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Resources for Teachers of Developmental Mathematics (MAA)
About "Resources for Teachers of Developmental Mathematics (MAA)" Resources for Teachers of Developmental Mathematics (MAA) Library Home || Full Table of Contents || Suggest a Link || Library Help Visit this site: http://www.monmouth.edu/~bgold/DvMthIn.html Aut...
 Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the math...
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State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics ad hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3
State Board <span class="highlight">of</span> Education; Sue Stickel, a member <span class="highlight">of</span> the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics <span class="highlight">ad</span> <span class="highlight">hoc</span> committee deserve special recognition. Ordering Information Copies <span class="highlight">of</span> this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may
Core Content For Mathematics Assessment
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for...
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CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.) WR-HS-1.2.3 In Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=127
situations (falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart <span class="highlight">attacks</span>, seizures) can help reduce the severity <span class="highlight">of</span> injuries and save lives. DOK 2
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=295
CCA 4.1 Middle School Writing AUGUST 2006 (e.g. – suggestions, not a comprehensive list) 292 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-06-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=313
CCA 4.1 High School Writing JUNE 2006 (e.g. – suggestions, not a comprehensive list) 310 Bold-State Assessment Content Standard (These criteria are assessed <span class="highlight">in</span> the portfolio and on-demand or multiple choice.) Italics- Supporting Content Standard (These indicators form the foundation for instruction <span class="highlight">of</span> the writing criteria.) WR-HS-1.2.3 <span class="highlight">In</span> Transactive Writing, • Students will communicate relevant information to clarify and justify a specific purpose. • Students will develop a deliberate angle with
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect sha...
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living in Florida live in mobile homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived in mobile homes in Florida. IM2 .3 .3 Recognize how linear transformations of univariate data affect shape, center and spread . Example: Discuss whether you would use the mean or median to measure the center of each of the data below and why you made your particular choice. • The yield of soybeans (bushels per acre) for a sample farm in Indiana. • The prices of
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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...
living <span class="highlight">in</span> Florida live <span class="highlight">in</span> <span class="highlight">mobile</span> homes. Describe how you would gather, display and analyze the data to determine if more people 65 and older lived <span class="highlight">in</span> <span class="highlight">mobile</span> homes <span class="highlight">in</span> Florida. IM2 .3 .3 Recognize how linear transformations <span class="highlight">of</span> univariate data affect shape, center and spread . Example: Discuss whether you would use the mean or median to measure the center <span class="highlight">of</span> each <span class="highlight">of</span> the data below and why you made your particular choice. • The yield <span class="highlight">of</span> soybeans (bushels per acre) for a sample farm <span class="highlight">in</span> Indiana. • The prices <span class="highlight">of</span>
K-12 Mathematics
the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of co...
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the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills in mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use of appropriate
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=5
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
the economic environment is more competitive, the workforce is more <span class="highlight">mobile</span>, and developments <span class="highlight">in</span> technology are changing rapidly. The level <span class="highlight">of</span> mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition <span class="highlight">of</span> computational skills remains important, it is not sufficient. The definition <span class="highlight">of</span> basics skills <span class="highlight">in</span> mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use <span class="highlight">of</span> appropriate
SBEinsideCovTitleIX.qxd
Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the Nat...
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Revised 2003 3 Mathematics centered on initiatives in mathematics education developed or published since 1998. The review included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards of School Mathematics (NCTM 2000), and the National Assessment of Educational Progress Mathematics Framework for 2005 (NAEP). The current revisions continue to build upon the work of the North Carolina Mathematics Framework that is “based on a philosophy of the teaching and
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=7
Revised 2003 3 Mathematics centered on initiatives <span class="highlight">in</span> mathematics education developed or published since 1998. The <span class="highlight">review</span> included results from the Third International Mathematics and Science Study (TIMSS), Principles and Standards <span class="highlight">of</span> School Mathematics (NCTM 2000), and the National Assessment <span class="highlight">of</span> Educational Progress Mathematics Framework for 2005 (NAEP). The <span class="highlight">current</span> revisions continue to build upon the work <span class="highlight">of</span> the North Carolina Mathematics Framework that is “based on a philosophy <span class="highlight">of</span> the teaching and
Microsoft Word - stdmathfrtpg.docmathstdfrtpg.pdf
as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kans...
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as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) review the current standards document. 2) review
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http://www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=RNNsD%2fLrM54%3d&tabid=141&mid=801...
as the basis for the Kansas Mathematics Assessments through the spring <span class="highlight">of</span> 2005. The Revision Process At the May 2002 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the State Board directed that academic standards committees composed <span class="highlight">of</span> stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) <span class="highlight">review</span> the <span class="highlight">current</span> standards document. 2) <span class="highlight">review</span>
Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kans...
1
0
as the basis for the Kansas Mathematics Assessments through the spring of 2005. The Revision Process At the May 2002 meeting of the Kansas State Board of Education, the State Board directed that academic standards committees composed of stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) review the current standards document. 2) review
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
as the basis for the Kansas Mathematics Assessments through the spring <span class="highlight">of</span> 2005. The Revision Process At the May 2002 meeting <span class="highlight">of</span> the Kansas State Board <span class="highlight">of</span> Education, the State Board directed that academic standards committees composed <span class="highlight">of</span> stakeholders from throughout Kansas were to be convened for the curriculum areas defined by state law, and, at this time, only reading, writing, and mathematics. The mathematics committee was charged to: 1) <span class="highlight">review</span> the <span class="highlight">current</span> standards document. 2) <span class="highlight">review</span>
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Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and...
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Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics In addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist
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http://www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
www.ode.state.or.us/teachlearn/real/documents/maaks.pdf#page=4
Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department <span class="highlight">of</span> Education Page 18C High School Advanced Knowledge and Skills for Mathematics Discrete Mathematics <span class="highlight">In</span> addition to the standards for high school, ODE has created advanced mathematics knowledge and skills organized by five disciplines: algebra, trigonometry, discrete mathematics, statistics, and calculus. These advanced knowledge and skills are intended to provide students with more options for advanced course work and to assist
WYOMING LANGUAGE ARTS
and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development...
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and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to
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http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5
www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5
and supporting documents should align with <span class="highlight">current</span> knowledge about the development <span class="highlight">of</span> the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with <span class="highlight">current</span> knowledge around the cognitive development and learning <span class="highlight">in</span> the standards and the implementation <span class="highlight">of</span> the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to
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