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 Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 105 Revised by NYS Board of Regents March 15, 2005 G.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematic...
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New York State Learning Standard for Mathematics Page 105 Revised by NYS Board of Regents March 15, 2005 G.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics G.CN.5 Understand how quantitative models connect to
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95
New York State Learning Standard for Mathematics Page 92 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 Students will understand how mathematical ideas interconnect and build on <span class="highlight">one</span> another to produce a coherent whole. A.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations A.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108
New York State Learning Standard for Mathematics Page 105 Revised by NYS Board <span class="highlight">of</span> Regents March 15, 2005 G.CN.3 <span class="highlight">Model</span> situations mathematically, <span class="highlight">using</span> representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematical results in <span class="highlight">one</span> area <span class="highlight">of</span> mathematics can be used to solve problems in other <span class="highlight">areas</span> <span class="highlight">of</span> mathematics G.CN.5 Understand how quantitative models connect to
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolat...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 54 3. uses knowledge <span class="highlight">of</span> sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety <span class="highlight">of</span> word-<span class="highlight">recognition</span> strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabi...
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pie chart. #0;9 3108.5.2 Translate from one representation of data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately using the area of a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area model, using length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector of a circle, shaded region
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http://www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
www.state.tn.us/education/ci/math/doc/MA_3108.pdf#page=6
pie chart. #0;9 3108.5.2 Translate from <span class="highlight">one</span> representation <span class="highlight">of</span> data to another (e.g., bar graph to pie graph, pie graph to bar graph, table to pie graph, pie graph to chart) accurately <span class="highlight">using</span> the area <span class="highlight">of</span> a sector. #0;9 3108.5.3 Estimate or calculate simple geometric probabilities (e.g., number line, area <span class="highlight">model</span>, <span class="highlight">using</span> length, circles). State Performance Indicators: SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector <span class="highlight">of</span> a circle, shaded region
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison and contrast gra...
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characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use of comparison and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning face when they identify a problem and a smiley face when they identify a solution. A sticky
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
characteristics, and physical processes and characteristics <span class="highlight">of</span> two or more regions <span class="highlight">of</span> the United States <span class="highlight">using</span> compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use <span class="highlight">of</span> comparison and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning <span class="highlight">face</span> when they identify a problem and a smiley <span class="highlight">face</span> when they identify a solution. A sticky
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