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 GRADE 3
Examples: • This is an example of a partitive division or fair sharing problem: o The bag has 92 hair clips, and Laura and her three friends want to share them equally. How many hair clips would each person get? • The following is an example of a measurement or repeated subtraction pro...
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Examples: • This is an example of a partitive division or fair sharing problem: o The bag has 92 hair clips, and Laura and her three friends want to share them equally. How many hair clips would each person get? • The following is an example of a measurement or repeated subtraction problem: o Max the monkey loves bananas. Molly, his trainer, has 24 bananas. If she gives Max 4 bananas each day, how may days will the bananas last? Starting Day 1 Day 2 Day 3 Day 4 Day 5
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=10
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Examples: • This is an example of a partitive division or fair sharing problem: o The bag has 92 hair clips, and Laura and her three friends want to share them equally. How many hair clips would each person get? • The following is an example of a measurement or repeated subtraction problem: o Max the monkey <span class="highlight">loves</span> bananas. Molly, his trainer, has 24 bananas. If she gives Max 4 bananas each day, how may days will the bananas last? Starting Day 1 Day 2 Day 3 Day 4 Day 5
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
Core Content For Mathematics Assessment
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL...
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reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, <span class="highlight">videos</span>, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
<span class="highlight">videos</span>, artwork, portfolio entries) • records of work experiences • transcripts PL-HS-4.1.7 Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path. Employability Skills PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving
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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 - mathstd1.docmathstdbystd1.pdf
3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 videos plus $20 of other merchandise. Barb rents 5 videos plus $15 of other merchandise. Represent the total purchases of Jenny and Barb usin...
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3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 videos plus $20 of other merchandise. Barb rents 5 videos plus $15 of other merchandise. Represent the total purchases of Jenny and Barb using V as the price of a video rental. d. percentages of rational numbers, e.g., if the sales tax is 5.5%, what is the sales tax on an item that costs $36? e. approximation of the irrational number pi, e.g., what is the
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http://www.ksde.org/LinkClick.aspx?fileticket=zf92fLLGGZo%3d&tabid=141&mid=8017&forcedownload=true#page=44
www.ksde.org/LinkClick.aspx?fileticket=zf92fLLGGZo%3d&tabid=141&mid=8017&...
3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 <span class="highlight">videos</span> plus $20 of other merchandise. Barb rents 5 <span class="highlight">videos</span> plus $15 of other merchandise. Represent the total purchases of Jenny and Barb using V as the price of a video rental. d. percentages of rational numbers, e.g., if the sales tax is 5.5%, what is the sales tax on an item that costs $36? e. approximation of the irrational number pi, e.g., what is the
Standard 1 - Number and Computation: The student uses numerical and computational concept...
cost of the candy purchased? b. addition, subtraction, multiplication, and division of rational numbers with a special emphasis on integers, e.g., the high temperatures for the week were: 4 o , 10 o , 1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the...
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cost of the candy purchased? b. addition, subtraction, multiplication, and division of rational numbers with a special emphasis on integers, e.g., the high temperatures for the week were: 4 o , 10 o , 1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 videos plus $20 of other merchandise. Barb rents 5 videos plus $15 of other merchandise. Represent the total purchases of Jenny and Barb
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&...
cost of the candy purchased? b. addition, subtraction, multiplication, and division of rational numbers with a special emphasis on integers, e.g., the high temperatures for the week were:  4 o , 10 o ,  1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 <span class="highlight">videos</span> plus $20 of other merchandise. Barb rents 5 <span class="highlight">videos</span> plus $15 of other merchandise. Represent the total purchases of Jenny and Barb
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
e.g., the high temperatures for the week were: 4 o , 10 o , 1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 videos plus $20 of other merchandise. Barb rents 5 ...
1
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e.g., the high temperatures for the week were: 4 o , 10 o , 1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 videos plus $20 of other merchandise. Barb rents 5 videos plus $15 of other merchandise. Represent the total purchases of Jenny and Barb using V as the price of a video rental. d. percentages of rational numbers, e.g., if the sales tax is 5.5%, what is the sales tax on an item
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=232
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
e.g., the high temperatures for the week were:  4 o , 10 o ,  1 o , 0 o , 7 o , 3 o , and – 5 o . What is the mean temperature for the week? c. first degree algebraic expressions in one variable, e.g., Jenny rents 3 <span class="highlight">videos</span> plus $20 of other merchandise. Barb rents 5 <span class="highlight">videos</span> plus $15 of other merchandise. Represent the total purchases of Jenny and Barb using V as the price of a video rental. d. percentages of rational numbers, e.g., if the sales tax is 5.5%, what is the sales tax on an item
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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 <span class="highlight">videos</span> its customers liked, Drake Video surveyed every tenth person to walk in the store. Describe the sampling method used by
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