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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
GRADE 5
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of po...
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simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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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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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general <span class="highlight">algorithm</span> or formula <span class="highlight">for</span> finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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