iSEEK - Education

willingness to take some risks. Are you guaranteed to become a millionaire? No – there are no guarantees in life. However, odds are that if you are willing to take some risk and invest some of your money, you very well may make $1,000,000 or more during your lifetime. This webq...

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Core Content For Mathematics Assessment

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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of

120 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120

achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of deposit), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services

131 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131

CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131

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Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf

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government to offer numerous financial services such as checking and savings accounts, loans, and safe deposit boxes. The Federal Deposit Insurance Corporation (FDIC) insures accounts in federally chartered banks. Budget A financial plan that summarizes future income and expenditures over a period of time. Capital Gain A positive difference between an asset's price when bought and its price when or if sold; the opposite of capital loss.

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investor’s total return over time. 3. Wealth increases with regular saving, time, and frequent compounding. 4. Diversification reduces risk by spreading assets among several types of investments and industry sectors. 5. Dollar-cost averaging lowers investment costs over time and promotes regular investing. 6. Mutual funds pool investors’ deposits to purchase securities. 7. Government agencies, such as the U.S. Securities & Exchange Commission, Federal Deposit Insurance Corporation, and state regulators

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government to offer numerous financial services such as checking and savings accounts, loans, and safe deposit boxes. The Federal Deposit Insurance Corporation (FDIC) insures accounts in federally chartered banks. Budget A financial plan that summarizes future income and expenditures over a period of time. Capital Gain A positive difference between an asset's price when bought and its price when or if sold; the opposite of capital loss.

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government, or corporations for the use of their money (example: 5% interest on a certificate of deposit or 6% interest on a bond). Investing The process of setting money aside to increase wealth over time and accumulate funds for longterm financial goals such as retirement. Investors People investing in securities, such as stock and bonds, to achieve long-term financial goals. Liquidity

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regular deposits and withdrawals. The minimum required deposit, fees charged, and interest rate paid varies among providers. Savings Bond A bond is a certificate representing a debt. A U.S. Savings Bond is a loan to the government. The government agrees to repay the amount borrowed, with interest, to the bondholder. Two types of savings bonds are Series EE and inflation-adjusted I bonds. Savings bonds are often purchased through payroll deduction or at financial institutions in denominations of $50 to

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Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf

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6-187 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Why or why not? c. decimals greater than or equal to zero through thousandths place (2.4.A1c), e.g., the beginning bank balance is $250.40 A deposit of $175, a withdrawal of $198, and a $2

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Microsoft Word - ALGEBRA III.doc

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becomes arbitrarily close as the value of x increases or decreases without bound Index (indices) The number that indicates the root of a radical Inverse Function Two functions f and g are inverse functions if and only if both their compositions are the identity function Ex. . [f ◦ g](x) = x and [g ◦ f](x) = x Linear Equation A function that has a constant rate of change and can be modeled by a straight line Linear Programming A method for finding the maximum or minimum value of a function in two

8 0 http://arkansased.org/teachers/pdf/algebra3.pdf#page=8 arkansased.org/teachers/pdf/algebra3.pdf#page=8

becomes arbitrarily close as the value of x increases or decreases without bound Index (indices) The number that indicates the root of a radical Inverse Function Two functions f and g are inverse functions if and only if both their compositions are the identity function Ex. . [f ◦ g](x) = x and [g ◦ f](x) = x Linear Equation A function that has a constant rate of change and can be modeled by a straight line Linear Programming A method for finding the maximum or minimum value of a function in two

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Mathematics Standards_9-25-05

tools - 2,3,5,7,8,9 tools variety of - 2,8 transformations - 5,7,11 translations - 7,11 trigonometric ratios - 7,11 trigonometry - 8,11 uncertainty - 6 unifix cubes - 5 units appropriate - 8 variable - 5,10,11 variability measures of - 6,10 vectors - 4,5,7,11 verbal rules - 5 volume...

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16 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=16 www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=16

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GRADE CWR

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• A couple wants to buy a house in five years. They need to save a down payment of $8,000. They deposit $1,000 in a bank account earning 3.25% interest, compounded quarterly. How much will they need to save each month in order to meet their goal? • A function f(n) = 1000(1 + 0.05) n is used to model the amount of money in a savings account that earns 5% interest, compounded annually. Identify the domain and range of this function. What restrictions on the domain of this function should be considered

31 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=31 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

• A couple wants to buy a house in five years. They need to save a down payment of $8,000. They deposit $1,000 in a bank account earning 3.25% interest, compounded quarterly. How much will they need to save each month in order to meet their goal? • A function f(n) = 1000(1 + 0.05) n is used to model the amount of money in a savings account that earns 5% interest, compounded annually. Identify the domain and range of this function. What restrictions on the domain of this function should be considered

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

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K-12 Mathematics

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New Hampshire Curriculum Framework Mathematics June 2006 Geometry and Measurement 6-8 Page 25 of 69 Geometry and Measurement Grade 6 Grade 7 Grade 8 M:G&M:6:8 No standard at this grade M:G&M:7:8 No standard at this grade M:G&M:8:8 No standard at this grade M:G&M:6:9 No standard at this grade M:G&M:7:9 No standard at this grade M:G&M:8:9 No standard at this grade M:G&M:6:10 No standard at this grade M:G&M:7:10 Demonstrates conceptual understanding of spatial reasoning and visualization by

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New Hampshire Curriculum Framework Mathematics June 2006 Geometry and Measurement 6-8 Page 25 of 69 Geometry and Measurement Grade 6 Grade 7 Grade 8 M:G&M:6:8 No standard at this grade M:G&M:7:8 No standard at this grade M:G&M:8:8 No standard at this grade M:G&M:6:9 No standard at this grade M:G&M:7:9 No standard at this grade M:G&M:8:9 No standard at this grade M:G&M:6:10 No standard at this grade M:G&M:7:10 Demonstrates conceptual understanding of spatial reasoning and visualization by

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MATHEMATICS

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Performance Indicators & Descriptors 3 4 5 6 7 8 No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to

10 0 http://www.maine.gov/education/lres/pei/math_0708.pdf#page=10 www.maine.gov/education/lres/pei/math_0708.pdf#page=10

Performance Indicators & Descriptors 3 4 5 6 7 8 No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to

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Microsoft Word - K-8 Mathematics Curriculum Framework.doc

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45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties o...

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4 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4

3 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.K.4 = Number and Operations. Standard 1.Kindergarten. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR

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5 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.K.6 = Number and Operations. Standard 1.Kindergarten. 6 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR

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7 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.2.10 = Number and Operations. Standard 1.Grade 2. 10 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH

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9 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.2.K.1=Number and Operations. Standard 2. Kindergarten. 1 st Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR

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11 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.2.K.3=Number and Operations. Standard 2. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR

17 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17

16 Number and Operations: Numerical Operations and Estimation K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.3.K.3 = Number and Operations. Standard 3. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH

43 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43

42 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.5.1 = Numbers and Operations. Standard 1. Grade 5. 1 st Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH

44 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44

43 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.5.4 = Numbers and Operations. Standard 1. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH

45 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45

44 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO.1.5.5 = Numbers and Operations. Standard 1. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH

46 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46

45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH

47 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47

46 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.4 = Number and Operations; Standard 2. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH

50 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50

49 Number and Operations: Numerical Operations and Estimation 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 3.5.5 = Number and Operations. Standard 3. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH STUDENT IS

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