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Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 6 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on exper...
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Kansas Curricular Standards for Mathematics January 2004 6 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on experiments equation – a mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=6
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Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 6 E ellipse – <span class="highlight">a</span> closed plane curve generated by <span class="highlight">a</span> point moving in such <span class="highlight">a</span> way that the sums of its distances from two fixed points is <span class="highlight">a</span> constant empirical results – results <span class="highlight">based</span> on experiments equation – <span class="highlight">a</span> mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 7 <span class="highlight">Clustering</span> can be used as an estimation strategy when you have <span class="highlight">a</span> group of numbers that cluster around <span class="highlight">a</span> common value. 7225 6734 This set of numbers clusters around 7,000. 6829 <span class="highlight">A</span> good estimate would be 7000 x 6 or 42,000. 7295 7101 + 6642 Compatible “nice” Numbers Compatible (nice) numbers are numbers that can easily “fit together” and are easy to manipulate mentally. Take <span class="highlight">a</span> global look at all
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
Kansas Curricular Standards for Mathematics January 2004 333 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on exp...
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Kansas Curricular Standards for Mathematics January 2004 333 E ellipse – a closed plane curve generated by a point moving in such a way that the sums of its distances from two fixed points is a constant empirical results – results based on experiments equation – a mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=94
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
? <span class="highlight">Using</span> the language of estimation is important, so students begin to realize that <span class="highlight">a</span> variety of estimates (answers) are possible. In addition, when students are taught specific estimation strategies, they develop mental math and estimation skills easier. Estimation strategies include front-end with adjustment, compatible “nice” numbers, <span class="highlight">clustering</span>, or special numbers. Mathematical models such as concrete objects, pictures, diagrams, number lines, unifix cubes, hundred charts, or base ten blocks are
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=128
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Mathematics, NCTM, 2000). Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order <span class="highlight">for</span> students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep <span class="highlight">a</span> night? <span class="highlight">Using</span> the language of estimation is important, so
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=159
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
“nice” numbers, <span class="highlight">clustering</span>, or special numbers. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten blocks, or factor trees are necessary <span class="highlight">for</span> conceptual understanding and should be used to explain computational procedures. If <span class="highlight">a</span> mathematical model can be used to represent the concept, the indicator in the Models benchmark is identified in the parentheses. <span class="highlight">For</span> example, (2.4.K1a) refers to Standard 2 (Algebra), Benchmark 4 (Models), and
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=194
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
? <span class="highlight">Using</span> the language of estimation is important, so students begin to realize that <span class="highlight">a</span> variety of estimates (answers) are possible. In addition, when students are taught specific estimation strategies, they develop mental math and estimation skills easier. Estimation strategies include front-end with adjustment, compatible “nice” (friendly) numbers, <span class="highlight">clustering</span>, special numbers, or truncation. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=229
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
? <span class="highlight">Using</span> the language of estimation is important, so students begin to realize that <span class="highlight">a</span> variety of estimates (answers) are possible. In addition, when students are taught specific estimation strategies, they develop mental math and estimation skills easier. Estimation strategies include front-end with adjustment, compatible “nice” numbers, <span class="highlight">clustering</span>, special numbers, or truncation. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=270
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
? <span class="highlight">Using</span> the language of estimation is important, so students begin to realize that <span class="highlight">a</span> variety of estimates (answers) are possible. In addition, when students are taught specific estimation strategies, they develop mental math and estimation skills easier. Estimation strategies include front-end with adjustment, compatible “nice” numbers, <span class="highlight">clustering</span>, special numbers, or truncation. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=303
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order <span class="highlight">for</span> students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep <span class="highlight">a</span> night? <span class="highlight">Using</span> the language of estimation is important, so
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=334
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 333 E ellipse – <span class="highlight">a</span> closed plane curve generated by <span class="highlight">a</span> point moving in such <span class="highlight">a</span> way that the sums of its distances from two fixed points is <span class="highlight">a</span> constant empirical results – results <span class="highlight">based</span> on experiments equation – <span class="highlight">a</span> mathematical sentence that states that two expressions are equal; 2 + 3 = 1 + 4 equilateral – all sides congruent equivalent – numbers or variable expressions that have the same value (5 is equivalent to 2 + 3) estimation
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=335
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 334 <span class="highlight">Clustering</span> can be used as an estimation strategy when you have <span class="highlight">a</span> group of numbers that cluster around <span class="highlight">a</span> common value. 7225 6734 This set of numbers clusters around 7,000. 6829 <span class="highlight">A</span> good estimate would be 7000 x 6 or 42,000. 7295 7101 + 6642 Compatible “nice” Numbers Compatible (nice) numbers are numbers that can easily “fit together” and are easy to manipulate mentally. Take <span class="highlight">a</span> global look at all
Microsoft Word - 5thgrindrev.docmathstd20035g.pdf
” numbers, clustering, or special numbers. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten blocks, or factor trees are necessary for conceptual understanding and should be used to explain computational proce...
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0
” numbers, clustering, or special numbers. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten blocks, or factor trees are necessary for conceptual understanding and should be used to explain computational procedures. If a mathematical model can be used to represent the concept, the indicator in the Models benchmark is identified in the parentheses. For example, (2.4.K1a) refers to Standard 2 (Algebra), Benchmark 4 (Models), and Knowledge
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0
http://www.ksde.org/LinkClick.aspx?fileticket=ikzxQJ%2bltWY%3d&tabid=141&mid=8017&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=ikzxQJ%2bltWY%3d&tabid=141&mid=801...
” numbers, <span class="highlight">clustering</span>, or special numbers. Mathematical models such as concrete objects, pictures, diagrams, Venn diagrams, number lines, hundred charts, base ten blocks, or factor trees are necessary <span class="highlight">for</span> conceptual understanding and should be used to explain computational procedures. If <span class="highlight">a</span> mathematical model can be used to represent the concept, the indicator in the Models benchmark is identified in the parentheses. <span class="highlight">For</span> example, (2.4.K1a) refers to Standard 2 (Algebra), Benchmark 4 (Models), and Knowledge
Microsoft Word - mathstd20038g.docmathstd20038g.pdf
(Principles and Standards for School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers shou...
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0
(Principles and Standards for School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep a night? Using the
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=VJee7vha%2bsQ%3d&tabid=141&mid=801...
(Principles and Standards <span class="highlight">for</span> School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order <span class="highlight">for</span> students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep <span class="highlight">a</span> night? <span class="highlight">Using</span> the
Microsoft Word - 9th10thgrindrev.docmathstd20039g10g.pdf
9/10-6 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Not...
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9/10-6 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for
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0
http://www.ksde.org/LinkClick.aspx?fileticket=CU7hwnZRxUA%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=CU7hwnZRxUA%3d&tabid=141&mid=8017&...
9/10-6 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. Teacher Notes: Estimate, as <span class="highlight">a</span> verb, means to make an educated guess <span class="highlight">based</span> on information in <span class="highlight">a</span> problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations <span class="highlight">for</span>
Standard 1 - Number and Computation: The student uses numerical and computational concept...
Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” co...
1
0
Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. Estimation serves as an important companion to computation. It provides a tool for judging the reasonableness of
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=DgEOyEi01dk%3d&tabid=141&mid=8017&...
Teacher Notes: Estimate, as <span class="highlight">a</span> verb, means to make an educated guess <span class="highlight">based</span> on information in <span class="highlight">a</span> problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations <span class="highlight">for</span> which “ballpark” computations are acceptable. Good number sense enables one to estimate <span class="highlight">a</span> quantity, estimate <span class="highlight">a</span> measure, or estimate an answer. Estimation serves as an important companion to computation. It provides <span class="highlight">a</span> tool <span class="highlight">for</span> judging the reasonableness of
Standard 1 - Number and Computation: The student uses numerical and computational concept...
Mathematics, NCTM, 2000). Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers should introduce estimation with examples where...
1
0
Mathematics, NCTM, 2000). Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep a night? Using the language of estimation is important, so
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=w71SZOtOm0E%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=w71SZOtOm0E%3d&tabid=141&mid=8017&...
Mathematics, NCTM, 2000). Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order <span class="highlight">for</span> students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep <span class="highlight">a</span> night? <span class="highlight">Using</span> the language of estimation is important, so
Standard 1 - Number and Computation: The student uses numerical and computational concept...
Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” co...
1
0
Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. Estimation serves as an important companion to computation. It provides a tool for judging the reasonableness of
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=0JPxkUp6E0w%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=0JPxkUp6E0w%3d&tabid=141&mid=8017&...
Teacher Notes: Estimate, as <span class="highlight">a</span> verb, means to make an educated guess <span class="highlight">based</span> on information in <span class="highlight">a</span> problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations <span class="highlight">for</span> which “ballpark” computations are acceptable. Good number sense enables one to estimate <span class="highlight">a</span> quantity, estimate <span class="highlight">a</span> measure, or estimate an answer. Estimation serves as an important companion to computation. It provides <span class="highlight">a</span> tool <span class="highlight">for</span> judging the reasonableness of
Microsoft Word - 3rdgrindrev.docmathstd20033g.pdf
(Principles and Standards for School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers shou...
1
0
(Principles and Standards for School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order for students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep a night? Using the
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=lcqPPHF4PFc%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=lcqPPHF4PFc%3d&tabid=141&mid=8017&...
(Principles and Standards <span class="highlight">for</span> School Mathematics, NCTM, 2000) Mental math and estimation are distinct but related mathematical skills. Proficiency in mental math contributes to increased skill in estimation. In order <span class="highlight">for</span> students to become more familiar with estimation, teachers should introduce estimation with examples where rounded or estimated numbers are used. Emphasis should be placed on real-world examples where only estimation is required, e.g., About how many hours do you sleep <span class="highlight">a</span> night? <span class="highlight">Using</span> the
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