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Mathematics Performance Standard D Grade 12
pressure) to represent and solve problem situations D.12.2 Select and use tools with appropriate degree of precision to determine measurements directly* within specified degrees of accuracy and error (tolerance) D.12.3 Determine measurements indirectly*, using estimation proport...
 Strand
probabilities. For example: If one girl and one boy are picked at random from a class with 20 girls and 15 boys, there are 20 × 15 = 300 different possibilities, so the probability that a particular girl is chosen together with a particular boy is 1300 . 9.4.3.2 Calculate experi...
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probabilities. For example: If one girl and one boy are picked at random from a class with 20 girls and 15 boys, there are 20 × 15 = 300 different possibilities, so the probability that a particular girl is chosen together with a particular boy is 1300 . 9.4.3.2 Calculate experimental probabilities by performing simulations or experiments involving a probability model and using relative frequencies of outcomes. 9.4.3.3 Understand that the Law of Large Numbers expresses a relationship between the
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=44
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
probabilities. For example: If <span class="highlight">one</span> girl and <span class="highlight">one</span> boy are picked at random from a class with 20 girls and 15 boys, there are 20 × 15 = 300 different possibilities, so the probability that a particular girl is chosen together with a particular boy is 1300 . 9.4.3.2 Calculate experimental probabilities by performing simulations or experiments involving a probability <span class="highlight">model</span> and <span class="highlight">using</span> relative frequencies <span class="highlight">of</span> outcomes. 9.4.3.3 Understand that the Law <span class="highlight">of</span> Large Numbers expresses a relationship between the
SBEinsideCovTitleIX.qxd
Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas f...
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Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas from which applications should originate. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites • Describe phenomena as functions
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=60
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=60
Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study <span class="highlight">of</span> modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few <span class="highlight">of</span> the <span class="highlight">areas</span> from which applications should originate. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites • Describe phenomena as functions
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the...
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the classroom and the library/media center. 2. Choose books related to topics of interest. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
4. Retell a story read aloud <span class="highlight">using</span> main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions <span class="highlight">of</span> stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy <span class="highlight">areas</span> <span class="highlight">of</span> the classroom and the library/media center. 2. Choose books related to topics <span class="highlight">of</span> interest. Building upon knowledge and skills gained in the preceding grade, by the end <span class="highlight">of</span> Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
Microsoft Word - readstd1g.docreadstd1g.pdf
The second time the teacher reads the story, the teacher reads couple of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities t...
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The second time the teacher reads the story, the teacher reads couple of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be able to model good reading fluency. (g) allows time for
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
The second time the teacher reads the story, the teacher reads couple <span class="highlight">of</span> sentences and has the students echo the teachers’ modeling by reading the same sentences <span class="highlight">using</span> the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. <span class="highlight">One</span> person in the pair must be able to <span class="highlight">model</span> good reading fluency. (g) allows time for
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...
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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 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
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple al...
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple algebraic expressions (i.e., collecting like terms). Sample Tasks: Search the newspapers for various uses of numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations <span class="highlight">of</span> absolute value; <span class="highlight">model</span> inverse operations; explore various representations and equivalent forms <span class="highlight">of</span> real numbers; justify, <span class="highlight">using</span> models, operations on simple algebraic expressions (i.e., collecting like terms). <span class="highlight">Sample</span> Tasks: Search the newspapers for various uses <span class="highlight">of</span> numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=4
At Level 1, the student is able to complete a function table given the function rule. At Level 2, the student is able to construct linear and non-linear graphs that <span class="highlight">model</span> given real-world situations; solve a two-step linear equation <span class="highlight">using</span> models and justify each step. At Level 3, the student is able to use the Distributive Property to solve a <span class="highlight">one</span>-variable linear equation (variable on both sides <span class="highlight">of</span> the equation); solve and graph linear inequalities with integral coefficients. <span class="highlight">Sample</span>
GRADE 6
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 fu...
1
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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: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=21
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
relationships, and functions involving 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
Microsoft Word - ssstd6.docssstd6.pdf
– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of name...
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– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assigned location. (2) • Create a classroom “Continental Fact File” that includes one 3x5 card for each of the major physical and political features of Earth. Play the “memory game” by laying the cards face down on the table in a rectangular pattern. Try to “match” each
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http://www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016...
– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to <span class="highlight">areas</span> <span class="highlight">of</span> study through games such as “Baseball” or “Around the World” <span class="highlight">using</span> a map with numbers in place <span class="highlight">of</span> names for the assigned location. (2) • Create a classroom “Continental Fact File” that includes <span class="highlight">one</span> 3x5 card for each <span class="highlight">of</span> the major physical and political features <span class="highlight">of</span> Earth. Play the “memory game” by laying the cards <span class="highlight">face</span> down on the table in a rectangular pattern. Try to “match” each
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