iSEEK - Education

• Describe location and movement using appropriate geometric vocabulary. • Make and use coordinate maps to represent actual places in an area. • Find horizontal or vertical distances on a coordinate system. • Analyze and describe geometric relationships among two- and three-dimensional figures (e.g., relationship between rectangles and squares, and between equilateral and isosceles triangles). • Critique logical arguments concerning geometric ideas and relationships. • Describe and apply geometric ideas

3 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=3 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

3 Content Standards — At-A-Glance 1. Understand numbers, ways of representing numbers, relationships among numbers, and number systems. 1. Understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. 1. Analyze properties of objects and relationships among the properties. 1. Understand various types of patterns and functional relationships. 1. Pose questions and collect, organize, and represent data to

4 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=4 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

major concepts that are essential to the discipline. CONTENT STANDARDS ARE ACCURATE AND SOUND. They should reflect the most recent, widely accepted scholarship in the discipline. CONTENT STANDARDS ARE CLEAR AND USEFUL. They should be specific enough to drive the curriculum and guide assessment and instruction. They should be understandable to teachers, parents, students, and the community. CONTENT STANDARDS ARE PARSIMONIOUS. They should reflect the depth of learning. Standards should be few and brief

8 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=8 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

8 CONTENT STANDARDS K - 1 2 - 3 1. Students understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. • Describe and identify length, weight, capacity, and coins. • Compare and order objects by length, weight, or capacity; order events; trade nickels and dimes for pennies. • Estimate with and use nonstandard units to measure length, weight, and capacity; and standard units of inch, foot, and centimeter to measure

9 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=9 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

9 4 - 5 6 - 8 9 - 12 • Explain that all measurement is approximate and that precision is a function of the tool used. • Know and fluently use the common units of measure of both customary and metric systems of measure. • Carry out simple unit conversions within a system of measurement (e.g., millimeters to centimeters to meters, feet to yards, pints to quarts to gallons, seconds to minutes to hours, days to weeks to months to years). • Use estimation and measurement to find perimeter, area

10 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=10 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

10 CONTENT STANDARDS K - 1 2 - 3 1. Students analyze properties of objects and relationships among the properties. 2. Students use transformations and symmetry to analyze mathematical situations. 3. Students use visualization and spatial reasoning to solve problems both within and outside of mathematics. 4. Students select and use different representational systems, including coordinate geometry. • Recognize and find geometric shapes and structures in the world. • Identify, build, draw

11 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=11 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

• Describe location and movement using appropriate geometric vocabulary. • Make and use coordinate maps to represent actual places in an area. • Find horizontal or vertical distances on a coordinate system. • Analyze and describe geometric relationships among two- and three-dimensional figures (e.g., relationship between rectangles and squares, and between equilateral and isosceles triangles). • Critique logical arguments concerning geometric ideas and relationships. • Describe and apply geometric ideas

12 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=12 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

12 CONTENT STANDARDS K - 1 2 - 3 1. Students understand various types of patterns and functional relationships. 2. Students use symbolic forms to represent, model, and analyze mathematical situations. • Continue and describe simple spatial and numerical patterns. • Use concrete, pictorial, and verbal representations of simple numerical situations. • Make comparisons and describe change in familiar situations (e.g., describe changes in weather). • Create and describe spatial and numerical

14 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=14 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

pictures. • Describe parts of the organized data (e.g., “How many more red than blue?”) and the data as a whole (e.g., “What is the total?”). • Identify those parts of the data that have special characteristics (e.g., “Which color was most? Least?”). • Use representation to answer posed and related questions. • Identify certainty and fairness in real world situations. • Pose questions, and collect and organize data. • Represent data with bar graphs and with pictures. • Use a graph of organized data to

16 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=16 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

This refinement of the Hawai‘i Content Standards is “work in progress” for another year. Several activities planned for this coming year will provide the necessary information for finalizing the refined standards. These activities include: • Teacher workgroups using the draft content standards to design performance tasks for student work and identifying what needs to be in that work (performance indicators), • Teachers in schools and complexes participating in standards implementa- tion discussions

17 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=17 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

Council for Basic Education. Standards for Excellence in Education, A Guide for Parents, Teachers, and Principals for Evaluating and Implementing Standards for Education. Association for Supervision and Curriculum Development, 1998. Hawai‘i Department of Education. Hawai‘i Content and Performance Standards, 1994 Final Draft. Hawai‘i Department of Education, 1994. National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. National Council of Teachers of

18 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=18 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

Benchmarks: Indicate developmentally-appropriate content knowledge and skills at specific grade levels or at a cluster of grade levels. Content standards: Define what a student should know and be able to do. Fluency: Demonstrated in responses that are immediate and accurate. Nets: Surfaces of a three-dimensional solid drawn in two dimensions, with indicat- ed edge lines where folding could occur. Performance indicators: They are a description of what must be included in the student work that meets the

19 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=19 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

together. • The ability to be involved in complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented system. We are about to embark on an important journey that will challenge how

20 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Mathematics%20Content%20Stds.pdf#page=20 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

Average Rating (0 votes)

Back to search results

Total time to process: 6607ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology