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 Back to Home Page  |  Recommend a Site  |  Settings   |  Sign In Education Web Target Your Results By: 1 Face 19 Arizona Viewing 1-2 of 2 total results  Speaking Standard 3 Speaking Standard 3 18 18 36 36 38 38 39 39 40 40 41 41 42 42 44 44 slate of officers from a class (e.g., if there are 23 students and 3 officers, the number is 23 x 22 x 21) 3. List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes... 1 0 slate of officers from a class (e.g., if there are 23 students and 3 officers, the number is 23 x 22 x 21) 3. List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes each other person’s hand once). 4.4.6 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects 18 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=18 www.nj.gov/education/cccs/2004/s4_math.pdf#page=18 dimensional shapes. • Vertex, edge, face, side • 3D figures – cube, rectangular prism, sphere, cone, cylinder, and pyramid • 2D figures – square, rectangle, circle, triangle • Relationships between three- and two-dimensional shapes (i.e., the face of a 3D shape is a 2D shape) 3. Describe, identify and create instances of line symmetry. 4. Recognize, describe, extend and create designs and patterns with geometric objects of different shapes and colors. 4.2.2 B. Transforming Shapes 1. Use simple shapes to 36 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=36 www.nj.gov/education/cccs/2004/s4_math.pdf#page=36 mathematical perspectives on everyday phenomena and with important examples of how mathematics is used in the modern world. Two important areas of discrete mathematics are addressed in this standard; a third area, iteration and recursion, is addressed in Standard 4.3 (Patterns and Algebra). Data Analysis (or Statistics). In today’s information-based world, students need to be able to read, understand, and interpret data in order to make informed decisions. In the early grades, students should be involved in 38 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=38 www.nj.gov/education/cccs/2004/s4_math.pdf#page=38 describe practical sets of directions (e.g., to add two 2-digit numbers). 2. Explore vertex-edge graphs • Vertex, edge • Path 3. Find the smallest number of colors needed to color a map. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 4.4.4 A. Data Analysis 1. Collect, generate, organize, and display data in response to questions, claims, or curiosity. • Data collected from the school environment 2. Read, interpret, construct, analyze 39 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=39 www.nj.gov/education/cccs/2004/s4_math.pdf#page=39 as shape or color, and relationships. • Venn diagrams • Numerical and alphabetical order 2. Represent all possibilities for a simple counting situation in an organized way and draw conclusions from this representation. • Organized lists, charts, tree diagrams • Dividing into categories (e.g., to find the total number of rectangles in a grid, find the number of rectangles of each size and add the results) 4.4.4 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Follow, devise, and 40 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=40 www.nj.gov/education/cccs/2004/s4_math.pdf#page=40 shirts and 4 skirts). 4.4.5 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions. Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: 4.4.6 A. Data Analysis 1. Collect 41 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=41 www.nj.gov/education/cccs/2004/s4_math.pdf#page=41 slate of officers from a class (e.g., if there are 23 students and 3 officers, the number is 23 x 22 x 21) 3. List the possible combinations of two elements chosen from a given set (e.g., forming a committee of two from a group of 12 students, finding how many handshakes there will be among ten people if everyone shakes each other person’s hand once). 4.4.6 D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms 1. Devise strategies for winning simple games (e.g., start with two piles of objects 42 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=42 www.nj.gov/education/cccs/2004/s4_math.pdf#page=42 shortest network connecting specified sites • Finding the shortest route on a map from one site to another • Finding the shortest circuit on a map that makes a tour of specified sites Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: 4.4.8 A. Data Analysis 1. Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode). • Type of display most appropriate for given data • Box-and-whisker plot 44 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=44 www.nj.gov/education/cccs/2004/s4_math.pdf#page=44 represent and solve practical problems. • Circuits that include every edge in a graph • Circuits that include every vertex in a graph • Scheduling problems (e.g., when project meetings should be scheduled to avoid conflicts) using graph coloring • Applications to science (e.g., who-eats-whom graphs, genetic trees, molecular structures) 2. Explore strategies for making fair decisions. • Combining individual preferences into a group decision (e.g., determining winner of an election or selection process www.nj.gov/education/cccs/2004/s4_math.pdf#page=41 Average Rating (0 votes)  null null 12 12 14 14 18 18 8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in mate... 1 0 8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and 12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2 14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and 18 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules and www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 Average Rating (0 votes) © Copyright Vantage Labs LLC All rights reserved.    About iSEEK Education  |  Privacy Policy  |  Contact Us  |  FAQ Total time to process: 11053ms - Cache load: 0ms.