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 Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
mathematics content, thus improving student understanding of mathematics. This document is based on premises that all children can learn, and that high expectations produce high achievement. PURPOSE The primary purpose of the 2007 Mathematic...
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mathematics content, thus improving student understanding of mathematics. This document is based on premises that all children can learn, and that high expectations produce high achievement. PURPOSE The primary purpose of the 2007 Mathematics Framework Revised is to provide a basis for curriculum development for K-12 mathematics teachers in Mississippi. The framework provides an outline of what students should learn through competencies and objectives. The 2007 Mathematics Framework Revised replaces
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=7
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
mathematics content, thus <span class="highlight">improving</span> student understanding <span class="highlight">of</span> mathematics. This document is <span class="highlight">based</span> on premises that all children can learn, and that <span class="highlight">high</span> expectations produce <span class="highlight">high</span> achievement. PURPOSE <span class="highlight">The</span> primary purpose <span class="highlight">of</span> <span class="highlight">the</span> 2007 Mathematics Framework Revised is to provide a <span class="highlight">basis</span> <span class="highlight">for</span> curriculum development <span class="highlight">for</span> K-12 mathematics teachers in Mississippi. <span class="highlight">The</span> framework provides an outline <span class="highlight">of</span> what students should learn through competencies and objectives. <span class="highlight">The</span> 2007 Mathematics Framework Revised replaces
Minnesota
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 19 of 42 DRAFT for rulemaking process 7.15.09 7.1.3.4.1 Use maps, satellite images and other data sets to describe patterns and make predictions about natural...
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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 19 of 42 DRAFT for rulemaking process 7.15.09 7.1.3.4.1 Use maps, satellite images and other data sets to describe patterns and make predictions about natural systems in a life science context. For example: Use online data sets to compare wildlife populations or water quality in regions of Minnesota. 1. The Nature of Science and Engineering 3. Interactions Among Science
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=20
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 19 <span class="highlight">of</span> 42 DRAFT <span class="highlight">for</span> rulemaking process 7.15.09 7.1.3.4.1 Use maps, <span class="highlight">satellite</span> <span class="highlight">images</span> and other data sets to describe patterns and make predictions about natural systems in a life science context. <span class="highlight">For</span> example: Use online data sets to compare wildlife populations or water quality in regions <span class="highlight">of</span> Minnesota. 1. <span class="highlight">The</span> Nature <span class="highlight">of</span> Science and Engineering 3. Interactions Among Science
The Kansas Science Education Standards Glossary is a compilation of terms identified by a ...
instrument for weighing equality between the totals of the two sides balanced forces- equal forces acting on an object in opposite directions, the object does not move bias- statistical sampling or testing error caused by systematically favoring s...
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze <span class="highlight">the</span> physical characteristics <span class="highlight">of</span> historical places in various regions and <span class="highlight">the</span> role they played (e.g., Jamestown <span class="highlight">for</span> <span class="highlight">the</span> English, St. Augustine <span class="highlight">for</span> <span class="highlight">the</span> Spanish, New Orleans <span class="highlight">for</span> <span class="highlight">the</span> French, and <span class="highlight">the</span> Cherokee lands in <span class="highlight">the</span> Carolinas and Georgia) by <span class="highlight">using</span> a variety <span class="highlight">of</span> visual materials and data sources at different scales (e.g., photographs, <span class="highlight">satellite</span> and shuttle <span class="highlight">images</span>, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=26
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=26
<span class="highlight">using</span> different kinds <span class="highlight">of</span> maps, graphs, charts, diagrams, and other representations such as photographs, <span class="highlight">satellite</span>-produced <span class="highlight">images</span>, and computer-<span class="highlight">based</span> technologies. null 3. Interpret information from a broad selection <span class="highlight">of</span> research materials (e.g., encyclopedias, almanacs, dictionaries, atlases, and cartoons). null 4. Construct and examine timelines <span class="highlight">of</span> Oklahoma history (e.g., removal and relocation <span class="highlight">of</span> Native American groups, economic cycles, immigration patterns, and <span class="highlight">the</span> results <span class="highlight">of</span> redistricting and
Microsoft Word - Math GLE 9-12 8-08.doc
be able to: Classification: • Represent and verify parallel and perpendicular relationships in linear functions • Classify 3-dimensional figures according to the shapes of their base(s) and faces Location and transformation: • Use properties of trian...
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be able to: Classification: • Represent and verify parallel and perpendicular relationships in linear functions • Classify 3-dimensional figures according to the shapes of their base(s) and faces Location and transformation: • Use properties of triangles and quadrilaterals to construct them in the coordinate plane Measurement: • Demonstrate an understanding of and apply formulas for area, surface area, and volume of geometric figures including pyramids, cones, spheres, and cylinders
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-12%208-08.pdf#page=7
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...
be able to: <span class="highlight">Classification</span>: • Represent and verify parallel and perpendicular relationships in linear <span class="highlight">functions</span> • Classify 3-dimensional figures according to <span class="highlight">the</span> shapes <span class="highlight">of</span> their base(s) and faces Location and transformation: • Use properties <span class="highlight">of</span> triangles and quadrilaterals to construct them in <span class="highlight">the</span> coordinate plane Measurement: • Demonstrate an understanding <span class="highlight">of</span> and apply formulas <span class="highlight">for</span> area, surface area, and volume <span class="highlight">of</span> geometric figures including pyramids, cones, spheres, and cylinders
Microsoft Word - Completed Reading.rtf
97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washingt...
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97 Wisconsin Literary Education and Reading Network Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: ((2007). A report to Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education, www.all4ed.org Note: At the time of publication, the web addresses listed were functional.
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=97
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
97 Wisconsin Literary Education and Reading <span class="highlight">Network</span> Source: http://wileans.state.wi.us/apps/default.asp?cid=24 Writing Next: Effective Strategies to Improve Writing <span class="highlight">of</span> Adolescents in Middle and <span class="highlight">High</span> Schools: ((2007). A report to Carnegie Corporation <span class="highlight">of</span> New York. Washington DC: Alliance <span class="highlight">for</span> Excellent Education, www.all4ed.org Note: At <span class="highlight">the</span> time <span class="highlight">of</span> publication, <span class="highlight">the</span> web addresses listed were functional.
null
Given two figures that are images of each other under an isometry, find the isometry and describe it completely. G3.1.3 Find the image of a figure under the composition of two or more isometries and determine whether the resulting figure...
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Given two figures that are images of each other under an isometry, find the isometry and describe it completely. G3.1.3 Find the image of a figure under the composition of two or more isometries and determine whether the resulting figure is a reflection, rotation, translation, or glide reflection image of the original figure. G3.2 Shape-preserving transformations: Dilations and isometries G3.2.1 Know the definition of dilation and find the image of a figure under a given dilation. G3.2.2 Given two figures
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=18
Given two figures that are <span class="highlight">images</span> <span class="highlight">of</span> each other under an isometry, find <span class="highlight">the</span> isometry and describe it completely. G3.1.3 Find <span class="highlight">the</span> <span class="highlight">image</span> <span class="highlight">of</span> a figure under <span class="highlight">the</span> composition <span class="highlight">of</span> two or more isometries and determine whether <span class="highlight">the</span> resulting figure is a reflection, rotation, translation, or glide reflection <span class="highlight">image</span> <span class="highlight">of</span> <span class="highlight">the</span> original figure. G3.2 Shape-preserving transformations: Dilations and isometries G3.2.1 Know <span class="highlight">the</span> definition <span class="highlight">of</span> dilation and find <span class="highlight">the</span> <span class="highlight">image</span> <span class="highlight">of</span> a figure under a given dilation. G3.2.2 Given two figures
Colorado Model Content Standards
display geographic information, including maps, globes, graphs, diagrams, aerial and other photographs, satellite-produced images, geographic information systems, and computer databases as well as other software. Geography - the scientific study of the Earth&rsquo...
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display geographic information, including maps, globes, graphs, diagrams, aerial and other photographs, satellite-produced images, geographic information systems, and computer databases as well as other software. Geography - the scientific study of the Earth’s surface. Geography describes and analyzes the spatial variations in physical, biological, and human phenomena that occur on the surface of the globe and treats their interrelationships and their significant regional patterns. Human characteristics
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=26
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
display geographic information, including maps, globes, graphs, diagrams, aerial and other photographs, <span class="highlight">satellite</span>-produced <span class="highlight">images</span>, geographic information systems, and computer databases as well as other software. Geography - <span class="highlight">the</span> scientific study <span class="highlight">of</span> <span class="highlight">the</span> Earth’s surface. Geography describes and analyzes <span class="highlight">the</span> spatial variations in physical, biological, and human phenomena that occur on <span class="highlight">the</span> surface <span class="highlight">of</span> <span class="highlight">the</span> globe and treats their interrelationships and their significant regional patterns. Human characteristics
Standard 1: Number and Operation
technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of ...
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technological tools. Students construct plane figures with a few significant errors using traditional and/or technological tools. Students construct plane figures with many significant errors using traditional and/or technological tools. 9-10.2.10. Recognize images of the same object shown from different perspectives, i.e., a two-dimensional image of a three- dimensional object Students recognize images of the same object shown from different perspectives with no errors. Students recognize images of
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=49
www.dpi.state.nd.us/standard/content/math/math.pdf#page=49
technological tools. Students construct plane figures with a few significant errors <span class="highlight">using</span> traditional and/or technological tools. Students construct plane figures with many significant errors <span class="highlight">using</span> traditional and/or technological tools. 9-10.2.10. Recognize <span class="highlight">images</span> <span class="highlight">of</span> <span class="highlight">the</span> same <span class="highlight">object</span> shown from different perspectives, i.e., a two-dimensional <span class="highlight">image</span> <span class="highlight">of</span> a three- dimensional <span class="highlight">object</span> Students recognize <span class="highlight">images</span> <span class="highlight">of</span> <span class="highlight">the</span> same <span class="highlight">object</span> shown from different perspectives with no errors. Students recognize <span class="highlight">images</span> <span class="highlight">of</span>
Microsoft Word - 3-8 VSC_Assess_Limits_01_08-1.doc
however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe ...
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however are an integral part of Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe the images formed by a plane mirror. • Size of the image • Apparent distance of the image from the mirror • Front-to-back reversal in the
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http://mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34
mdk12.org/share/vsc/vsc_science_gr38.pdf#page=34
however are an integral part <span class="highlight">of</span> Instruction. Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 D. Wave Interactions D. Wave Interactions D. Wave Interactions 3. Provide evidence to show that light travels in a straight line until it is reflected or refracted. a. Observe and describe <span class="highlight">the</span> <span class="highlight">images</span> formed by a plane mirror. • Size <span class="highlight">of</span> <span class="highlight">the</span> <span class="highlight">image</span> • Apparent distance <span class="highlight">of</span> <span class="highlight">the</span> <span class="highlight">image</span> from <span class="highlight">the</span> mirror • Front-to-back reversal in <span class="highlight">the</span>
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