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 Mathematics Booklet
The Hawai‘i Commission on Performance Standards, which created standards for Hawaii’s schools in 1994, viewed the implementation of stan- dards as a long term, continuous process. To ensure that the standards continue to be worthy, current and rel- evant, the Commis...
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The Hawai‘i Commission on Performance Standards, which created standards for Hawaii’s schools in 1994, viewed the implementation of stan- dards as a long term, continuous process. To ensure that the standards continue to be worthy, current and rel- evant, the Commission recommended that the standards be reviewed and revised on a regular basis. The first Review Commission complet- ed its work in January 1999. This document provides the first draft of the refined version of the mathematics content
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=5
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
The Hawai‘i Commission on <span class="highlight">Performance</span> Standards, which created standards for Hawaii’s schools in 1994, viewed the implementation <span class="highlight">of</span> stan- dards as a long term, continuous process. To ensure that the standards continue to be worthy, current <span class="highlight">and</span> rel- evant, the Commission recommended that the standards be reviewed <span class="highlight">and</span> revised on a regular basis. The first Review Commission complet- ed <span class="highlight">its</span> work in January 1999. This document provides the first draft <span class="highlight">of</span> the refined version <span class="highlight">of</span> the mathematics content
Supplement to the Massachusetts Mathematics Curriculum Framework - May 2004
Council, Belmont Dr. Judith I. Gill, Chancellor, Board of Higher Education, Boston Dr. Roberta R. Schaefer, Worcester Dr. Abigail M. Thernstrom, Lexington Dr. David P. Driscoll, Commissioner of Education and Secretary to the Board The Massachus...
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Council, Belmont Dr. Judith I. Gill, Chancellor, Board of Higher Education, Boston Dr. Roberta R. Schaefer, Worcester Dr. Abigail M. Thernstrom, Lexington Dr. David P. Driscoll, Commissioner of Education and Secretary to the Board The Massachusetts Department of Education, an Affirmative Action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex
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http://www.doe.mass.edu/frameworks/math/052504_sup.pdf#page=21
www.doe.mass.edu/frameworks/math/052504_sup.pdf#page=21
Council, Belmont <span class="highlight">Dr</span>. Judith I. Gill, Chancellor, Board <span class="highlight">of</span> Higher Education, Boston <span class="highlight">Dr</span>. Roberta R. Schaefer, Worcester <span class="highlight">Dr</span>. Abigail M. Thernstrom, Lexington <span class="highlight">Dr</span>. David <span class="highlight">P</span>. Driscoll, Commissioner <span class="highlight">of</span> Education <span class="highlight">and</span> Secretary to the Board The Massachusetts Department <span class="highlight">of</span> Education, an Affirmative Action employer, is committed to ensuring that all <span class="highlight">of</span> <span class="highlight">its</span> programs <span class="highlight">and</span> facilities are accessible to all members <span class="highlight">of</span> the public. We do not discriminate on the basis <span class="highlight">of</span> age, color, disability, national origin, race, religion, sex
GRADE 8
problem. M08-S5C2-12. Make, validate, and justify conclusions and generalizations about linear relationships. Students model direct and indirect variation. Example: • Graph and/or make a table of these equations: o y = 2x o y = 1 2 x ...
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problem. M08-S5C2-12. Make, validate, and justify conclusions and generalizations about linear relationships. Students model direct and indirect variation. Example: • Graph and/or make a table of these equations: o y = 2x o y = 1 2 x o y = 3 x
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=4
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grade 8 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 4 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process Integration
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grade 8 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 18 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process Integration
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
problem. M08-S5C2-12. Make, validate, <span class="highlight">and</span> justify conclusions <span class="highlight">and</span> generalizations about linear relationships. Students model direct <span class="highlight">and</span> indirect <span class="highlight">variation</span>. Example: • Graph <span class="highlight">and</span>/or make a table <span class="highlight">of</span> these equations: <span class="highlight">o</span> y = 2x <span class="highlight">o</span> y = 1 2 x <span class="highlight">o</span> y = 3 x
GRADE HS
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grades 9 and 10 Arizona Department of Education: Standards and Assessme...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grades 9 and 10 Arizona Department of Education: Standards and Assessment Division 4 Approved 6.24.08 Performance Objectives Process
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=4
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grades 9 <span class="highlight">and</span> 10 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 4 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grades 9 <span class="highlight">and</span> 10 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 20 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process
GRADE 5
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the algorithm shown below for finding the sum 76.0059.2
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=28
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grade 5 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 28 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process Integration Explanations <span class="highlight">and</span> Examples Students are expected to: Examples: • Analyze the algorithm shown below for finding the sum 76.0059.2
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=32
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a <span class="highlight">performance</span> objective indicate the specific content to be taught. Explanations <span class="highlight">and</span> Examples Updated 1.19.09 Grade 5 Arizona Department <span class="highlight">of</span> Education: Standards <span class="highlight">and</span> Assessment Division 32 Approved 6.24.08 <span class="highlight">Performance</span> Objectives Process Integration Explanations <span class="highlight">and</span> Examples Students are expected to: Some <span class="highlight">of</span> the Strand 5 Concept 2 <span class="highlight">performance</span> objectives are listed throughout
Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 100 Revised by NYS Board of Regents March 15, 2005 Probability A.S.18 Know the definition of conditional probability and use it to solve for probabilities in finite sample spaces A.S.19 Determine the number of el...
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New York State Learning Standard for Mathematics Page 100 Revised by NYS Board of Regents March 15, 2005 Probability A.S.18 Know the definition of conditional probability and use it to solve for probabilities in finite sample spaces A.S.19 Determine the number of elements in a sample space and the number of favorable events A.S.20 Calculate the probability of an event and its complement A.S.21 Determine empirical
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=103
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=103
New York State Learning Standard for Mathematics Page 100 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 Probability A.S.18 Know the definition <span class="highlight">of</span> conditional probability <span class="highlight">and</span> use it to solve for probabilities in finite sample spaces A.S.19 Determine the number <span class="highlight">of</span> elements in a sample space <span class="highlight">and</span> the number <span class="highlight">of</span> favorable events A.S.20 Calculate the probability <span class="highlight">of</span> an event <span class="highlight">and</span> <span class="highlight">its</span> complement A.S.21 Determine empirical
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control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. S1.1.2 Given a distributi...
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control charts, and box plots with appropriate labels and scales; determine which kinds of plots are appropriate for different types of data; compare data sets and interpret differences based on graphs and summary statistics. S1.1.2 Given a distribution of a variable in a data set, describe its shape, including symmetry or skewness, and state how the shape is related to measures of center (mean and median) and measures of variation (range and standard deviation) with particular attention to the effects of
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=19
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=19
control charts, <span class="highlight">and</span> box plots with appropriate labels <span class="highlight">and</span> scales; determine which kinds <span class="highlight">of</span> plots are appropriate for <span class="highlight">different</span> types <span class="highlight">of</span> data; compare data sets <span class="highlight">and</span> interpret differences based on graphs <span class="highlight">and</span> summary statistics. S1.1.2 Given a distribution <span class="highlight">of</span> a variable in a data set, describe <span class="highlight">its</span> shape, including symmetry or skewness, <span class="highlight">and</span> state how the shape is related to measures <span class="highlight">of</span> center (mean <span class="highlight">and</span> median) <span class="highlight">and</span> measures <span class="highlight">of</span> <span class="highlight">variation</span> (range <span class="highlight">and</span> standard deviation) with particular attention to the effects <span class="highlight">of</span>
STANDARDS.05
100 PERFORMANCE STANDARDS (Grade Level Expectations) 101PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 Probability The student demonstrates a conceptual understanding of probability and counting techniques by [6] S&P-4 analyzing wheth...
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100 PERFORMANCE STANDARDS (Grade Level Expectations) 101PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 Probability The student demonstrates a conceptual understanding of probability and counting techniques by [6] S&P-4 analyzing whether a game is mathematically fair or unfair by explaining the probability of all possible outcomes (L) (M6.2.4) [6] S&P-5 solving or identifying solutions to problems involving possible combinations (e.g., if ice cream sundaes come
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=101
www.eed.state.ak.us/standards/pdf/standards.pdf#page=101
100 <span class="highlight">PERFORMANCE</span> STANDARDS (Grade Level Expectations) 101PERFORMANCE STANDARDS (Grade Level Expectations) GRADE 3 GRADE 4 GRADE 5 GRADE 6 Probability The student demonstrates a conceptual understanding <span class="highlight">of</span> probability <span class="highlight">and</span> counting techniques by [6] S&<span class="highlight">P</span>-4 analyzing whether a game is mathematically fair or unfair by explaining the probability <span class="highlight">of</span> all possible outcomes (L) (M6.2.4) [6] S&<span class="highlight">P</span>-5 solving or identifying solutions to problems involving possible combinations (e.g., if ice cream sundaes come
WYOMING LANGUAGE ARTS
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, Sweetwat...
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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, Big Horn #4 Mathematics 8 th Grade
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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 <span class="highlight">and</span> <span class="highlight">Performance</span> Standards Adopted 11/19/08 71 WYOMING MATHEMATICS CONTENT <span class="highlight">AND</span> <span class="highlight">PERFORMANCE</span> STANDARDS STATE WRITING COMMITTEE (1997 – 1998) Mathematics 4 th Grade John Bolender, Natrona #1 Mable Frederick, Platte #2 Kathy Hitt, Sweetwater #1 <span class="highlight">Dr</span>. Linda Hutchison, UW, Common Core Patti Konkel, Johnson #1 Judy Kopischka, Albany #1 Leda Lester, Fremont #25 Jim Willis, Big Horn #4 Mathematics 8 th Grade
Cover 12.05
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S KINDERGARTEN 1 Kathleen N. Straus, President Bloomfield Township John C. Austin, Vice President Ann Arbor Carolyn L. Curtin, Secretary Evart Maria...
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M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S KINDERGARTEN 1 Kathleen N. Straus, President Bloomfield Township John C. Austin, Vice President Ann Arbor Carolyn L. Curtin, Secretary Evart Marianne Yared McGuire, Treasurer Detroit Nancy Danhof, NASBE Delegate East Lansing Elizabeth W. Bauer, Member Birmingham Reginald M. Turner, Member Detroit Eileen Lappin Weiser, Member Ann Arbor Governor Jennifer M. Granholm Ex Officio Michael P
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=2
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=2
M I C H I G A N D E PA RT M E N T <span class="highlight">O</span> F E D U C AT I <span class="highlight">O</span> N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G UAG E A RT S KINDERGARTEN 1 Kathleen N. Straus, President Bloomfield Township John C. Austin, Vice President Ann Arbor Carolyn L. Curtin, Secretary Evart Marianne Yared McGuire, Treasurer Detroit Nancy Danhof, NASBE Delegate East Lansing Elizabeth W. Bauer, Member Birmingham Reginald M. Turner, Member Detroit Eileen Lappin Weiser, Member Ann Arbor Governor Jennifer M. Granholm Ex Officio Michael <span class="highlight">P</span>
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