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Education
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 Core Content For Mathematics Assessment
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniqu...
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support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=33
CCA 4.1 Middle School Arts <span class="highlight">and</span> Humanities AUGUST 2006 Bold – State Assessment Content Standard 31 Italics – Supporting Content Standard Roman <span class="highlight">techniques</span>)
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity of injuries <span class="highlight">and</span> save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will apply research to support ideas with facts <span class="highlight">and</span> opinions. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon) when appropriate. WR-07-1.2.3 In Transactive Writing, • Students will communicate relevant
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). • Students will develop explanations to support the writer’s purpose. • Students will synthesize research to support ideas when appropriate. • Students will incorporate persuasive <span class="highlight">techniques</span> (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda <span class="highlight">techniques</span> (e.g., testimonial, bandwagon, personal <span class="highlight">attacks</span>) when appropriate.
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort, merge sort, ...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe and apply sorting algorithms and coding algorithms used in sorting, processing, and communicating information. These will include a) bubble sort, merge sort, and network sort; and b) ISBN, UPC, zip, and banking codes. DM.12 The student will select, justify, and apply an appropriate technique to solve a logic problem. Techniques will include Venn diagrams, truth tables, and matrices. DM
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=46
Mathematics Standards of Learning for Virginia Public Schools – February 2009 40 DM.11 The student will describe <span class="highlight">and</span> apply sorting algorithms <span class="highlight">and</span> coding algorithms used in sorting, processing, <span class="highlight">and</span> communicating information. These will include a) bubble sort, merge sort, <span class="highlight">and</span> <span class="highlight">network</span> sort; <span class="highlight">and</span> b) ISBN, UPC, zip, <span class="highlight">and</span> banking codes. DM.12 The student will select, justify, <span class="highlight">and</span> apply an appropriate technique to solve a logic problem. <span class="highlight">Techniques</span> will include Venn diagrams, truth tables, <span class="highlight">and</span> matrices. DM
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others. Students: • write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users • use appropriate language and style for the situation and the audience and take into accoun...
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others. Students: • write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users • use appropriate language and style for the situation and the audience and take into account the ideas and inter- ests expressed by the person receiving the message • read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing. This is evident, for example, when
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=21
others. Students: • write social letters, cards, <span class="highlight">and</span> electronic messages to friends, relatives, community acquaintances, <span class="highlight">and</span> other electronic <span class="highlight">network</span> users • use appropriate language <span class="highlight">and</span> style for the situation <span class="highlight">and</span> the audience <span class="highlight">and</span> take into account the ideas <span class="highlight">and</span> inter- ests expressed by the person receiving the message • read <span class="highlight">and</span> discuss social communications <span class="highlight">and</span> electronic communications of other writers <span class="highlight">and</span> use some of the <span class="highlight">techniques</span> of those writers in their own writing. This is evident, for example, when
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S:LS3:11:1.2 Identify ways of detecting, and limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation and environmental agencies and regulations; ...
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S:LS3:11:1.2 Identify ways of detecting, and limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation and environmental agencies and regulations; and evaluate and justify the need for public policy in guiding the use and management of the environment. Schools should include expectations and competencies from Advanced Science Courses and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=35
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
systems. 4. PROBLEM IDENTIFICATION, FORMULATION, <span class="highlight">AND</span> SOLUTION S:SPS4:8:4.1 Formulate a scientific question about phenomena, a problem, or an issue <span class="highlight">and</span> using a broad range of tools <span class="highlight">and</span> <span class="highlight">techniques</span>; <span class="highlight">and</span> plan <span class="highlight">and</span> conduct an inquiry to address the question. S:SPS4:8:4.2 Use evidence collected from observations or other sources <span class="highlight">and</span> use them to create models <span class="highlight">and</span> explanations. 5. CREATIVITY <span class="highlight">AND</span> INTELLECTUAL CURIOSITY S:SPS4:8:5.1 Use a variety of media tools to make oral <span class="highlight">and</span> written presentations, which
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=88
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
S:LS3:11:1.2 Identify ways of <span class="highlight">detecting</span>, <span class="highlight">and</span> limiting or reversing environmental damage. S:LS3:11:1.3 Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation <span class="highlight">and</span> environmental agencies <span class="highlight">and</span> regulations; <span class="highlight">and</span> evaluate <span class="highlight">and</span> justify the need for public policy in guiding the use <span class="highlight">and</span> management of the environment. Schools should include expectations <span class="highlight">and</span> competencies from Advanced Science Courses <span class="highlight">and</span>
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understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning and logic to make and evaluate arguments; represent and solve problems using discrete structures such as finite graphs, matrices, and sequences (e.g. Leslie Mode...
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understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning and logic to make and evaluate arguments; represent and solve problems using discrete structures such as finite graphs, matrices, and sequences (e.g. Leslie Model, Leontief Model, Markov Chain, and cryptographic techniques); use vertex-edge graphs to solve network problems such as finding circuits, critical paths, minimum spanning trees, and adjacency matrices; analyze and use discrete ideas
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http://www.state.tn.us/education/ci/math/doc/MA_3135.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_3135.pdf#page=1
understanding of the elements, subsets, properties, operations of sets; use valid forms of deductive reasoning <span class="highlight">and</span> logic to make <span class="highlight">and</span> evaluate arguments; represent <span class="highlight">and</span> solve problems using discrete structures such as finite graphs, matrices, <span class="highlight">and</span> sequences (e.g. Leslie Model, Leontief Model, Markov Chain, <span class="highlight">and</span> cryptographic <span class="highlight">techniques</span>); use vertex-edge graphs to solve <span class="highlight">network</span> problems such as finding circuits, critical paths, minimum spanning trees, <span class="highlight">and</span> adjacency matrices; analyze <span class="highlight">and</span> use discrete ideas
Science
13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Di...
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13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Distinguish between amorphous and crystalline solids B.11.C.2 Compare and contrast the properties of crystalline solids: • ionic • covalent network • covalent molecular
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http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=14
arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=14
13 Chemistry: Bonding Science Framework Revision 2005 Arkansas Department of Education Key: B.11.C.1 = Bonding. Standard 11. Chemistry. 1 st Student Learning Expectation Strand: Bonding Standard 11: Students shall relate the physical properties of solids to different types of bonding. B.11.C.1 Distinguish between amorphous <span class="highlight">and</span> crystalline solids B.11.C.2 Compare <span class="highlight">and</span> contrast the properties of crystalline solids: • ionic • covalent <span class="highlight">network</span> • covalent molecular
Microsoft Word - Completed Reading.rtf
97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC:...
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97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=97
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
97 Wisconsin Literary Education <span class="highlight">and</span> Reading <span class="highlight">Network</span> Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle <span class="highlight">and</span> High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
Speaking Standard 3
and the engineering society; how many different students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering, 8 students in debating and engineering, and 2 students in all three?). 3. Apply techniques...
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and the engineering society; how many different students belong to the three clubs if there are 6 students in chess and debating, 7 students in chess and engineering, 8 students in debating and engineering, and 2 students in all three?). 3. Apply techniques of systematic listing, counting, and reasoning in a variety of different contexts. 4.4.7 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Use vertex-edge graphs to represent and find solutions to practical problems. • Finding the
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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
<span class="highlight">and</span> the engineering society; how many different students belong to the three clubs if there are 6 students in chess <span class="highlight">and</span> debating, 7 students in chess <span class="highlight">and</span> engineering, 8 students in debating <span class="highlight">and</span> engineering, <span class="highlight">and</span> 2 students in all three?). 3. Apply <span class="highlight">techniques</span> of systematic listing, counting, <span class="highlight">and</span> reasoning in a variety of different contexts. 4.4.7 D. Discrete Mathematics—Vertex-Edge Graphs <span class="highlight">and</span> Algorithms 1. Use vertex-edge graphs to represent <span class="highlight">and</span> find solutions to practical problems. • Finding the
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
www.nj.gov/education/cccs/2004/s4_math.pdf#page=43
engineering, <span class="highlight">and</span> 2 students in all three?). 3. Apply <span class="highlight">techniques</span> of systematic listing, counting, <span class="highlight">and</span> reasoning in a variety of different contexts. 4.4.8 D. Discrete Mathematics—Vertex-Edge Graphs <span class="highlight">and</span> Algorithms 1. Use vertex-edge graphs <span class="highlight">and</span> algorithmic thinking to represent <span class="highlight">and</span> find solutions to practical problems. • Finding the shortest <span class="highlight">network</span> connecting specified sites • Finding a minimal route that includes every street (e.g., for trash pick-up) • Finding the shortest route on a map from one site to
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arguments, and give counterexamples to disprove statements. D.8.6 Use applications of the universal and existential quantifiers to propositional statements. D.8.7 Appropriately select and use methods of deductive, inductive, and indirect proof and determine whe...
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arguments, and give counterexamples to disprove statements. D.8.6 Use applications of the universal and existential quantifiers to propositional statements. D.8.7 Appropriately select and use methods of deductive, inductive, and indirect proof and determine whether a short proof is logically valid. D.9 Social Choice: Analyze election data to evaluate different election methods and use weighted voting techniques to decide voting power within a group. Understand and use fair division
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=5
arguments, <span class="highlight">and</span> give counterexamples to disprove statements. D.8.6 Use applications of the universal <span class="highlight">and</span> existential quantifiers to propositional statements. D.8.7 Appropriately select <span class="highlight">and</span> use methods of deductive, inductive, <span class="highlight">and</span> indirect proof <span class="highlight">and</span> determine whether a short proof is logically valid. D.9 Social Choice: Analyze election data to evaluate different election methods <span class="highlight">and</span> use weighted voting <span class="highlight">techniques</span> to decide voting power within a group. Understand <span class="highlight">and</span> use fair division
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3. Information technology can have positive and negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the network. • discuss how applications of information technology can address so...
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3. Information technology can have positive and negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the network. • discuss how applications of information technology can address some major global problems and issues. • discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology. Students will access, generate, process, and transfer information using
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=19
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=19
3. Information technology can have positive <span class="highlight">and</span> negative impacts on society, depending upon how it is used. Students: • work with a virtual community to conduct a project or solve a problem using the <span class="highlight">network</span>. • discuss how applications of information technology can address some major global problems <span class="highlight">and</span> issues. • discuss the environmental, ethical, moral, <span class="highlight">and</span> social issues raised by the use <span class="highlight">and</span> abuse of information technology. Students will access, generate, process, <span class="highlight">and</span> transfer information using
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