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Microsoft Word - mathstd3.docmathstdbystd3.pdf
b. volume of rectangular prisms. 7. finds surface area of rectangular prisms using concrete objects (2.4.K1h). 8. uses appropriate units to describe rate as a unit of measure (2.4.K1a), e.g., x miles per hour. 9. finds missing angle measurements in triangles and quadrilaterals (2.4.K1h). The studen...
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b. volume of rectangular prisms. 7. finds surface area of rectangular prisms using concrete objects (2.4.K1h). 8. uses appropriate units to describe rate as a unit of measure (2.4.K1a), e.g., x miles per hour. 9. finds missing angle measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of sand to his model boat that weighed 2 kg. With the sand
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
b. volume of rectangular prisms. 7. finds surface area of rectangular prisms using concrete objects (2.4.K1h). 8. uses appropriate units to describe rate as a unit of measure (2.4.K1a), e.g., x miles per hour. 9. finds missing angle measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg. With the <span class="highlight">sand</span>
Standard 1 - Number and Computation: The student uses numerical and computational concept...
measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of sand to his model boat that weighed 2 kg. With the sand included, what is t...
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measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of sand to his model boat that weighed 2 kg. With the sand included, what is the total weight of his boat in kg? b. finding perimeter and area of circles, squares, rectangles, triangles, and parallelograms (2.4.A1h), e.g., the dimensions of a room are 22’ x 12’. What is the total length of wallpaper border
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http://www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&...
measurements in triangles and quadrilaterals (2.4.K1h). The student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg. With the <span class="highlight">sand</span> included, what is the total weight of his boat in kg? b. finding perimeter and area of circles, squares, rectangles, triangles, and parallelograms (2.4.A1h), e.g., the dimensions of a room are 22’ x 12’. What is the total length of wallpaper border
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of sand to his model boat that weighed 2 kg. With the sand included, what is the total weight of his boat in kg? b. finding perimeter and a...
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student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of sand to his model boat that weighed 2 kg. With the sand included, what is the total weight of his boat in kg? b. finding perimeter and area of circles, squares, rectangles, triangles, and parallelograms (2.4.A1h), e.g., the dimensions of a room are 22’ x 12’. What is the total length of wallpaper border needed? c. ▲ ■ finding perimeter and area of two
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=252
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
student… 1. solves real-world problems by ($): a. converting within the customary and metric systems (2.4.A1a), e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg. With the <span class="highlight">sand</span> included, what is the total weight of his boat in kg? b. finding perimeter and area of circles, squares, rectangles, triangles, and parallelograms (2.4.A1h), e.g., the dimensions of a room are 22’ x 12’. What is the total length of wallpaper border needed? c. ▲ ■ finding perimeter and area of two
 Massachusetts History and Social Science Curriculum Framework: August 2003
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. John...
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Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the Sand: The Struggle for Mastery in the Middle East, 1789–1923
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=104
www.doe.mass.edu/frameworks/hss/final.pdf#page=104
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the <span class="highlight">Sand</span>: The Struggle for Mastery in the Middle East, 1789–1923
STANDARDS.05
diameter to the circumference (π) (L) (M5.2.4 & M5.3.4) [6] G-9 [estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, sand box, planter) L] (M5.3.4) The student demonstrates conceptual understanding of similarity, congrue...
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diameter to the circumference (π) (L) (M5.2.4 & M5.3.4) [6] G-9 [estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, sand box, planter) L] (M5.3.4) The student demonstrates conceptual understanding of similarity, congruence, symmetry, or transformations of shapes by [3] G-3 identifying, creating, or drawing lines of symmetry for real-world objects (e.g., block letters, flags, insects) (M5.1.3) [3] G-4 comparing or describing shapes
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
diameter to the circumference (π) (L) (M5.2.4 & M5.3.4) [6] G-9 [estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, <span class="highlight">sand</span> box, planter) L] (M5.3.4) The student demonstrates conceptual understanding of similarity, congruence, symmetry, or transformations of shapes by [3] G-3 identifying, creating, or drawing lines of symmetry for real-world objects (e.g., block letters, flags, insects) (M5.1.3) [3] G-4 comparing or describing shapes
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