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 Microsoft Word - 3969.doc
information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: •...
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information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: • use of context clues • use of knowledge of Greek and Latin roots and affixes • use of denotative and connotative meanings • tracing etymology (ELA-1-H1) 2. Identify and explain story elements, including: • the author’s
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=34
www.doe.state.la.us/lde/uploads/3906.pdf#page=34
information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and <span class="highlight">maps</span> in grade-appropriate sources (ELA-5-M6) Ninth Grade Reading and Responding Standard 1: 1. Extend basic and technical vocabulary using a variety of strategies, including: • use of context clues • use of knowledge of Greek and Latin roots and affixes • use of denotative and connotative meanings • <span class="highlight">tracing</span> etymology (ELA-1-H1) 2. Identify and explain story elements, including: • the author’s
Core Content For Mathematics Assessment
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr...
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CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works <span class="highlight">for</span> expressive purposes and responding to artworks. Each process is critical and relies on others <span class="highlight">for</span> completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
Massachusetts History and Social Science Curriculum Framework: August 2003
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosio...
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Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=39
www.doe.mass.edu/frameworks/hss/final.pdf#page=39
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as <span class="highlight">topographic</span>, landform, political, population, and climate <span class="highlight">maps</span>. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and <span class="highlight">digital</span> clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
Standard Five: Earths Dynamic Systems AS OF 5-9-05
understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use topographic maps to locate Dela...
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understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. Conduct tests including temperature, pH, salinity
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard5.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
understanding. Enduring Understanding: Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on Earth’s systems and the impact of Earth’s systems on human activity. Use <span class="highlight">topographic</span> <span class="highlight">maps</span> to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed. Conduct tests including temperature, pH, salinity
Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (...
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2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted for a larger shape or a larger shape is substituted for smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
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http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=24
www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math...
2007 Mississippi Mathematics Framework Revised 23 b. Describe the effects of composition and decomposition of polygons when smaller shapes are substituted <span class="highlight">for</span> a larger shape or a larger shape is substituted <span class="highlight">for</span> smaller ones. (DOK 2) c. Identify and classify three-dimensional figures (cone, pyramid, and cylinder) according to their characteristics. (DOK 1) MEASUREMENT 4. Estimate, identify, and apply measurable attributes. a. Select appropriate tools and units, estimate, and measure
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
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
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Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political...
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political <span class="highlight">maps</span> to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
Social Studies Performance Standard A Grade 8
physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place A.8.2 Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, di...
GRADE CWR
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm,...
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identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm, or the “nearest neighbor” algorithm. Example: • Susan is a city planner in charge of the development of roads for a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s <span class="highlight">algorithm</span>, Prim’s <span class="highlight">algorithm</span>, or the “nearest neighbor” <span class="highlight">algorithm</span>. Example: • Susan is a city planner in charge of the development of roads <span class="highlight">for</span> a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
place <span class="highlight">for</span> the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
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