] SD4.4 describing the Big Bang Theory and exploring the evidence that supports it (L) The student demonstrates
134
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=134
www.eed.state.ak.us/standards/pdf/standards.pdf#page=134
132 PERFORMANCE STANDARDS (Grade Level Expectations) 133PERFORMANCE STANDARDS (Grade Level Expectations) The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by [11] SD4.1 describing phenomena in the universe (i.e., black holes, nebula) [11] SD4.2 using evidence to explain how the position of stars changes in the expanding universe [11] SD4.4 describing the <span class="highlight">Big</span> Bang Theory and exploring the evidence that supports it (L) The student demonstrates
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find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD S3: SaMPLeS,...
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find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD S3: SaMPLeS, SurveyS, anD exPeriMentS Students understand and apply sampling and various sampling methods, examine surveys and experiments, identify bias in methods of conducting surveys, and learn strategies to minimize bias
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=5
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=5
HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 3 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION STANDARDS (and number of core expectations in each standard) A1: Expressions, Equations, and Inequalities (16) A2: Functions (16) A3: Families of Functions (27) G1: Figures and Their Properties (29) G2: Relationships Between Figures (10) G3: Transformations of Figures in the Plane (5) S1: Univariate Data- Examining Distributions (9) S2: Bivariate Data— Examining Relationships (6) <span class="highlight">S3</span>: Samples
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=20
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=20
find the least squares regression line by estimating visually and by calculating the equation of the regression line. Interpret the slope of the equation for a regression line. S2.2.2 Use the equation of the least squares regression line to make appropriate predictions. StanDarD <span class="highlight">S3</span>: SaMPLeS, SurveyS, anD exPeriMentS Students understand and apply sampling and various sampling methods, examine surveys and experiments, identify bias in methods of conducting surveys, and learn strategies to minimize bias
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough mon...
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National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a video game, using the
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition for Personal Financial Literacy Page 2 of 18 1/16/04 Fourth Grade Application Examples Students could use this knowledge to: 1. Give examples of situations in which they wanted to buy something but didn’t have enough money. 2. List personal financial goals and indicate which goals are needs and which are wants. 3. Make a financial decision, such as choosing between going to a movie or saving money to buy a <span class="highlight">video</span> game, using the
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and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interes...
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and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest, and make inferences from sample results . Example: To determine what type of videos its customers liked, Drake Video surveyed every tenth person to walk in the store. Describe the sampling method used by
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=70
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced, evaluate the characteristics of a good survey and well-designed experiment, design simple experiments or investigations to collect data to answer questions of interest, and make inferences from sample results . Example: To determine what type of videos its customers liked, Drake <span class="highlight">Video</span> surveyed every tenth person to walk in the store. Describe the sampling method used by
Microsoft Word - mathstd2.docmathstdbystd2.pdf
($); b. patterns using geometric shapes with one attribute change (2.4.A1c). 2. recognizes multiple representations of the AB pattern (2.4.A1a), e.g., big- little, big-little, big-little, ... and 1-2, 1-2, 1-2, ..., or AB, AB, AB, .... 3. uses concrete objects to model a whole n...
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($); b. patterns using geometric shapes with one attribute change (2.4.A1c). 2. recognizes multiple representations of the AB pattern (2.4.A1a), e.g., big- little, big-little, big-little, ... and 1-2, 1-2, 1-2, ..., or AB, AB, AB, .... 3. uses concrete objects to model a whole number pattern (2.4.A1a): a. counting by ones: #0;D ,#0;D#0;D, #0;D#0;D#0;D, …; b. counting by twos: #0;6#0;6, #0;6#0;6 #0;6#0;6 #0;6#0;6, #0;6#0;6
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http://www.ksde.org/LinkClick.aspx?fileticket=3dlTqVEaiuU%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=3dlTqVEaiuU%3d&tabid=141&mid=8017&...
($); b. patterns using geometric shapes with one attribute change (2.4.A1c). 2. recognizes multiple representations of the AB pattern (2.4.A1a), e.g., <span class="highlight">big</span>- little, <span class="highlight">big</span>-little, <span class="highlight">big</span>-little, ... and 1-2, 1-2, 1-2, ..., or AB, AB, AB, .... 3. uses concrete objects to model a whole number pattern (2.4.A1a): a. counting by ones: #0;D ,#0;D#0;D, #0;D#0;D#0;D, …; b. counting by twos: #0;6#0;6, #0;6#0;6 #0;6#0;6 #0;6#0;6, #0;6#0;6
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