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 Microsoft Word - sciencesol.doc
evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations for a set of observations about the Earth; d) explaining that observation and logic are essential for reaching a conclusion; and e) evaluating evidence for scientific the...
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evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations for a set of observations about the Earth; d) explaining that observation and logic are essential for reaching a conclusion; and e) evaluating evidence for scientific theories. ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include a) maps (bathymetric, geologic, topographic, and weather) and star charts; b) imagery
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=31
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=31
evidence is required to evaluate hypotheses and explanations; c) comparing different scientific explanations <span class="highlight">for</span> a set of observations about the Earth; d) explaining that observation and logic are essential <span class="highlight">for</span> reaching a conclusion; and e) evaluating evidence <span class="highlight">for</span> scientific theories. ES.3 The student will investigate and understand how to read and interpret <span class="highlight">maps</span>, globes, models, charts, and imagery. Key concepts include a) <span class="highlight">maps</span> (bathymetric, geologic, <span class="highlight">topographic</span>, and weather) and star charts; b) imagery
Microsoft Word - mathsol2009.doc
Mathematics Standards of Learning for Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine,...
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Mathematics Standards of Learning for Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. 3.9 The student will estimate and use U.S. Customary and metric
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=12
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=12
Mathematics Standards of Learning <span class="highlight">for</span> Virginia Public Schools – February 2009 6 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. 2.7 The student, given two whole numbers, each of which is 99 or less, will a) estimate the difference; and b) find the difference, using various methods of calculation. 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=15
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=15
Mathematics Standards of Learning <span class="highlight">for</span> Virginia Public Schools – February 2009 9 3.7 The student will add and subtract proper fractions having like denominators of 12 or less. Measurement Focus: U.S. Customary and Metric Units, Area and Perimeter, and Time 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. 3.9 The student will estimate and use U.S. Customary and metric
Microsoft Word - English SOL Cur Frame Grades K-12.doc
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse ʏ...
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including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-line, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies for summarizing, such as ° story maps ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story maps, to record
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=113
including ° haiku � a 17-syllable, delicate, unrhymed Japanese verse, usually about nature ° limerick � a 5-<span class="highlight">line</span>, rhymed, rhythmic verse, usually humorous ° ballad � a songlike narrative poem, usually featuring rhyme, rhythm, and refrain ° free verse � poetry with neither regular meter nor rhyme scheme. To be successful with this standard, students are expected to • use strategies <span class="highlight">for</span> summarizing, such as ° story <span class="highlight">maps</span> ° Somebody�Wanted�But�So • use graphic organizers, such as flow charts or story <span class="highlight">maps</span>, to record
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