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 Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are based upon data analysis. Predictions from 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely...
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New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are based upon data analysis. Predictions from 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely 1.S.9 Construct a question that can be answered by using information from a graph Problem Solving Strand Students will build new
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=11
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=11
Students will solve problems that arise in mathematics and in other contexts. PK.PS.3 Act out or model with manipulatives activities involving mathematical content <span class="highlight">from</span> literature and/or story telling PK.PS.4 Formulate problems and solutions <span class="highlight">from</span> everyday situations (e.g., as counting the number of children in the class or using the calendar to teach counting) Students will apply and adapt a variety of appropriate strategies to solve problems. PK.PS.5 Use informal
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=15
model with manipulatives activities involving mathematical content <span class="highlight">from</span> literature and/or story telling K.PS.4 Formulate problems and solutions <span class="highlight">from</span> everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting). Students will apply and adapt a variety of appropriate strategies to solve problems. K.PS.5 Use informal counting strategies to find solutions K.PS.6 Experience teacher-<span class="highlight">directed</span> questioning process to understand
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=28
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=28
New York State Learning Standard for Mathematics Page 25 Revised by NYS Board of Regents March 15, 2005 Students will make predictions that are <span class="highlight">based</span> upon data analysis. Predictions <span class="highlight">from</span> 1.S.8 Discuss conclusions and make predictions in terms of the words Data likely and unlikely 1.S.9 Construct a question that can be answered by using information <span class="highlight">from</span> a graph Problem Solving Strand Students will build new
Core Content For Mathematics Assessment
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique...
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It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=9
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=9
(aurally and visually) and human voices (aurally) Dynamics - soft, loud (aurally) AH-04-1.1.1 Students will identify or describe elements of music in a variety of music. DOK 2 Elements of music: Rhythm - time <span class="highlight">signature</span> (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure Tempo - steady beat, slower or faster Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes <span class="highlight">from</span> middle C to
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=24
It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks <span class="highlight">from</span> other artists, cultures and historical periods. 6 th Grade 7 th Grade 8 th Grade Music AH-06-1.1.1 Students will identify or describe the use of elements in a variety of music. DOK 2
GRADE 8
Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process I...
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Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using directed graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use directed graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=14
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grade 8, students explore using <span class="highlight">directed</span> graphs as a means of problem solving. This will lay a foundation for network and adjacency matrix investigations in high school. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Use <span class="highlight">directed</span> graphs to solve problems. M08-S5C2-01. Analyze a problem situation to determine the question(s) to be answered. M08
VT_04_Math GLEs_pf.indd
Reading critically—Reading in which a questioning attitude, logical analysis, and inference are used to judge the worth of the text; evaluating relevancy and adequacy of what is read; the judgment of validity of worth of what is read, based on sound criteria and evidence. Reading rate&m...
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Reading critically—Reading in which a questioning attitude, logical analysis, and inference are used to judge the worth of the text; evaluating relevancy and adequacy of what is read; the judgment of validity of worth of what is read, based on sound criteria and evidence. Reading rate—The speed at which a person reads; generally measured as words per minute or words correct per minute. Realistic fi ction—Fiction drawn from the writer’s imagination, but is true to life; often focuses on universal human problems
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=97
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
Reading critically—Reading in which a questioning attitude, logical analysis, and inference are used to judge the worth of the text; evaluating relevancy and adequacy of what is read; the judgment of validity of worth of what is read, <span class="highlight">based</span> on sound criteria and evidence. Reading rate—The speed at which a person reads; generally measured as words per minute or words correct per minute. Realistic fi ction—Fiction drawn <span class="highlight">from</span> the writer’s imagination, but is true to life; often focuses on universal human problems
GRADE HS
Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grades 9 and 10, students apply their understanding from grades 7 and 8 of Euler/Hamilton paths, directed graphs, and algorithmic reasoning to model and solve network problems. The understa...
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Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grades 9 and 10, students apply their understanding from grades 7 and 8 of Euler/Hamilton paths, directed graphs, and algorithmic reasoning to model and solve network problems. The understanding of networks students gain in grades 9 and 10 extends to problem solving using circuits, shortest paths, minimum weight spanning trees, and adjacency matrices in grades 11 and 12. Performance Objectives Process
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Discrete Mathematics Concept 4: Vertex-Edge Graphs Understand and apply vertex-edge graphs. In Grades 9 and 10, students apply their understanding <span class="highlight">from</span> grades 7 and 8 of Euler/Hamilton paths, <span class="highlight">directed</span> graphs, and algorithmic reasoning to model and solve network problems. The understanding of networks students gain in grades 9 and 10 extends to problem solving using circuits, shortest paths, minimum weight spanning trees, and adjacency matrices in grades 11 and 12. Performance Objectives Process
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 41 DATA ANALYSIS & PROBABILITY 5. Organize and interpret data. Analyze data to make predictions. a. Use proportions, estimates, and percentages to construct, interpret, and make predictions about a population based on histograms or circle...
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2007 Mississippi Mathematics Framework Revised 41 DATA ANALYSIS & PROBABILITY 5. Organize and interpret data. Analyze data to make predictions. a. Use proportions, estimates, and percentages to construct, interpret, and make predictions about a population based on histograms or circle graph representations of data from a sample. (DOK 2) b. Determine how outliers affect mean, median, mode, or range. (DOK 2) c. Construct and interpret line graphs, frequency tables, circle graphs, box-and
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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=42
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 41 DATA ANALYSIS & PROBABILITY 5. Organize and interpret data. Analyze data to make predictions. a. Use proportions, estimates, and percentages to construct, interpret, and make predictions about a population <span class="highlight">based</span> on histograms or circle graph representations of data <span class="highlight">from</span> a sample. (DOK 2) b. Determine how outliers affect mean, median, mode, or range. (DOK 2) c. Construct and interpret line graphs, frequency tables, circle graphs, box-and
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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=51
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
area, distance, and rate. (DOK 2) b. Explain and apply the appropriate formula to determine length, midpoint, and slope of a segment in a coordinate plane. (i.e., distance formula, Pythagorean Theorem). (DOK 2) c. Represent polynomial operations with area models. (DOK 2) DATA ANALYSIS & PROBABILITY 5. Represent, analyze and make inferences <span class="highlight">based</span> on data with and without the use of technology. a. Draw conclusions and make predictions <span class="highlight">from</span> scatter plots. (DOK 3) b. Use linear regression to
Microsoft Word - stdmathfrtpg.docmathstdfrtpg.pdf
developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairn...
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developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairness in education. All students includes: those who choose to attend college, those who choose technical preparation, those who will enter the workforce, those from various socio-economic backgrounds, those who have
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http://www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=8017&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=801...
developing local curricula and assessments, as well as to serve as the basis for the development of the state assessments in mathematics. The committee strove to recommend high, yet reasonable expectations for all students. High, yet reasonable expectations for all students are components of fairness in education. All students includes: those who choose to attend college, those who choose technical preparation, those who will enter the workforce, those <span class="highlight">from</span> various socio-economic backgrounds, those who have
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