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 Cover 12.05
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations...
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4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations of coins and bills. M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount of money
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=11
4 FIRST GRADE M A T H E M A T I C S ■ v.12.05 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N MEASUREMENT Tell time M.UN.01.03 Tell time on a twelve-hour clock <span class="highlight">face</span> to the hour and half-hour. Work with money M.UN.01.04 Identify the different denominations <span class="highlight">of</span> coins and bills. M.UN.01.05 Match <span class="highlight">one</span> coin or bill <span class="highlight">of</span> <span class="highlight">one</span> denomination to an equivalent set <span class="highlight">of</span> coins/bills <span class="highlight">of</span> other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. M.UN.01.06 Tell the amount <span class="highlight">of</span> money
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print EL.01.RE.01 identify letters, words, and sentences. EL.01.RE.02 Match oral words to printed words. EL.01.RE.03 recognize that sentences start with
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject <span class="highlight">areas</span> . ConCepts <span class="highlight">of</span> print EL.01.RE.01 identify letters, words, and sentences. EL.01.RE.02 Match oral words to printed words. EL.01.RE.03 recognize that sentences start with
Mathematics Performance Standard B Grade 8
Express order relationships among rational numbers using appropriate symbols (>, <, >, <, ≠) B.8.5 Apply proportional thinking in a variety of problem situations that include, but are not limited to ratios and proportions (e.g., rates, scale drawings*, similarity*) perce...
Microsoft Word - VSC3-8MathMaster6-04_b.doc
Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability...
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Theoretical Probability 1. Identify the probability of one simple event a) Describe the probability of an event using words Assessment limit: Use probability terms of more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability of one simple event comprised of equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a sample space of no more than 6 outcomes B. Theoretical Probability 1
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http://mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11
mdk12.org/share/vsc/vsc_mathematics_gr38.pdf#page=11
Theoretical Probability 1. Identify the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event a) Describe the probability <span class="highlight">of</span> an event <span class="highlight">using</span> words Assessment limit: Use probability terms <span class="highlight">of</span> more (or most) likely, less (or least) likely, or equally likely B. Theoretical Probability 1. Determine the probability <span class="highlight">of</span> <span class="highlight">one</span> simple event comprised <span class="highlight">of</span> equally likely outcomes a) Express the probability as a fraction Assessment limit: Use a <span class="highlight">sample</span> space <span class="highlight">of</span> no more than 6 outcomes B. Theoretical Probability 1
K-12 Reading
• Sample a page of text for readability and interest • Self-monitor using: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and...
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• Sample a page of text for readability and interest • Self-monitor using: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and inferential questions • Visualize • Construct sensory images • Summarize and paraphrase • Check predictions • Interpret #0;� Literal meaning #0;� Inferential meaning • Make Connections, using #0;� Graphics #0;� Pictures • Monitor fluency (oral/silent; or text complexity
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12CurriculumFrameworkReading_001.pdf#page=83
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
• <span class="highlight">Sample</span> a page <span class="highlight">of</span> text for readability and interest • Self-monitor <span class="highlight">using</span>: #0;� Meaning #0;� Language structure #0;� Print cues • Reread • Self-correct • Clarify • Determine Importance • Generate literal, clarifying, and inferential questions • Visualize • Construct sensory images • Summarize and paraphrase • Check predictions • Interpret #0;� Literal meaning #0;� Inferential meaning • Make Connections, <span class="highlight">using</span> #0;� Graphics #0;� Pictures • Monitor fluency (oral/silent; or text complexity
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of...
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives <span class="highlight">of</span> different countries. • utilize electronic networks to share information. • <span class="highlight">model</span> solutions to a range <span class="highlight">of</span> problems in mathematics, science, and technology <span class="highlight">using</span> computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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