|
Education
Web
Viewing 1-7 of 7 total results
 Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (...
1
0
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
24
0
http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=24
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted <span class="highlight">for</span> a larger shape or a larger shape is substituted <span class="highlight">for</span> smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
Strand
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. For example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using dig...
1
0
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. For example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. For example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? 3.3.3.2 Know relationships among units of time
11
0
http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=11
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. <span class="highlight">For</span> example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using <span class="highlight">digital</span> and analog clocks. Determine elapsed time to the minute. <span class="highlight">For</span> example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? 3.3.3.2 Know relationships among units of time
GRADE CWR
place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometr...
1
0
place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
33
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
place <span class="highlight">for</span> the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore...
1
0
New York State Learning Standard for Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore and predict the outcome of slides, flips, and turns of two- Geometry dimensional shapes 2.G.6 Explore line symmetry Measurement Strand
34
0
http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34
New York State Learning Standard <span class="highlight">for</span> Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore and predict the outcome of slides, flips, and turns of two- Geometry dimensional shapes 2.G.6 Explore <span class="highlight">line</span> symmetry Measurement Strand
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine,...
1
0
Mathematics Standards of Learning for Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. 3.9 The student will estimate and use U.S. Customary and metric
15
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=15
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=15
Mathematics Standards of Learning <span class="highlight">for</span> Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. 3.9 The student will estimate and use U.S. Customary and metric
GRADE 8
conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an algorithm for this p...
1
0
conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an algorithm for this process. Test the algorithm with a different conversion. 22 9331 ftftftyd =•= 2 14412121 inininft =•= 2 2 22 2 2 1 144 1 9 1 ft in x yd ft xyd
33
0
http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an <span class="highlight">algorithm</span> <span class="highlight">for</span> this process. Test the <span class="highlight">algorithm</span> with a different conversion. 22 9331 ftftftyd =•= 2 14412121 inininft =•= 2 2 22 2 2 1 144 1 9 1 ft in x yd ft xyd
Microsoft Word - MathStandards--Approved05-17-04.rtf
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and digital clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and digital...
1
0
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and digital clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and digital clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute using analog and digital clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the
45
0
http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=45
doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...
45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and <span class="highlight">digital</span> clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and <span class="highlight">digital</span> clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute using analog and <span class="highlight">digital</span> clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the
|
