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Education
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 GRADE 2
M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of w...
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M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety <span class="highlight">of</span> problem-solving strategies and use <span class="highlight">one</span> or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation <span class="highlight">using</span> any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolat...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 54 3. uses knowledge <span class="highlight">of</span> sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety <span class="highlight">of</span> word-<span class="highlight">recognition</span> strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
Mathematics Performance Standard D Grade 12
pressure) to represent and solve problem situations D.12.2 Select and use tools with appropriate degree of precision to determine measurements directly* within specified degrees of accuracy and error (tolerance) D.12.3 Determine measurements indirectly*, using estimation proport...
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the...
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the classroom and the library/media center. 2. Choose books related to topics of interest. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
4. Retell a story read aloud <span class="highlight">using</span> main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions <span class="highlight">of</span> stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy <span class="highlight">areas</span> <span class="highlight">of</span> the classroom and the library/media center. 2. Choose books related to topics <span class="highlight">of</span> interest. Building upon knowledge and skills gained in the preceding grade, by the end <span class="highlight">of</span> Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
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2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning cu...
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2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
GRADE 8
and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students d...
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and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students describe and analyze patterns and have the opportunity to create both types of sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking <span class="highlight">using</span> a variety <span class="highlight">of</span> representations. Students describe and analyze patterns and have the opportunity to create both types <span class="highlight">of</span> sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
GRADE 7
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
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numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 7, students
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=25
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. Concept 1: Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 7, students
GRADE K
occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns, relationships, and functions involving numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to mod...
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occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns, relationships, and functions involving numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeK.pdf#page=8
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
occur everywhere in nature. Algebraic methods are used to explore, <span class="highlight">model</span> and describe patterns, relationships, and functions involving numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. Concept 1: Patterns Identify patterns
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
derivatives, to assist in decoding words. #7;6.LA.1.4.2 Read abbreviations appropriate to grade level. CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;#7;#7;#7;Goal 1.5: Acquire Decoding Skills Using Syllabication#7;6.LA.1.5.1 Apply spelling and syllabication rules to aid...
GRADE HS
Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to model, represent,...
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Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to model, represent, and extend sequences. The representation and modeling of sequences will lead students to use their skills to solve problems in context in grades 11 and 12. Performance Objectives Process Integration Explanations and Examples
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=12
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
the first row. The teacher then drew a red marble and gave it to a student in the second row. What was the theoretical probability <span class="highlight">of</span> the simulation? <span class="highlight">Model</span> this probability <span class="highlight">using</span> two different representations. (see representations in MHS-S2C2-01) PO 4. Explain and use the law <span class="highlight">of</span> large numbers (that experimental results tend to approach theoretical probabilities after a large number <span class="highlight">of</span> trials). MHS-S5C2-05. Summarize and communicate mathematical ideas <span class="highlight">using</span> formal and informal reasoning. The
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=22
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Concept 1: Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grades 9 and 10, students recognize sequences as arithmetic or geometric and use their algebraic skills to <span class="highlight">model</span>, represent, and extend sequences. The representation and modeling <span class="highlight">of</span> sequences will lead students to use their skills to solve problems in context in grades 11 and 12. Performance Objectives Process Integration Explanations and Examples
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