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Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers...
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Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a number
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number <span class="highlight">line</span> (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because <span class="highlight">for</span> any real number a: a + 0 = a additive inverse – the opposite of a number
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of number...
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Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=329
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number <span class="highlight">line</span> (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because <span class="highlight">for</span> any real number a: a + 0 = a additive inverse – the opposite of a
Microsoft Word - ssstd8.docssstd8.pdf
railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add infor...
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railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
railroads during a certain era. Access the data on-<span class="highlight">line</span>. Add the information to the on-<span class="highlight">line</span> base map. Analyze the <span class="highlight">maps</span> created to note any patterns. Overlay the <span class="highlight">maps</span> with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and
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Kindergarten Knowledge Base Indicators#7;Kindergarten Application Indicators#7;#7;The student... locates whole numbers from 0 through 20 on a number line (2.4.K1a). #7;The student... represents and describes mathematical relationships for whole numbers from 0 through 10 using concrete...
Microsoft Word - ssstdg.docssstdg.pdf
through which a territory and its people are ruled. Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]). Gross Domestic Product (GDP) - the total market value...
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through which a territory and its people are ruled. Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]). Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year. H Human capital, human resource - people who work in jobs to produce goods and services. Human feature (human characteristics) - items built by people
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http://www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=%2beMPIocNZJg%3d&tabid=1715&mid=80...
through which a territory and its people are ruled. Graphic representations - <span class="highlight">maps</span> and graphs used to portray geographic information (thematic and choropleth <span class="highlight">maps</span>, cartograms, graphs [pie, bar, <span class="highlight">line</span>, population pyramids]). Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year. H Human capital, human resource - people who work in jobs to produce goods and services. Human feature (human characteristics) - items built by people
Microsoft Word - ssstd7.docssstd7.pdf
the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topogr...
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the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
the data on-<span class="highlight">line</span> and add information to the base map. Analyze the <span class="highlight">maps</span> created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the <span class="highlight">maps</span> with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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