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 GRADE 5
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
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numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 5, students
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. Concept 1: Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 5, students
Understand patterns, relations, and functions
Number and Operations April, 2008 4 2. Understand meanings of operations and how they relate to one another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ model a given situation involving addition and subtraction of whole nu...
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Number and Operations April, 2008 4 2. Understand meanings of operations and how they relate to one another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ model a given situation involving addition and subtraction of whole numbers using pictures, objects, or symbols *represent/ model a given situation involving two-digit whole number addition or subtraction *represent/ model a given situation in- Volving multi- plication and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=4
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Number and Operations April, 2008 4 2. Understand meanings <span class="highlight">of</span> operations and how they relate to <span class="highlight">one</span> another Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *represent/ <span class="highlight">model</span> a given situation involving addition and subtraction <span class="highlight">of</span> whole numbers <span class="highlight">using</span> pictures, objects, or symbols *represent/ <span class="highlight">model</span> a given situation involving two-digit whole number addition or subtraction *represent/ <span class="highlight">model</span> a given situation in- Volving multi- plication and
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#page=24
dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...
Data and Probability April, 2008 24 4. Understand and apply basic concepts <span class="highlight">of</span> probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree <span class="highlight">of</span> likelihood <span class="highlight">of</span> events <span class="highlight">using</span> such words as certain, equally likely and impossible use a <span class="highlight">model</span> (diagrams, list, <span class="highlight">sample</span> space, or area <span class="highlight">model</span>) to illustrate the possible outcomes <span class="highlight">of</span> an event use models to compute the probability
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2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning cu...
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2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION Curriculum Using this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
GRADE 8
and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students d...
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and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking using a variety of representations. Students describe and analyze patterns and have the opportunity to create both types of sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 8, students increase their fluency with numerical and geometric sequences by expressing their thinking <span class="highlight">using</span> a variety <span class="highlight">of</span> representations. Students describe and analyze patterns and have the opportunity to create both types <span class="highlight">of</span> sequences. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Recognize, describe, create, and
GRADE 7
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma...
1
0
numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 7, students
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=25
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
numbers, shapes, iteration, recursion, and graphs within a variety <span class="highlight">of</span> real-world problem solving situations. Iteration and recursion are used to <span class="highlight">model</span> sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways <span class="highlight">of</span> representing mathematical relationships, and the analysis <span class="highlight">of</span> change. Concept 1: Patterns Identify patterns and apply pattern <span class="highlight">recognition</span> to reason mathematically while integrating content from each <span class="highlight">of</span> the other strands. In Grade 7, students
 IDAHO CONTENT STANDARDS Grade 6 Language Arts Reading Process
derivatives, to assist in decoding words. #7;6.LA.1.4.2 Read abbreviations appropriate to grade level. CL: Content Limit: Assessed in the classroom, not on the ISAT.#7;#7;#7;#7;Goal 1.5: Acquire Decoding Skills Using Syllabication#7;6.LA.1.5.1 Apply spelling and syllabication rules to aid...
Cover 12.05
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations...
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4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations of coins and bills. M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount of money
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock <span class="highlight">face</span> to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations <span class="highlight">of</span> coins and bills. M.UN.01.05 Match <span class="highlight">one</span> coin or bill <span class="highlight">of</span> <span class="highlight">one</span> denomination to an equivalent set <span class="highlight">of</span> coins/bills <span class="highlight">of</span> other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount <span class="highlight">of</span> money
Mathematics Performance Standard B Grade 8
Express order relationships among rational numbers using appropriate symbols (>, <, >, <, ≠) B.8.5 Apply proportional thinking in a variety of problem situations that include, but are not limited to ratios and proportions (e.g., rates, scale drawings*, similarity*) perce...
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