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 Science Content Standards - Curriculum Frameworks (CA Dept of Education)
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize wh...
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perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=30
perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a <span class="highlight">topographic</span> map and a geologic map <span class="highlight">for</span> evidence provided on the <span class="highlight">maps</span> and construct and interpret a simple scale map. g. Interpret events by sequence and
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http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf#page=61
terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret <span class="highlight">topographic</span> and geologic <span class="highlight">maps</span>. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need <span class="highlight">for</span> controlled tests. k. Recognize the cumulative nature of
Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An exa...
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60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i for example, the sequence {2, 5, 8, 11, 14
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number <span class="highlight">line</span>. The absolute value of -4 is 4; the absolute value of 4 is 4. <span class="highlight">algorithm</span>. An organized procedure <span class="highlight">for</span> perform­ ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i <span class="highlight">for</span> example, the sequence {2, 5, 8, 11, 14
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