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Education
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 GRADE 8
can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment.
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can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=30
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
can then compare their conjectures to the formula or to the graphical <span class="highlight">algorithm</span> <span class="highlight">for</span> finding the midpoint of a <span class="highlight">line</span> segment.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an <span class="highlight">algorithm</span> <span class="highlight">for</span> this process. Test the <span class="highlight">algorithm</span> with a different conversion. 22 9331 ftftftyd =•= 2 14412121 inininft =•= 2 2 22 2 2 1 144 1 9 1 ft in x yd ft xyd
Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf
Kansas Curricular Standards for Mathematics January 2004 1 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...
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Kansas Curricular Standards for Mathematics January 2004 1 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 number
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http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&...
Kansas Curricular Standards <span class="highlight">for</span> Mathematics January 2004 1 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 number
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
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown <span class="highlight">for</span> the English, St. Augustine <span class="highlight">for</span> the Spanish, New Orleans <span class="highlight">for</span> the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, <span class="highlight">topographic</span> and historical <span class="highlight">maps</span>
Science.qxd
rock cycle. • Relate rock formation to plate tectonics. • Identify forms of energy that drive the rock cycle. • Analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere. 2.04 Analyze seismic waves including velocity and refraction to: • Infe...
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rock cycle. • Relate rock formation to plate tectonics. • Identify forms of energy that drive the rock cycle. • Analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere. 2.04 Analyze seismic waves including velocity and refraction to: • Infer Earth's internal structure. • Locate earthquake epicenters. • Measure earthquake magnitude. • Evaluate the level of seismic activity in North Carolina. 2.05 Create and interpret topographic, soil and geologic maps using scale and
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=125
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=12...
rock cycle. • Relate rock formation to plate tectonics. • Identify forms of energy that drive the rock cycle. • Analyze the relationship between the rock cycle and processes in the atmosphere and hydrosphere. 2.04 Analyze seismic waves including velocity and refraction to: • Infer Earth's internal structure. • Locate earthquake epicenters. • Measure earthquake magnitude. • Evaluate the level of seismic activity in North Carolina. 2.05 Create and interpret <span class="highlight">topographic</span>, soil and geologic <span class="highlight">maps</span> using scale and
 FIFTH GRADE
Evaluate land use with a variety of maps (e.g., farming, industrial, recreation, housing, etc.). Explain map essentials (e.g., scale, map symbols, elevation, etc.). Interpret special purpose maps and their uses (e.g., climate, vegetation, population, topographic, etc.). Develop...
Speaking Standard 3
using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three...
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using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
using a variety of methods (e.g., straightedge and compass, patty/<span class="highlight">tracing</span> paper, or technology). • Congruent angles or <span class="highlight">line</span> segments • Midpoint of a <span class="highlight">line</span> segment 7. Create two-dimensional representations (e.g., nets or projective views) <span class="highlight">for</span> the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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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
Indiana Academic Standards-Grade 4
Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), a...
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Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*). 4.3.7 Explain the effect of the Earth/sun relationship* on the climate of Indiana. Example: Describe seasonal changes and use USDA hardiness zone maps to select plants and trees
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 4, Page 7 Example: Northern Lakes and Moraines, Central Till Plain and Southern Lowlands Physical Systems 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment. 4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*). 4.3.7 Explain the effect of the Earth/sun relationship* on the climate of Indiana. Example: Describe seasonal changes and use USDA hardiness zone <span class="highlight">maps</span> to select plants and trees
Microsoft Word - Full_Social Studies.rtf
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that repres...
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106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
to interpret information. Examples: atlases, globes, almanacs, thematic <span class="highlight">maps</span>, satellite images, <span class="highlight">topographic</span> <span class="highlight">maps</span>, GPS, GIS Examples: five themes of geography Examples: latitude, longitude, time zones (Application) 7.G.1.2. Students are able to apply location, direction, size, and/or shape to <span class="highlight">maps</span>. Examples: South Dakota’s location relative to neighboring states (Application) 7.G.1.3. Students are able to identify characteristics of various locations, places, and regions. Examples: physical
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=116
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
105 Polytheism The worship of or belief in more than one god. Popular sovereignty The concept that political and legislative power resides with the citizens. Populists A supporter of the rights and power of the people. Population shifts A change in the relative numbers of the different groups of individuals making up a population. Producer One who produces, especially a person or organization that produces goods or services <span class="highlight">for</span> sale. Progressivism The political orientation of those who favor
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=117
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special <span class="highlight">line</span> of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
KINDERGARTEN
successful experiences. Additionally, the concepts of self-esteem and citizenship skills should go hand-in-hand. Kindergarten focuses on the child and the home. Starting with what children know, comparisons can be made to broaden their world. Skill development will include, but is not limited to,...
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