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 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 (...
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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
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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=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
GRADE CWR
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm,...
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identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm, or the “nearest neighbor” algorithm. Example: • Susan is a city planner in charge of the development of roads for a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s <span class="highlight">algorithm</span>, Prim’s <span class="highlight">algorithm</span>, or the “nearest neighbor” <span class="highlight">algorithm</span>. Example: • Susan is a city planner in charge of the development of roads <span class="highlight">for</span> a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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,...
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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
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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 5
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of po...
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simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general <span class="highlight">algorithm</span> or formula <span class="highlight">for</span> finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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