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 Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An exa...
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60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4. algorithm. An organized procedure for perform ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i for example, the sequence {2, 5, 8, 11, 14
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http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=69
60 GLOSSARY Glossary absolute value. A number’s distance from zero on the number <span class="highlight">line</span>. The absolute value of -4 is 4; the absolute value of 4 is 4. <span class="highlight">algorithm</span>. An organized procedure <span class="highlight">for</span> perform­ ing a given type of calculation or solving a given type of problem. An example is long division. arithmetic sequence. A sequence of elements, a 1 , a 2 , a , .␣ .␣ . , such that the difference of 3 successive terms is a constant a +␣ − a = k; i 1 i <span class="highlight">for</span> example, the sequence {2, 5, 8, 11, 14
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2.2 Employ knowledge of basic weather symbols to read and interpret weather and topographic maps. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations us...
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2.2 Employ knowledge of basic weather symbols to read and interpret weather and topographic maps. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations using metric measurements. S:ESS4:8:2.3 Describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data. 3. LOCAL AND GLOBAL ENVIRONMENTAL
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=58
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
2.2 Employ knowledge of basic weather symbols to read and interpret weather and <span class="highlight">topographic</span> <span class="highlight">maps</span>. S:ESS4:6:2.3 Read and interpret data from barometers, sling psychrometers and anemometers. S:ESS4:8:2.1 Calculate temperature in degrees Celsius. S:ESS4:8:2.2 Perform calculations using metric measurements. S:ESS4:8:2.3 Describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data. 3. LOCAL AND GLOBAL ENVIRONMENTAL
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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and p...
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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
reliable <span class="highlight">algorithm</span> <span class="highlight">for</span> multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectoni...
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account <span class="highlight">for</span> <span class="highlight">topographic</span> and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
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figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cult...
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figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. This is evident, for example, when students: s create a list of characteristics for the concept of civilization, focusing
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=13
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=13
figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. This is evident, <span class="highlight">for</span> example, when students: s create a list of characteristics <span class="highlight">for</span> the concept of civilization, focusing
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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...
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=28
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the <span class="highlight">algorithm</span> shown below <span class="highlight">for</span> finding the sum 76.0059.2
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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
Cover 12.05
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME....
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numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than <span class="highlight">for</span> any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number <span class="highlight">line</span> is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
Multiply fluently any whole number by a one-digit number and a three-digit number by a two-digit number; <span class="highlight">for</span> a two-digit by one-digit multiplication use distributive property to develop meaning <span class="highlight">for</span> the <span class="highlight">algorithm</span>. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* N.MR.04.13 Use the relationship between multiplication and division to simplify computations and check results. N.MR.04.14
Mathematics Standards_9-25-05
September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards for Mathematics GLOSSARY Absolute value — A number's distance from zero on a number line. The absolute value of -6, shown as |-6|, is 6, and...
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September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards for Mathematics GLOSSARY Absolute value — A number's distance from zero on a number line. The absolute value of -6, shown as |-6|, is 6, and the absolute value of 6, shown as |6|, is 6. Algebra — The branch of mathematics that is the generalization of the ideas of arithmetic. Algebraic methods — The use of symbols to represent numbers and signs
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=12
www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=12
September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards <span class="highlight">for</span> Mathematics GLOSSARY Absolute value — A number's distance from zero on a number <span class="highlight">line</span>. The absolute value of -6, shown as |-6|, is 6, and the absolute value of 6, shown as |6|, is 6. Algebra — The branch of mathematics that is the generalization of the ideas of arithmetic. Algebraic methods — The use of symbols to represent numbers and signs
7th Grade„Grade Level Expectations
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing develop...
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Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace tracing development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grade%20GLEs.pdf#page=4
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/10th%20Grad...
Curriculum Coverage (UNIT) “New” to 10 th Grade from 9 th Grade Other—“Carryover” or Review Organization • Use subtle transition words/phrases that show increasingly more abstract relationships and make connections (e.g., controlling the pace <span class="highlight">tracing</span> development of the perspective and/or logic of the argument) • Present reasons in a logical order (weakest to strongest argument, strongest to weakest argument, inductive or deductive reasoning • Organize writing by selecting text structures
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