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fractions (e.g., 1/10, ¼, ½, ¾). #0;9 0406.2.9 Compare equivalent forms whole numbers, fractions, and decimals to each other and to benchmark numbers #0;9 0406.2.10 Use models to understand division as the inverse of multiplication, partitioning, and repeated subtraction....
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fractions (e.g., 1/10, ¼, ½, ¾). #0;9 0406.2.9 Compare equivalent forms whole numbers, fractions, and decimals to each other and to benchmark numbers #0;9 0406.2.10 Use models to understand division as the inverse of multiplication, partitioning, and repeated subtraction. #0;9 0406.2.11 Use models, benchmarks, and equivalent forms to compare fractions/decimals and locate them on the number line. #0;9 0406.2.12 Understand and use decimal numbers up to hundredths and write them as fractions. #0;9 0406.2.13
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
fractions (e.g., 1/10, ¼, ½, ¾). #0;9 0406.2.9 Compare equivalent forms whole numbers, fractions, and decimals to each other and to benchmark numbers #0;9 0406.2.10 Use models to understand division as the inverse of multiplication, <span class="highlight">partitioning</span>, and repeated subtraction. #0;9 0406.2.11 Use models, benchmarks, and equivalent forms to compare fractions/decimals and locate them <span class="highlight">on</span> the number line. #0;9 0406.2.12 Understand and use decimal numbers up to hundredths and write them as fractions. #0;9 0406.2.13
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tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a multimedia product for an immune disorder or infectious disease to demonstrate the impact on the individual organism. #0;93216.6...
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tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a multimedia product for an immune disorder or infectious disease to demonstrate the impact on the individual organism. #0;93216.6.7 Observe, model, manipulate, and/or dissect representative specimens of major animal groups. #0;93216.6.8 Compare and contrast the function of the major organ systems found in representative animal species
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=11
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=11
tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a <span class="highlight">multimedia</span> product for an immune disorder or infectious disease to demonstrate the impact <span class="highlight">on</span> the individual organism. #0;93216.6.7 Observe, model, manipulate, and/or dissect representative specimens of major animal groups. #0;93216.6.8 Compare and contrast the function of the major organ systems found in representative animal species
DRAFT
syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on t...
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syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 19. Reading process is a process in which we construct meaning from print. Any of the sub- processes, such as word identification or comprehension, that
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=10
syllables and phonemes within syllables. Beyond knowledge about how the English writing <span class="highlight">system</span> works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying <span class="highlight">on</span> the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 19. Reading process is a process in which we construct meaning from print. Any of the sub- processes, such as word identification or comprehension, that
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50
WRITING TO LEARN Description: Writing to learn is a method “that can (and should) be incorporated across the curriculum. This <span class="highlight">approach</span> helps students personalize learning so that they understand their course work better and retain what they have learned longer. It also encourages “high-level think skills” (Sebranek, Meyer, & Kemper, p. 44). Writing-to-learn activities can be used to help students reflect <span class="highlight">on</span> and explore ideas and concepts that they are reading; thereby helping students to construct
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evaluate the reasonableness of results; 1.4 perform operations on algebraic expression and justify the procedures chosen; 1.5 perform operations on complex numbers of the form a + bi. Student Performance Indicators: At Level 1, the student is able to order a given set of real numbers...
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evaluate the reasonableness of results; 1.4 perform operations on algebraic expression and justify the procedures chosen; 1.5 perform operations on complex numbers of the form a + bi. Student Performance Indicators: At Level 1, the student is able to order a given set of real numbers; identify the reciprocal of a real number; probe the relationships among various subsets of the real-number system; explore various representations of absolute value on a number line; multiply two
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http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=1
evaluate the reasonableness of results; 1.4 perform operations <span class="highlight">on</span> algebraic expression and justify the procedures chosen; 1.5 perform operations <span class="highlight">on</span> complex numbers of the form a + bi. Student Performance Indicators: At Level 1, the student is able to order a given set of real numbers; identify the reciprocal of a real number; probe the relationships among various subsets of the real-number <span class="highlight">system</span>; explore various representations of absolute value <span class="highlight">on</span> a number line; multiply two
Microsoft Word - Content Area Reading Middle School.doc
awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “...
1
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awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 23. Reading process is a
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=5
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables. Beyond knowledge about how the English writing <span class="highlight">system</span> works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying <span class="highlight">on</span> the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15) 23. Reading process is a
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=6
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
perspective, strategy use, and understanding to gain a more mature <span class="highlight">approach</span> to the problem, one that is exhibited by the teacher. They stress that scaffolding also includes concern, warmth, and responsiveness. Praise and feedback are important elements, as are talking through phases of the task. Scaffolding also keeps the student in Vygotsky’s Zone of Proximal Development or ZPD, and promotes “self-regulation.” The student, therefore, takes as much responsibility as possible, and eventually takes <span class="highlight">on</span> the
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=46
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
46 WRITING TO LEARN Description: Writing to learn is a method “that can (and should)” be incorporated across the curriculum. This <span class="highlight">approach</span> helps students personalize learning so that they understand their course work better and retain what they have learned longer. It also encourages “high-level thinking skills” (Sebranek, Meyer, & Kemper, p. 44). Writing-to-learn activities can be used to help students reflect <span class="highlight">on</span> and explore ideas and concepts that they are reading thereby helping students
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order value (such as tens or hundreds digit) to make simple estimates. #0;9 0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information. #0;9 0306.2.7 Represent multiplication using various representations such as equal-size groups, arrays, area mo...
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order value (such as tens or hundreds digit) to make simple estimates. #0;9 0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information. #0;9 0306.2.7 Represent multiplication using various representations such as equal-size groups, arrays, area models, and equal jumps on number lines. #0;9 0306.2.8 Represent division using various representations such as successive subtraction, the number of equal jumps, partitioning, and sharing. #0;9 0306.2.9
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_3.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_3.pdf#page=2
order value (such as tens or hundreds digit) to make simple estimates. #0;9 0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information. #0;9 0306.2.7 Represent multiplication using various representations such as equal-size groups, arrays, area models, and equal jumps <span class="highlight">on</span> number lines. #0;9 0306.2.8 Represent division using various representations such as successive subtraction, the number of equal jumps, <span class="highlight">partitioning</span>, and sharing. #0;9 0306.2.9
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Conscription is the compulsory draft into military service. Consent of the governed is an agreement by the people to set up and live under a government. According to the natural rights philosophy, all legitimate government must rest on the consent of the governed. Consumption is the expenditu...
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Conscription is the compulsory draft into military service. Consent of the governed is an agreement by the people to set up and live under a government. According to the natural rights philosophy, all legitimate government must rest on the consent of the governed. Consumption is the expenditures on or the use of goods and services. Constitutionalism is an idea that the powers of government should be distributed according to a written or unwritten constitution and that those powers should be
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http://www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=5
www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=5
Conscription is the compulsory draft into military service. Consent of the governed is an agreement by the people to set up and live under a government. According to the natural rights philosophy, all legitimate government must rest <span class="highlight">on</span> the consent of the governed. Consumption is the expenditures <span class="highlight">on</span> or the use of goods and services. Constitutionalism is an idea that the powers of government should be distributed according to a written or unwritten constitution and that those powers should be
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