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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.
GRADE HS
emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis for these algorithms. Logical reasoning and proof draws...
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emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis for these algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=50
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis <span class="highlight">for</span> these algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and
GRADE 5
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performa...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the algorithm shown below for finding the sum 76.0059.2
28
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=28
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the <span class="highlight">algorithm</span> shown below <span class="highlight">for</span> finding the sum 76.0059.2
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