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 Mapmaking Guide (6-8)
Mapmaking Guide (6-8) Page 7 of 8 www.nationalgeographic.com/xpeditions © 2005 National Geographic Society. All rights reserved. Isoline (also called isopleth) maps use lines to connect points of equal value, such as temperature, rainfall, or elevation. Lines of equal temperature are c...
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Mapmaking Guide (6-8) Page 7 of 8 www.nationalgeographic.com/xpeditions © 2005 National Geographic Society. All rights reserved. Isoline (also called isopleth) maps use lines to connect points of equal value, such as temperature, rainfall, or elevation. Lines of equal temperature are called isotherms, lines of equal rainfall are called isohyets, and lines of equal elevation are called contours. Contour lines are often used on topographic maps. Cartograms distort
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http://www.nationalgeographic.com/xpeditions/lessons/09/g68/cartographyguidestudent.pdf#page=7
www.nationalgeographic.com/xpeditions/lessons/09/g68/cartographyguidestud...
Mapmaking Guide (6-8) Page 7 of 8 www.nationalgeographic.com/xpeditions © 2005 National Geographic Society. All rights reserved. Isoline (also called isopleth) <span class="highlight">maps</span> use lines to connect points of equal value, such as temperature, rainfall, or elevation. Lines of equal temperature are called isotherms, lines of equal rainfall are called isohyets, and lines of equal elevation are called contours. <span class="highlight">Contour</span> lines are often used on <span class="highlight">topographic</span> <span class="highlight">maps</span>. Cartograms distort
HAKMEM - Beeler, Gosper, Schroeppel; Artificial Intelligence Laboratory, MIT
of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0002. Reproduction of this document, in whole or in part, is permitted for any purpose of the United States Government. Compiled with the hope that a record of the random things people do aroun...
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle...
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67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57
recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and <span class="highlight">line</span> or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, <span class="highlight">tracing</span>, graph paper) G.9.8.1 Determine a transformation’s <span class="highlight">line</span> of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68
67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary <span class="highlight">for</span> K-8 Mathematics Framework Absolute value A number's distance from zero on a number <span class="highlight">line</span> Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition
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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
Cover 12.05
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME....
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numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than <span class="highlight">for</span> any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number <span class="highlight">line</span> is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
Multiply fluently any whole number by a one-digit number and a three-digit number by a two-digit number; <span class="highlight">for</span> a two-digit by one-digit multiplication use distributive property to develop meaning <span class="highlight">for</span> the <span class="highlight">algorithm</span>. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* N.MR.04.13 Use the relationship between multiplication and division to simplify computations and check results. N.MR.04.14
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