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Immunology Unit
together, as do all the "specialists" from each of the other three areas, where they study the relationships of their area to immunity, prepare to teach their Home Team colleagues about their specialty, then reconvene in their Home Teams, where they will have 3 minutes...
The Use of Telecommunications in Clinical Medicine
affordable lines, such as the Telecommunications Reform Act of 1996, which allows rural education and remote health systems to receive connection rates similar to those of more populated, urban areas through Universal Service; these rates are approximately one third what...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social...
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relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social studies educators face a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to fi nd ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
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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
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