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Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf
Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of number...
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Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a
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http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=329
www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number <span class="highlight">line</span> (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because <span class="highlight">for</span> any real number a: a + 0 = a additive inverse – the opposite of a
 Speaking Standard 3
patty/tracing paper, or technology). • Perpendicular bisector of a line segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on...
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patty/tracing paper, or technology). • Perpendicular bisector of a line segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a geometric or algebraic representation, and, conversely, determine whether and how one representation can be transformed to another by a transformation or a sequence of transformations. 2. Recognize three-dimensional figures obtained
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=26
www.nj.gov/education/cccs/2004/s4_math.pdf#page=26
patty/<span class="highlight">tracing</span> paper, or technology). • Perpendicular bisector of a <span class="highlight">line</span> segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a geometric or algebraic representation, and, conversely, determine whether and how one representation can be transformed to another by a transformation or a sequence of transformations. 2. Recognize three-dimensional figures obtained
Standard 1: Number and Operation
North Dakota Mathematics 90 April 2005 Content and Achievement Standards GLOSSARY Accuracy - The degree to which a measurement varies from an accepted standard. Algebraic methods - The use of symbols to represent numbers and signs to represent their relationships. Algebraic proof - A process of...
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North Dakota Mathematics 90 April 2005 Content and Achievement Standards GLOSSARY Accuracy - The degree to which a measurement varies from an accepted standard. Algebraic methods - The use of symbols to represent numbers and signs to represent their relationships. Algebraic proof - A process of using properties of the real number system to justify the steps in an algebraic procedure. Algorithm - A step-by-step procedure. Apothem - The perpendicular distance from the center to a
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http://www.dpi.state.nd.us/standard/content/math/math.pdf#page=90
www.dpi.state.nd.us/standard/content/math/math.pdf#page=90
North Dakota Mathematics 90 April 2005 Content and Achievement Standards GLOSSARY Accuracy - The degree to which a measurement varies from an accepted standard. Algebraic methods - The use of symbols to represent numbers and signs to represent their relationships. Algebraic proof - A process of using properties of the real number system to justify the steps in an algebraic procedure. <span class="highlight">Algorithm</span> - A step-by-step procedure. Apothem - The perpendicular distance from the center to a
Strand
and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. For example: The calculation 117 – 83 = 34 can be check...
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and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. For example: The calculation 117 – 83 = 34 can be checked by adding 83 and 34. 3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=9
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. <span class="highlight">For</span> example: The calculation 117 – 83 = 34 can be checked by adding 83 and 34. 3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number <span class="highlight">line</span> and skip counting
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divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numb...
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divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals. Checks for Understanding (Formative/Summative Assessment): #0;9 0506.2.1 Identify prime numbers up to 50. #0;9 0506.2.2 Use the prime factorization of two whole numbers
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the <span class="highlight">algorithm</span>. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals. Checks <span class="highlight">for</span> Understanding (Formative/Summative Assessment): #0;9 0506.2.1 Identify prime numbers up to 50. #0;9 0506.2.2 Use the prime factorization of two whole numbers
GRADE 2
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are int...
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Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/maps and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or <span class="highlight">maps</span>. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/<span class="highlight">maps</span> and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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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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
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 6 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. 2.7 The student, given two whole numbers, each of which...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 6 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. 2.7 The student, given two whole numbers, each of which is 99 or less, will a) estimate the difference; and b) find the difference, using various methods of calculation. 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=12
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=12
Mathematics Standards of Learning <span class="highlight">for</span> Virginia Public Schools – February 2009 6 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. 2.7 The student, given two whole numbers, each of which is 99 or less, will a) estimate the difference; and b) find the difference, using various methods of calculation. 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data
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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...
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