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Scholastic: Ten Tips for Productive Parent Conferences
to see your raw notes. If either of these is the case, create a Parent Conference Form. Organize your notes into simple categories on a Parent Conference Form (PDF). Include only the most vital and relevant standards in each curriculum area and the simplest and most useful of ratings...
Scaling Away
questions about surface area appear before questions about volume on the worksheet because of the transition from one to two to three dimensions—that is, from length to area to volume. However, students may be more successful computing volume before computing surface area. Stud...
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, c...
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal). #0;9 0606.4.18 Use manipulatives to discover the volume of a cone is one
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
the area <span class="highlight">of</span> a trapezoid to the area <span class="highlight">of</span> a parallelogram. #0;9 0606.4.15 Find lengths given <span class="highlight">areas</span> or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference <span class="highlight">of</span> circles, surface <span class="highlight">areas</span> and volumes <span class="highlight">of</span> prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume <span class="highlight">of</span> a pyramid is <span class="highlight">one</span>-third the volume <span class="highlight">of</span> the related prism (the heights and base <span class="highlight">areas</span> are equal). #0;9 0606.4.18 Use manipulatives to discover the volume <span class="highlight">of</span> a cone is <span class="highlight">one</span>
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social studies educators face a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to find ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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