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BBC Education Web Guide, Mathematics
Resource Type: Reference This site provides links to high-quality math education sites useful for middle grades teachers. At the lower secondary level (students aged 11-16), over 100 high-quality resources are provided on a relatively wide range of topics. The search engine...
ParentSmart
Resource Type: Reference Parents often want to know how they can help their students do better in mathematics. The ParentSmart site is a good starting point, either as a source for teachers to locate materials that they can pass on to parents or as a place to which they can send parents. Par...
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2001 • Expert perspective • Education reform environment • Research-based practices • Work force requirements This chart includes talking points for the professional development model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 of 19 11...
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2001 • Expert perspective • Education reform environment • Research-based practices • Work force requirements This chart includes talking points for the professional development model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=6
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=6
2001 • <span class="highlight">Expert</span> perspective • Education reform <span class="highlight">environment</span> • Research-based practices • Work force requirements This chart includes talking points <span class="highlight">for</span> the professional <span class="highlight">development</span> model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 <span class="highlight">of</span> 19 11/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION
Core Content For Mathematics Assessment
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-06-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=276
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=276
CCA 4.1 Elementary Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 273 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation <span class="highlight">for</span> instruction <span class="highlight">of</span> the writing criteria.) WR-EP-1.2.3 In Transactive Writing, • Students will communicate relevant information. • Students will develop an angle with support (e.g., facts, examples, reasons, visuals
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation <span class="highlight">for</span> instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation <span class="highlight">for</span> instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
VT_04_Math GLEs_pf.indd
system, while reducing the need for accommodations and modifi cations. The Department is committed to providing ongoing professional development to Vermont educators to help identify the appropriate level of instruction and assessment for students, and for the ongo...
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system, while reducing the need for accommodations and modifi cations. The Department is committed to providing ongoing professional development to Vermont educators to help identify the appropriate level of instruction and assessment for students, and for the ongoing development of instruction and assessment strategies to support all students in acquiring the skills, concepts, and knowledge articulated in Vermont’s Grade Expectations. Participants in GE development Grade Expectation development in Vermont
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=7
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
system, while reducing the need <span class="highlight">for</span> accommodations and modifi cations. The Department is committed to providing ongoing professional <span class="highlight">development</span> to Vermont educators to help identify the appropriate level <span class="highlight">of</span> instruction and assessment <span class="highlight">for</span> students, and <span class="highlight">for</span> the ongoing <span class="highlight">development</span> <span class="highlight">of</span> instruction and assessment strategies to support all students in acquiring the skills, concepts, and knowledge articulated in Vermont’s Grade Expectations. Participants in GE <span class="highlight">development</span> Grade Expectation <span class="highlight">development</span> in Vermont
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09/09 For more information: Contact the Indiana Department of Education Web site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.
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09/09 For more information: Contact the Indiana Department of Education Web site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=138
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
09/09 <span class="highlight">For</span> more information: Contact the Indiana Department <span class="highlight">of</span> Education <span class="highlight">Web</span> site: www.doe.in.gov/standards This document may be duplicated and distributed as needed.
CONTENts.PDF
K-4: Students will generate questions for gathering data from appropriate first-hand, visual and print sources and categorize the data to produce a product. Example: Students track Internet explorers on the Silk Route through an Internet Program (such as Globalearn) as the explorers send ba...
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K-4: Students will generate questions for gathering data from appropriate first-hand, visual and print sources and categorize the data to produce a product. Example: Students track Internet explorers on the Silk Route through an Internet Program (such as Globalearn) as the explorers send back diaries and maps of their exploration. 5-8: Students will identify and use primary and secondary sources, paraphrase, elaborate on, and integrate information into a final product, e.g., I-Search
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=12
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
K-4: Students will generate questions <span class="highlight">for</span> gathering data from appropriate first-hand, visual and print sources and categorize the data to produce a product. Example: Students track Internet explorers on the Silk Route through an Internet Program (such as Globalearn) as the explorers send back diaries and maps <span class="highlight">of</span> their exploration. 5-8: Students will identify and use primary and secondary sources, paraphrase, elaborate on, and integrate information into a final product, e.g., I-<span class="highlight">Search</span>
STANDARDS.05
and that matter cycles but is conserved within an ecosystem [8] SC3.2 organizing a food web that shows the cycling matter The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selec...
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and that matter cycles but is conserved within an ecosystem [8] SC3.2 organizing a food web that shows the cycling matter The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution by [6] SC1.1 recognizing sexual and asexual reproduction [6] SC1.2 recognizing that species survive by adapting to changes in their environment The student demonstrates an understanding of how
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
and that matter cycles but is conserved within an ecosystem [8] SC3.2 organizing a food <span class="highlight">web</span> that shows the cycling matter The student demonstrates an understanding <span class="highlight">of</span> how science explains changes in life forms over time, including genetics, heredity, the process <span class="highlight">of</span> natural selection, and biological evolution by [6] SC1.1 recognizing sexual and asexual reproduction [6] SC1.2 recognizing that species survive by adapting to changes in their <span class="highlight">environment</span> The student demonstrates an understanding <span class="highlight">of</span> how
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