Top Message Top Message
 Back to Home Page  |  Recommend a Site  |  Settings   |  Sign In Education Web 14 Grade 8 35 Reading 18 Writing 1 Utah 2 HS 1 K-1 10 Arizona 1 2 3 4 Pages | Viewing 1-10 of 34 total results Scholastic: Making Space Shapes Scholastic: Making Space Shapes Model Magic because it dries fast and holds really well.) Popsicle sticks Toothpicks Describe Your Shape (PDF) Set Up and Prepare Create a space shape ahead of time to use as an example. Photocopy Describe Your Shape (PDF). You can copy one or two for each student, but note t... www2.scholastic.com/browse/lessonplan.jsp?id=625 Average Rating (0 votes) Microsoft Word - 06.029.0007.doc Microsoft Word - 06.029.0007.doc and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other areas of mathematics (e.g., using arrays as models of multiplication or area). (v) Identify and build three-dimensional objects f... 1 0 and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other areas of mathematics (e.g., using arrays as models of multiplication or area). (v) Identify and build three-dimensional objects from two-dimensional representations of that object. (vi 9 0 http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9 www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9 and paths. (iii) Recognize geometric shapes and structures (e.g., in the environment). (iv) Use geometric models to solve problems in other areas of mathematics (e.g., using arrays as models of multiplication or area). (v) Identify and build three-dimensional objects from two-dimensional representations of that object. (vi www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0007.pdf#page=9 Average Rating (0 votes) null null 1 1 4 4 the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, c... 1 0 the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal). #0;9 0606.4.18 Use manipulatives to discover the volume of a cone is one 1 0 http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1 www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1 multiplication, ^ for exponent), but use mathematical notation in written work. #0;9 0606.1.2 Recognize when an estimate is more appropriate than an exact answer in a variety of problem situations. #0;9 0606.1.3 Recognize errors generated by rounding. #0;9 0606.1.4 Describe how changes in one quantity or variable result in changes in another. #0;9 0606.1.5 Illustrate properties of operations by showing that two expressions are equivalent in a given context (e.g., using an area model for distributive property, and 4 0 http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4 www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4 the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal). #0;9 0606.4.18 Use manipulatives to discover the volume of a cone is one www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4 Average Rating (0 votes) null null of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply form... 1 0 of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, model, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties 3 0 http://www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3 www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3 of change in real-world problems; Sample Task: Use the Census Bureau website to find information regarding population patterns or economic data and display the results graphically. Linkages: Write about patterns in nature or other areas of science, and find and apply formulas in business or science. Content Standard 3.0: Geometry Students will investigate, model, and apply geometric properties and relationships. Learning Expectations: The student will: 3.1 apply geometric properties www.state.tn.us/education/ci/math/doc/MA_3130.pdf#page=3 Average Rating (0 votes) Microsoft Word - 2912516B.doc Microsoft Word - 2912516B.doc 75 75 85 85 95 95 108 108 120 120 problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, proced... 1 0 problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Students will recognize and apply mathematics in contexts outside of mathematics. 8.CN.6 75 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=75 Connections Strand Students will recognize and use connections among mathematical ideas. 7.CN.1 Understand and make connections among multiple representations of the same mathematical idea 7.CN.2 Recognize connections between subsets of mathematical ideas 7.CN.3 Connect and apply a variety of strategies to solve problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 7.CN.4 Model situations mathematically, using 85 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85 problems Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 8.CN.4 Model situations mathematically, using representations to draw conclusions and formulate new situations 8.CN.5 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics Students will recognize and apply mathematics in contexts outside of mathematics. 8.CN.6 95 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=95 New York State Learning Standard for Mathematics Page 92 Revised by NYS Board of Regents March 15, 2005 Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. A.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations A.CN.4 Understand how concepts, procedures, and mathematical results in one area of mathematics can 108 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=108 New York State Learning Standard for Mathematics Page 105 Revised by NYS Board of Regents March 15, 2005 G.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations G.CN.4 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics G.CN.5 Understand how quantitative models connect to 120 0 http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120 www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=120 corresponding procedures for similar problems or mathematical concepts Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. A2.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations A2.CN.4 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics A2.CN.5 Understand how quantitative www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=85 Average Rating (0 votes) Math Final Math Final 1 1 3 3 5 5 18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&#... 1 0 18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Sample Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic 1 0 http://dpi.wi.gov/standards/pdf/math.pdf#page=1 dpi.wi.gov/standards/pdf/math.pdf#page=1 16 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Sample Proficiency Standards The following general statements reflect ratings of student work created in response to a mathematically challenging task. Advanced Student work is distinguished in that it goes well beyond the criteria for Proficient in an insightful and creative ap- proach to the task. It includes: • evidence of reflection upon one’s work • multiple solutions and/or solution strategies 3 0 http://dpi.wi.gov/standards/pdf/math.pdf#page=3 dpi.wi.gov/standards/pdf/math.pdf#page=3 18 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Sample Proficiency Standards MATHEMATICS B. Number Operations and Relationships CONTENT STANDARD Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving. PERFORMANCE STANDARD B.4.5 In problem solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as recalling the basic 5 0 http://dpi.wi.gov/standards/pdf/math.pdf#page=5 dpi.wi.gov/standards/pdf/math.pdf#page=5 20 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Basic All aspects of the task are addressed but there is no recognition that Toni has some impossible numbers. The explanation for Question 3 is clear and understandable, but shows some misconception that chance of winning is based solely on a balance of odd and even numbers, and not on choice of sums that are more likely to occur than others. dpi.wi.gov/standards/pdf/math.pdf#page=3 Average Rating (0 votes) GRADE 5 GRADE 5 numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing ma... 1 0 numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 5, students 19 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=19 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change. Concept 1: Patterns Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. In Grade 5, students www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes) null null • solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system... 1 0 • solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system of equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one). Sample Task: Students use an 4 0 http://www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4 www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4 • solve multi-step linear inequalities in real-world situations; • analyze "families of functions" using technology; • determine the domain and/or range of a function represented by the graph of real- world situations; • select the system of equations that could be used to solve a given real-world problem; • find the solution to a quadratic equation given in standard form (integral solutions and a leading coefficient of one). Sample Task: Students use an www.state.tn.us/education/ci/math/doc/MA_3132.pdf#page=4 Average Rating (0 votes) null null Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and j... 1 0 Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties of quadrilaterals and circles; 3.2 solve real world problems involving volume of geometric solids; 3 0 http://www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3 www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3 Root Theorem, and Synthetic Division). Sample Task: Examine patterns found in Pascal’s Triangle. Linkages: Mathematics: Statistics and Probability. Data analysis and pattern recognition in science. Standard 3.0: Geometry The student will: Learning Expectations: 3.1 apply and justify properties of quadrilaterals and circles; 3.2 solve real world problems involving volume of geometric solids; www.state.tn.us/education/ci/math/doc/MA_3134.pdf#page=3 Average Rating (0 votes) Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc Microsoft Word - 2007 MS Math Framework Competencies and Objectives 9-18-07.doc 2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, product... 1 0 2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, production of models using probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use of technology will be an 75 0 http://www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math%20Framework%20Competencies%20and%20Objectives%209-18-07.pdf#page=75 www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math... 2007 Mississippi Mathematics Framework Revised 74 STATISTICS Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four major areas of concentration include data explorations, design of experiments, production of models using probability, and simulation and statistical inference. Students are required to design, conduct, represent, and interpret statistical and probabilistic studies. The use of technology will be an www.mde.k12.ms.us/acad/id/curriculum/math/2007_framework/2007%20MS%20Math... Average Rating (0 votes) 1 2 3 4 Pages | © Copyright Vantage Labs LLC All rights reserved.    About iSEEK Education  |  Privacy Policy  |  Contact Us  |  FAQ Total time to process: 4758ms - Cache load: 0ms.