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 Back to Home Page  |  Recommend a Site  |  Settings   |  Sign In Education Web Target Your Results By: 0 ARIZ 0 Asia 2 HS 0 1e 0 ASM 11 Arizona Viewing 1-6 of 6 total results  GRADE HS GRADE HS 50 50 51 51 algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to... 1 0 algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to an algorithm finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+− 50 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=50 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis for these algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and 51 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=51 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to an algorithm finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+− www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes)  STATE BOARD OF EDUCATION STATE BOARD OF EDUCATION 75 75 166 166 for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr... 1 0 for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past 75 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-... for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past 166 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=166 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-... the spread of communism (e.g., Berlin and Korean War) contour map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return for a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment for criminal acts Crusades any of the www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-... Average Rating (0 votes)  GRADE 8 GRADE 8 30 30 33 33 can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment. 1 0 can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment. 30 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=30 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment. 33 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=33 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an algorithm for this process. Test the algorithm with a different conversion. 22 9331 ftftftyd =•= 2 14412121 inininft =•= 2 2 22 2 2 1 144 1 9 1 ft in x yd ft xyd www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes)  GRADE CWR GRADE CWR 15 15 33 33 identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm,... 1 0 identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm, or the “nearest neighbor” algorithm. Example: • Susan is a city planner in charge of the development of roads for a recreational area. The graph shows locations in the area, the possible roads that could be built between locations 15 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=15 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm, or the “nearest neighbor” algorithm. Example: • Susan is a city planner in charge of the development of roads for a recreational area. The graph shows locations in the area, the possible roads that could be built between locations 33 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=33 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes)  GRADE 2 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... 1 0 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 18 0 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 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 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes)  GRADE 5 GRADE 5 28 28 29 29 simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of po... 1 0 simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic 28 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=28 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the algorithm shown below for finding the sum 76.0059.2 29 0 http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=29 www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade... Average Rating (0 votes) © Copyright Vantage Labs LLC All rights reserved.    About iSEEK Education  |  Privacy Policy  |  Contact Us  |  FAQ Total time to process: 4577ms - Cache load: 0ms.