|
Education
Web
 Microsoft Word - GLEsocstuALL.doc
Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals...
1
0
Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2) 53. Describe the effects of interest rates on businesses and consumers (E-1C-H2) 54. Predict the consequences of investment
29
0
http://www.doe.state.la.us/lde/uploads/3948.pdf#page=29
www.doe.state.la.us/lde/uploads/3948.pdf#page=29
Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price <span class="highlight">Index</span> (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2) 53. Describe the effects of interest rates on businesses and consumers (E-1C-H2) 54. Predict the consequences of investment
WYOMING LANGUAGE ARTS
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accu...
1
0
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, index, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
32
0
http://www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
www.k12.wy.us/SA/standards/Standards%202008%20Language%20Arts.pdf#page=32
story elements, summarize key ideas, and support opinions with textual evidence. Students use a table of contents, <span class="highlight">index</span>, or glossary to locate information. Students apply context clues, prior knowledge, and knowledge of base words to understand unfamiliar words. They read fluently, with accuracy, expression, and appropriate rate. They monitor accuracy, expression, and appropriate rate. They monitor and self-correct for meaning. BASIC PERFORMANCE 4 th grade readers performing at the basic level
Illinois Science Assessment Framework PSAE Grade 11
generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer no resistan...
1
0
generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer no resistance to the flow of electrons and become superconductors. 12.11.66 Understand that an electrically neutral object has particles within it that are charged, but their charges balance each other out. 12.11.67 Know the first two
14
0
http://www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
www.isbe.state.il.us/assessment/pdfs/iaf_science_PSAEFINAL.pdf#page=14
generates a current through it. Understand that in some substances, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all. Semiconducting materials have intermediate behavior. At very low temperatures, some materials offer <span class="highlight">no</span> resistance to the flow of electrons and become superconductors. 12.11.66 Understand that an electrically neutral object has particles within it that are charged, but their charges balance each other out. 12.11.67 Know the first two
Microsoft Word - ssstd2.docssstd2.pdf
affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and sav...
1
0
affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and saving income. • Draw a cartoon strip showing the following: someone depositing money in a bank (write deposit $1.00 under the picture), an item with a price tag -$3.00 (write saving for ___ under the picture), someone
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and saving income. • Draw a cartoon strip showing the following: someone depositing money in a bank (write <span class="highlight">deposit</span> $1.00 under the picture), an item with a price tag -$3.00 (write saving for ___ under the picture), someone
null
ideas, and/or making charts. 8. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 3.1.6 A. Concepts About Print/Text 1. U...
1
0
ideas, and/or making charts. 8. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 3.1.6 A. Concepts About Print/Text 1. Use a text index and glossary independently and appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs). 3. Recognize and use common
16
0
http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=16
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=16
ideas, and/or making charts. 8. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 3.1.6 A. Concepts About Print/Text 1. Use a text <span class="highlight">index</span> and glossary independently and appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs). 3. Recognize and use common
18
0
http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18
features (e.g., paragraphs, topic, sentence, <span class="highlight">index</span>, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness <span class="highlight">No</span> additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and
Indiana Academic Standards-Social Studies-Grade 6
be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6....
1
0
be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of deposit and
10
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade06.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of <span class="highlight">deposit</span> and
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
IDAHO CONTENT STANDARDS GRADE 6 LANGUAGE ARTS Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment. Standard 1: Reading Process Goals:#7;Objective 1#7;Objective 2#7;Objective 3#7;Objective 4#7;#7;Goal 1.1: Acquire Concepts About Print#7;No objectiv...
Indiana Academic Standards-Social Studies-Grade 8
suggest reasons for their location and development. * building: forces that build up Earth’s surface include mountain building and deposit of dirt by water, ice and wind * erosion: the proces by which the products of weathering* are moved from one place to another * weathering: the brea...
1
0
suggest reasons for their location and development. * building: forces that build up Earth’s surface include mountain building and deposit of dirt by water, ice and wind * erosion: the proces by which the products of weathering* are moved from one place to another * weathering: the breaking down of rocks and other materials on Earth’s surface by such proceses as rain or wind Human Systems 8.3.6 Identify the agricultural regions of the United States and be able to give reasons for the type of land use
9
0
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
suggest reasons for their location and development. * building: forces that build up Earth’s surface include mountain building and <span class="highlight">deposit</span> of dirt by water, ice and wind * erosion: the proces by which the products of weathering* are moved from one place to another * weathering: the breaking down of rocks and other materials on Earth’s surface by such proceses as rain or wind Human Systems 8.3.6 Identify the agricultural regions of the United States and be able to give reasons for the type of land use
Microsoft Word - ssstd8.docssstd8.pdf
Eighth Grade Instructional Suggestions The student: 1. (K) - ($) explains how saving accumulation is influenced by the amount saved, the rate of return and time. 2. (A) - ($) determines the opportunity cost of decisions related to a personal finance plan or budget. • Create a table or chart com...
1
0
Eighth Grade Instructional Suggestions The student: 1. (K) - ($) explains how saving accumulation is influenced by the amount saved, the rate of return and time. 2. (A) - ($) determines the opportunity cost of decisions related to a personal finance plan or budget. • Create a table or chart comparing the features of different types of savings instruments: savings account, certificate of deposit, money market accounts, and savings bonds. (1, 2) • Assume that ten dollars is deposited into two different
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
Eighth Grade Instructional Suggestions The student: 1. (K) - ($) explains how saving accumulation is influenced by the amount saved, the rate of return and time. 2. (A) - ($) determines the opportunity cost of decisions related to a personal finance plan or budget. • Create a table or chart comparing the features of different types of savings instruments: savings account, certificate of <span class="highlight">deposit</span>, money market accounts, and savings bonds. (1, 2) • Assume that ten dollars is deposited into two different
GRADE CWR
• A couple wants to buy a house in five years. They need to save a down payment of $8,000. They deposit $1,000 in a bank account earning 3.25% interest, compounded quarterly. How much will they need to save each month in order to meet their goal? • A function f(n) = 1000(1 + 0.05) n...
1
0
• A couple wants to buy a house in five years. They need to save a down payment of $8,000. They deposit $1,000 in a bank account earning 3.25% interest, compounded quarterly. How much will they need to save each month in order to meet their goal? • A function f(n) = 1000(1 + 0.05) n is used to model the amount of money in a savings account that earns 5% interest, compounded annually. Identify the domain and range of this function. What restrictions on the domain of this function should be considered
31
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=31
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
• A couple wants to buy a house in five years. They need to save a down payment of $8,000. They <span class="highlight">deposit</span> $1,000 in a bank account earning 3.25% interest, compounded quarterly. How much will they need to save each month in order to meet their goal? • A function f(n) = 1000(1 + 0.05) n is used to model the amount of money in a savings account that earns 5% interest, compounded annually. Identify the domain and range of this function. What restrictions on the domain of this function should be considered
|
