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 KINDERGARTEN
and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, line, bar, trend, and/or simple circle graphs. null 2. Int...
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and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, line, bar, trend, and/or simple circle graphs. null 2. Interpret data tables, line, bar, trend and/or simple circle graphs. null 3. Make predictions based on patterns in experimental data. null 4. Communicate the results of investigations and/or give
13
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http://sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/science.pdf#page=13
and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard. *1. Report data using tables, <span class="highlight">line</span>, bar, trend, and/or simple circle graphs. null 2. Interpret data tables, <span class="highlight">line</span>, bar, trend and/or simple circle graphs. null 3. Make predictions based on patterns in experimental data. null 4. Communicate the results of investigations and/or give
Strand
and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. For example: The calculation 117 – 83 = 34 can be check...
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and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. For example: The calculation 117 – 83 = 34 can be checked by adding 83 and 34. 3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=9
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. <span class="highlight">For</span> example: The calculation 117 – 83 = 34 can be checked by adding 83 and 34. 3.1.2.3 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number <span class="highlight">line</span> and skip counting
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=11
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. <span class="highlight">For</span> example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using <span class="highlight">digital</span> and analog clocks. Determine elapsed time to the minute. <span class="highlight">For</span> example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? 3.3.3.2 Know relationships among units of time
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divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numb...
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divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the algorithm. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals. Checks for Understanding (Formative/Summative Assessment): #0;9 0506.2.1 Identify prime numbers up to 50. #0;9 0506.2.2 Use the prime factorization of two whole numbers
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_5.pdf#page=2
divisor, dividend, and quotient in terms of multiplication and division. GLE 0506.2.4 Develop fluency with addition and subtraction of proper and improper fractions and mixed numbers; explain and model the <span class="highlight">algorithm</span>. GLE 0506.2.5 Develop fluency in solving multi-step problems using whole numbers, fractions, mixed numbers, and decimals. Checks <span class="highlight">for</span> Understanding (Formative/Summative Assessment): #0;9 0506.2.1 Identify prime numbers up to 50. #0;9 0506.2.2 Use the prime factorization of two whole numbers
Draft
Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO...
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Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO 170.011) Geography World History Economics A. Reading and constructing maps DOK Standards B. Understanding the concept of location to make predictions and solve problems Locate major
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_cle_0907.pdf#page=16
dese.mo.gov/divimprove/curriculum/GLE/documents/ss_cle_0907.pdf#page=16
Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO 170.011) Geography World History Economics A. Reading and constructing <span class="highlight">maps</span> DOK Standards B. Understanding the concept of location to make predictions and solve problems Locate major
Indiana Academic Standards-Geog and Hist of the World
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to docume...
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Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change for the following countries
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-geoghist.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use <span class="highlight">maps</span>, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change <span class="highlight">for</span> the following countries
GRADE 2
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are int...
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Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/maps and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or <span class="highlight">maps</span>. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/<span class="highlight">maps</span> and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
Microsoft Word - ssstd8.docssstd8.pdf
railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add infor...
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railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
railroads during a certain era. Access the data on-<span class="highlight">line</span>. Add the information to the on-<span class="highlight">line</span> base map. Analyze the <span class="highlight">maps</span> created to note any patterns. Overlay the <span class="highlight">maps</span> with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and
Microsoft Word - 2912516B.doc
New York State Learning Standard for Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore...
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New York State Learning Standard for Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore and predict the outcome of slides, flips, and turns of two- Geometry dimensional shapes 2.G.6 Explore line symmetry Measurement Strand
34
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http://www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34
www.emsc.nysed.gov/ciai/mst/math/documents/mathcore.pdf#page=34
New York State Learning Standard <span class="highlight">for</span> Mathematics Page 31 Revised by NYS Board of Regents March 15, 2005 Geometric 2.G.4 Group objects by like properties Relationships Students will apply transformations and symmetry to analyze problem solving situations. Transformational 2.G.5 Explore and predict the outcome of slides, flips, and turns of two- Geometry dimensional shapes 2.G.6 Explore <span class="highlight">line</span> symmetry Measurement Strand
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
12
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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
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dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and digital...
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dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. Communication Skills 7.2.7 Incorporate circle charts, bar and line graphs
4
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade07.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
dimensional region * volume: a measure of the size of a three-dimensional object * significant figures: digits that appropriately express the precision of a measurement or quantity derived mathematically from one or more measurements Manipulation and Observation 7.2.6 Read analog and <span class="highlight">digital</span> meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. Communication Skills 7.2.7 Incorporate circle charts, bar and <span class="highlight">line</span> graphs
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