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Microsoft Word - mathstd3.docmathstdbystd3.pdf
grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius o...
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grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
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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>
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http://www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=yhYkxgufeqs%3d&tabid=141&mid=8017&...
grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, a...
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within the customary and the metric systems, e.g., James added 30 grams of sand to his model boat that weighed 2 kg before it sank. With the sand included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
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http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=23
www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...
within the customary and the metric systems, e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
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
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=288
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
within the customary and the metric systems, e.g., James added 30 grams of <span class="highlight">sand</span> to his model boat that weighed 2 kg before it sank. With the <span class="highlight">sand</span> included, what is the total weight of his boat? b. finding perimeter and area of circles, squares, rectangles, triangles, parallelograms, and trapezoids; e.g., Jane jogs on a circular track with a radius of 100 feet. How far would she jog in one lap? c. finding the volume and surface area of rectangular prisms, e.g., how much paint would be needed to
 CONTENts.PDF
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such...
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happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of sand and smaller
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of <span class="highlight">sand</span> and smaller
Microsoft Word - Math GLE K-8 8-08.doc
more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, sand, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins differen...
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more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, sand, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins different tool as the unit of measure each time— decide which one is the “best” for the task • Cover up or “fill in” a design using manipulatives (e.g., pattern blocks, color tiles) • Fill up containers and estimate which container
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
more/less) • Describe and compare the mass/weight of two objects (e.g., light/ heavy) • Fill containers using nonstandard units (e.g., water, <span class="highlight">sand</span>, centimeter cubes) • Talk about the days of the week and the days of the month during calendar time • Recognize coins different tool as the unit of measure each time— decide which one is the “best” for the task • Cover up or “fill in” a design using manipulatives (e.g., pattern blocks, color tiles) • Fill up containers and estimate which container
STANDARDS.05
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., cru...
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the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
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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
123
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., <span class="highlight">sand</span>, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
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