iSEEK - Education

mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropriate tools and technology . Example: Draw two rays that meet to form each of the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard

30 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=30 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropriate tools and technology . Example: Draw two rays that meet to form each of the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard

111 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=111 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

regression equations and correlation coefficients using technological tools . Example: Measure the wrist and neck size of each person in your class and make a scatter plot. Interpret the correlation coefficient and the least squares regression line. Graph the residuals and evaluate the fit of the linear equation. Which line is a better fit? Explain your reasoning. IM2 .3 .2 Display and analyze bivariate data where at least one variable is categorical . Example: It is sometimes perceived that many retired people

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...

Average Rating (0 votes)

Microsoft Word - Math GLE 9-12 8-08.doc

1 0

expectations, all students in Grade 11 will be able to: Building upon the K-11 expectations, all student in Grade 12 will be able to: Collect: • Describe and explain how the validity of predictions are affected by number of trials, sample size, and the population Represent: • Select and interpret the most appropriate display for a given purpose and set(s) of data (e.g., histograms, parallel box plots, stem-and-leaf plots, scatter plots) • Find an appropriate mathematical model of a linear or

9 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-12%208-08.pdf#page=9 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...

expectations, all students in Grade 11 will be able to: Building upon the K-11 expectations, all student in Grade 12 will be able to: Collect: • Describe and explain how the validity of predictions are affected by number of trials, sample size, and the population Represent: • Select and interpret the most appropriate display for a given purpose and set(s) of data (e.g., histograms, parallel box plots, stem-and-leaf plots, scatter plots) • Find an appropriate mathematical model of a linear or

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%209-...

Average Rating (0 votes)

GRADE 1

1 0

and over again: ABCB, ABCB, ABCB, ABCB, ABCB, … PO 2. Recognize, describe, extend, create, and record growing patterns. Connections: M01-S1C1-01, M01-S1C1- 02, M01-S1C1-03, M01-S1C2-01, M01- S1C2-03 M01-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M01-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Growing patterns repeat the same process over

11 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade1.pdf#page=11 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

and over again: ABCB, ABCB, ABCB, ABCB, ABCB, … PO 2. Recognize, describe, extend, create, and record growing patterns. Connections: M01-S1C1-01, M01-S1C1- 02, M01-S1C1-03, M01-S1C2-01, M01- S1C2-03 M01-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M01-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Growing patterns repeat the same process over

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Average Rating (0 votes)

Microsoft Word - Statistics.doc

1 0

16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the chance of obtaining any particular sample can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range of numbers.) Relative Frequency The

17 0 http://arkansased.org/teachers/pdf/statistics.pdf#page=17 arkansased.org/teachers/pdf/statistics.pdf#page=17

16 Statistics Glossary Mathematics Curriculum Framework Revision 2004 Arkansas Department of Education errors is smaller than that for any other straight-line model. Random Sample A sample whose members are chosen at random from a given population in such a way that the chance of obtaining any particular sample can be computed Range The largest value in the set minus the smallest value in the set (As a statistical the range is a single number, not a range of numbers.) Relative Frequency The

arkansased.org/teachers/pdf/statistics.pdf#page=17

Average Rating (0 votes)

Understand patterns, relations, and functions

4 4

24 24

1 0

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

4 0 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 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

24 0 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 of probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 A *describe the degree of likelihood of events using such words as certain, equally likely and impossible use a model (diagrams, list, sample space, or area model) to illustrate the possible outcomes of an event use models to compute the probability

dese.mo.gov/divimprove/curriculum/GLE/documents/ma_gle_2.0_k8_0408.pdf#pa...

Average Rating (0 votes)

KINDERGARTEN

36 36

40 40

1 0

values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a face, and volume. 3. Create a model of a 3-dimensional figure from a 2-dimensional drawing and make a 2-dimensional representation of a 3-dimensional object (for example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student

36 0 http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36 sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36

values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a face, and volume. 3. Create a model of a 3-dimensional figure from a 2-dimensional drawing and make a 2-dimensional representation of a 3-dimensional object (for example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student

40 0 http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40 sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=40

Priority Academic Student Skills School Improvement 172 Mathematics b. Identify whether the model/equation is a curve of best fit for the data, using various methods and tools which may include a graphing calculator. * 2. Measures of Central Tendency and Variability a. Analyze and synthesize data from a sample using appropriate measures of central tendency (mean, median, mode, weighted average). b. Analyze and synthesize data from a sample using appropriate measures of

sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36

Average Rating (0 votes)

GRADE 4

1 0

and Functions Patterns occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns, relationships, and functions involving 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

23 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=23 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

and Functions Patterns occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns, relationships, and functions involving 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

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Average Rating (0 votes)

GRADE 2

1 0

M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth

20 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=20 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth

www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...

Average Rating (0 votes)

Math.6.042.doc

1 0

that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an event a) Describe the probability of an event using words • Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely

7 0 http://mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7 mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7

that make up the sample space for a given real life situation b) Identify possible outcomes that make up the sample space for a given experiment such as: flipping a coin, spinning a spinner, rolling a number cube B. Theoretical Probability 1. Identify the probability of an event a) Describe the probability of an event using words • Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely

mdk12.org/share/vsc/vsc_mathematics_grprek3.pdf#page=7

Average Rating (0 votes)

Microsoft Word - MathStandards--Approved05-17-04.rtf

1 0

154 Teens 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Adults 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Kids 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot • Make a box-and-whisker plot to model a set of one-variable data. Example: These box plots show the amount of sugar in cereals preferred by “kids” (ages 12 or younger), “teens” (ages 13 – 19) and “adults” (ages over 19). 1) In general, which group prefers cereal with less sugar? Use the graphs and summary

154 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=154 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

154 Teens 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Adults 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot Kids 0 10 20 30 40 50 60 70 Sugar Content of Cereals Box Plot • Make a box-and-whisker plot to model a set of one-variable data. Example: These box plots show the amount of sugar in cereals preferred by “kids” (ages 12 or younger), “teens” (ages 13 – 19) and “adults” (ages over 19). 1) In general, which group prefers cereal with less sugar? Use the graphs and summary

doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf...

Average Rating (0 votes)

Back to search results

1 2 3 4

Pages

Send results

Total time to process: 4730ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology