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 Microsoft Word - Completed Reading.rtf
subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using in...
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subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� Using information #0;� Using methods concepts, theories in new situations #0;� Solving problems using required skills or knowledge #0;� Identifica- tion of patterns #0;� Organization of parts #0;� Recognition of hidden meanings #0;� Identifica
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=111
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
subject matter #0;� Understanding information #0;� Grasping meaning #0;� Translating knowledge into new context #0;� Interpreting facts, comparing, contrasting #0;� Ordering, grouping, inferring causes #0;� Predicting consequences #0;� <span class="highlight">Using</span> information #0;� <span class="highlight">Using</span> methods concepts, theories in new situations #0;� Solving problems <span class="highlight">using</span> required skills or knowledge #0;� Identifica- tion <span class="highlight">of</span> patterns #0;� Organization <span class="highlight">of</span> parts #0;� <span class="highlight">Recognition</span> <span class="highlight">of</span> hidden meanings #0;� Identifica
Math Final
20 WISCONSIN’S MODEL ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○&#...
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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.
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http://dpi.wi.gov/standards/pdf/math.pdf#page=5
dpi.wi.gov/standards/pdf/math.pdf#page=5
20 WISCONSIN’S <span class="highlight">MODEL</span> ACADEMIC STANDARDS ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Basic All aspects <span class="highlight">of</span> the task are addressed but there is no <span class="highlight">recognition</span> that Toni has some impossible numbers. The explanation for Question 3 is clear and understandable, but shows some misconception that chance <span class="highlight">of</span> winning is based solely on a balance <span class="highlight">of</span> odd and even numbers, and not on choice <span class="highlight">of</span> sums that are more likely to occur than others.
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mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropr...
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mathematical tools and technology . Example: Using their arms, students will model parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropriate tools and technology . Example: Draw two rays that meet to form each of the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=30
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
mathematical tools and technology . Example: <span class="highlight">Using</span> their arms, students will <span class="highlight">model</span> parallel lines, perpendicular lines and non- perpendicular intersecting lines. 4 .3 .2 Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays <span class="highlight">using</span> appropriate tools and technology . Example: Draw two rays that meet to form each <span class="highlight">of</span> the angles listed above. 4 .3 .3 Identify shapes that have reflectional and rotational symmetry . Example: Make a masking tape frame on the floor for a cardboard
KINDERGARTEN
values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a face, and vol...
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values and correctly identify the appropriate unit of measure of each. 2. Similarity: Use ratios of similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference of a face, area of a face, and volume. 3. Create a model of a 3-dimensional figure from a 2-dimensional drawing and make a 2-dimensional representation of a 3-dimensional object (for example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=36
values and correctly identify the appropriate unit <span class="highlight">of</span> measure <span class="highlight">of</span> each. 2. Similarity: Use ratios <span class="highlight">of</span> similar 3-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference <span class="highlight">of</span> a <span class="highlight">face</span>, area <span class="highlight">of</span> a <span class="highlight">face</span>, and volume. 3. Create a <span class="highlight">model</span> <span class="highlight">of</span> a 3-dimensional figure from a 2-dimensional drawing and make a 2-dimensional representation <span class="highlight">of</span> a 3-dimensional object (for example, nets, blueprints, perspective drawings). Standard 5: Coordinate Geometry - The student
SBEinsideCovTitleIX.qxd
Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas f...
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Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas from which applications should originate. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites • Describe phenomena as functions
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http://www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=60
www.dpi.state.nc.us/docs/curriculum/mathematics/scos/math2003.pdf#page=60
Revised 2003 56 Mathematics Advanced Functions and Modeling Advanced Functions and Modeling provides students an in-depth study <span class="highlight">of</span> modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few <span class="highlight">of</span> the <span class="highlight">areas</span> from which applications should originate. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment. Prerequisites • Describe phenomena as functions
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple al...
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integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations of absolute value; model inverse operations; explore various representations and equivalent forms of real numbers; justify, using models, operations on simple algebraic expressions (i.e., collecting like terms). Sample Tasks: Search the newspapers for various uses of numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
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http://www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_3131.pdf#page=2
integers; At Level 3, the student is able to connect physical, graphical, verbal, and symbolic representations <span class="highlight">of</span> absolute value; <span class="highlight">model</span> inverse operations; explore various representations and equivalent forms <span class="highlight">of</span> real numbers; justify, <span class="highlight">using</span> models, operations on simple algebraic expressions (i.e., collecting like terms). <span class="highlight">Sample</span> Tasks: Search the newspapers for various uses <span class="highlight">of</span> numbers and, in writing, justify the representations chosen (i.e., percent, fraction, and decimal). Investigate the
Utah Secondary Mathematics Core Curriculum
greater than one using scientific notation. d. Select the most appropriate form of a rational number for a given context. Objective 2: Compare and order rational numbers, including positive and negative fractions, positive and negative mixed numbers, and positive and negative...
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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 ...
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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
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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 <span class="highlight">of</span> problem situations. #0;9 0606.1.3 Recognize errors generated by rounding. #0;9 0606.1.4 Describe how changes in <span class="highlight">one</span> quantity or variable result in changes in another. #0;9 0606.1.5 Illustrate properties <span class="highlight">of</span> operations by showing that two expressions are equivalent in a given context (e.g., <span class="highlight">using</span> an area <span class="highlight">model</span> for distributive property, and
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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