iSEEK - Education

bring about; for example, when a person doesn’t make an all-or-nothing decision to eat a bag of potato chips but decides, instead, chip-by-chip, or at the margin, whether to eat another one market any setting in which exchange occurs between buyers and sellers market economic system a system in which most resources are owned by individuals and the interaction between buyers and sellers determines what is made, how it is made, and how much of it is made market price the price at which the

146 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=146 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

the functions of the Federal Reserve System (e.g., banking regulation and supervision, financial services, monetary policy) and their influences on the

171 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=171 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

bring about; for example, when a person doesn’t make an all-or-nothing decision to eat a bag of potato chips but decides, instead, chip-by-chip, or at the margin, whether to eat another one market any setting in which exchange occurs between buyers and sellers market economic system a system in which most resources are owned by individuals and the interaction between buyers and sellers determines what is made, how it is made, and how much of it is made market price the price at which the

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Average Rating (0 votes)

Microsoft Word - K-8 Mathematics Curriculum Framework.doc

1 0

77 Grouping/Partitioning, Rate, Price, and Multiplicative Comparison Problems Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education GROUPING/PARTITIONING, RATE, PRICE, & MULTIPLICATIVE COMPARISON PROBLEMS Problem Type Multiplication Measurement Division Partitive Division Grouping/Partitioning Gene has 4 tomato plants. There are 6 tomatoes on each plant. How many tomatoes are there all together? Gene has

78 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=78 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=78

77 Grouping/Partitioning, Rate, Price, and Multiplicative Comparison Problems Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education GROUPING/PARTITIONING, RATE, PRICE, & MULTIPLICATIVE COMPARISON PROBLEMS Problem Type Multiplication Measurement Division Partitive Division Grouping/Partitioning Gene has 4 tomato plants. There are 6 tomatoes on each plant. How many tomatoes are there all together? Gene has

arkansased.org/teachers/pdf/k8_math_may05.pdf#page=78

Average Rating (0 votes)

null

22 22

34 34

1 0

following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” on a number line . Explain the result of multiplying by zero . Examples: • Using base ten blocks, make an array of three rows of three blocks. • Beginning at zero, make three hops of three to nine on the number line. • Show the same amount as three groups of three items. 3 .1 .7 Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing and an inverse of

22 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=22 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” on a number line . Explain the result of multiplying by zero . Examples: • Using base ten blocks, make an array of three rows of three blocks. • Beginning at zero, make three hops of three to nine on the number line. • Show the same amount as three groups of three items. 3 .1 .7 Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing and an inverse of

34 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=34 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

Mathematics Page 30 5 .1 .6 Solve problems using a standard algorithmic approach involving addition and subtraction of: •&ensp; decimals,&ensp;including&ensp;money; •&ensp; fractions,&ensp;including&ensp;fractions&ensp;with&ensp;different&ensp;denominators;&ensp;and •&ensp; mixed&ensp;numbers. Examples: • How much money will you have coming home if you go to the store with $3.00 and you buy popcorn for $0.95 and a drink for $1.25? • The cheer squad has 2 1 4 yards of blue fabric, but they need 5 yards to make all the banners wanted for the game. How much

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

Average Rating (0 votes)

LA 7-06.indd

8 8

9 9

10 10

11 11

1 0

Develop critical reading, listening, and viewing strategies. CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difﬁculty, text demands and features. CE 2.1.2 Make supported inferences and draw conclusions based on

8 0 http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=8 www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=8

STRAND 1: WRITING, SPEAKING, AND VISUAL EXPRESSION (CONT.) STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reﬂect, persuade, inform, analyze, entertain, inspire). CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, ﬁction, drama, creative nonﬁction, summary, literary analysis essay, research report, or work-related text

9 0 http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9 www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=9

spoken and multimedia presentations that effectively address audiences by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. CE 1.5.3 Select format and tone based on the desired effect and audience, using effective written and spoken language, sound, and/or visual representations (e.g., focus, transitions, facts, detail and evidence to support judgments, skillful use of rhetorical devices, and a coherent conclusion). CE 1.5.4 Use technology tools (e.g, word

10 0 http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=10 www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=10

Develop critical reading, listening, and viewing strategies. CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difﬁculty, text demands and features. CE 2.1.2 Make supported inferences and draw conclusions based on

11 0 http://www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=11 www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=11

Examine the ways in which prior knowledge and personal experience affect the understanding of written, spoken, or multimedia text. CE 2.2.3 Interpret the meaning of written, spoken, and visual texts by drawing on different cultural, theoretical, and critical perspectives. STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. CE 2.3.1 Read, listen to, and view diverse texts for multiple purposes such as learning

www.michigan.gov/documents/ELA11-14open1_142201_7.pdf#page=10

Average Rating (0 votes)

null

8 8

34 34

1 0

historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation system, and examine competing views on the issues s investigate the importance of scientific and technological inventions such as the compass, steam engine, internal combustion engine, and computer chip. 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity

8 0 http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=8 www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=8

historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation system, and examine competing views on the issues s investigate the importance of scientific and technological inventions such as the compass, steam engine, internal combustion engine, and computer chip. 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity

34 0 http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34 www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34

laws. 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students: • participate as informed citizens in the political justice system and processes of the United States, including voting • evaluate, take, and defend positions on what the fundamental values and principles of American

www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=8

Average Rating (0 votes)

Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf

1 0

main reasons for teaching mental math is to help students determine if a computed/calculated answer is reasonable; in other words, using mental math to estimate to see if the answer makes sense. Students develop mental math skills easier when they are taught specific strategies. Mental math strategies include counting on, doubling numbers (doubles), making ten, and compatible numbers. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=40 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

March 1997, pp. 370-374) Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For example, 46 + 7 could be solved by partitioning 46 into 40 and 6, then 40 + (6 + 7) = 40 + 13 (and then 13 is partitioned into 10 and 3) which then becomes (40 + 10) + 3 which becomes 50 + 3 = 53 or 7 could be partitioned as 4 and 3, then 46 + 4 (bridging through 10) = 50 and 50 + 3 = 53. Before algorithmic procedures are taught, an

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=69 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

2-68 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For example, 46 + 7 could be solved by partitioning 46 into 40 and 6, then 40 + (6 + 7) = 40 + 13 (and

3 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=96 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

main reasons for teaching mental math is to help students determine if a computed/calculated answer is reasonable; in other words, using mental math to estimate to see if the answer makes sense. Students develop mental math skills easier when they are taught specific strategies. Mental math strategies include counting on, doubling numbers (doubles), making ten, and compatible numbers. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to

4 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=131 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

compatible “nice” numbers. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For example, 46 + 7 could be solved by partitioning 46 into 40 and 6, then 40 + (6 + 7) = 40 + 13 (and then 13 is partitioned into 10 and 3) which then becomes (40 + 10) + 3 becomes 50 + 3 = 53 or 7 could be partitioned as 4 and 3, then 46 + 4 (bridging through 10) = 50 and 50 + 3 = 53. Before algorithmic procedures are taught, an understanding

www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...

Average Rating (0 votes)

Microsoft Word - 3rdgrindrev.docmathstd20033g.pdf

1 0

mental math is to help students determine if a computed/calculated answer is reasonable; in other words, using mental math to estimate to see if the answer makes sense. Students develop mental math skills easier when they are taught specific strategies. Mental math strategies include counting on, doubling numbers (doubles), making ten, and compatible numbers. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=lcqPPHF4PFc%3d&tabid=141&mid=8017&forcedownload=true#page=8 www.ksde.org/LinkClick.aspx?fileticket=lcqPPHF4PFc%3d&tabid=141&mid=8017&...

mental math is to help students determine if a computed/calculated answer is reasonable; in other words, using mental math to estimate to see if the answer makes sense. Students develop mental math skills easier when they are taught specific strategies. Mental math strategies include counting on, doubling numbers (doubles), making ten, and compatible numbers. Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For

www.ksde.org/LinkClick.aspx?fileticket=lcqPPHF4PFc%3d&tabid=141&mid=8017&...

Average Rating (0 votes)

Standard 1 - Number and Computation: The student uses numerical and computational concept...

1 0

Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For example, 46 + 7 could be solved by partitioning 46 into 40 and 6, then 40 + (6 + 7) = 40 + 13 (and then 13 is partitioned into 10 and 3) which then becomes (40 + 10) + 3 becomes 50 + 3 = 53 or 7 could be partitioned as 4 and 3, then 46 + 4 (bridging through 10) = 50 and 50 + 3 = 53. Before algorithmic procedures are taught, an understanding of “what happens” must

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=QgNY%2fg5K6dg%3d&tabid=141&mid=8017&forcedownload=true#page=9 www.ksde.org/LinkClick.aspx?fileticket=QgNY%2fg5K6dg%3d&tabid=141&mid=801...

Regrouping refers to the reorganization of objects. In computation, regrouping is based on a “partitioning to multiples of ten” strategy. For example, 46 + 7 could be solved by partitioning 46 into 40 and 6, then 40 + (6 + 7) = 40 + 13 (and then 13 is partitioned into 10 and 3) which then becomes (40 + 10) + 3 becomes 50 + 3 = 53 or 7 could be partitioned as 4 and 3, then 46 + 4 (bridging through 10) = 50 and 50 + 3 = 53. Before algorithmic procedures are taught, an understanding of “what happens” must

www.ksde.org/LinkClick.aspx?fileticket=QgNY%2fg5K6dg%3d&tabid=141&mid=801...

Average Rating (0 votes)

Science.qxd

1 0

Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They learn that a system is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and

41 0 http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41 www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41

Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They learn that a system is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and

www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41

Average Rating (0 votes)

null

1 0

visual media on the intended audience DISTINCTION (Honors) Students know and are able to do all of the above and the following: • VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media • VP-D2. Expand abilities in developing multimedia presentations • VP-D3. Research ethnical issues related to the laws, rules and regulations for the use of media

2 0 http://www.ade.state.az.us/standards/language-arts/std4.pdf#page=2 www.ade.state.az.us/standards/language-arts/std4.pdf#page=2

visual media on the intended audience DISTINCTION (Honors) Students know and are able to do all of the above and the following: • VP-D1. Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media • VP-D2. Expand abilities in developing multimedia presentations • VP-D3. Research ethnical issues related to the laws, rules and regulations for the use of media

www.ade.state.az.us/standards/language-arts/std4.pdf#page=2

Average Rating (0 votes)

Back to search results

1 2 3 4 5 6 7

Pages

Send results

Total time to process: 7564ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology