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 Back to Home Page  |  Recommend a Site  |  Settings   |  Sign In Education Web 27 Science 12 Geometry 2 HS 1 CCA 1 2 3 Pages | Viewing 1-10 of 26 total results Math Software by the University of Arizona Math Software by the University of Arizona of the classroom. All have drop-down menus and are self-documenting, with on-line, context sensitive help. They are of use from Beginning Algebra to Fourier Series. Are You Ready? The following RUR programs have been released: Are You Ready for Intermediate Algebra? Are You Read... math.arizona.edu/~www-main-2002/software/azmath.html Average Rating (0 votes) 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) null null HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the diffe... 1 0 HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences. 10 0 http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10 www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10 HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 8 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION recOMMenDeD: *L1.2.5 Read and interpret representations from various technological sources, such as contour or isobar diagrams. *L2.1.7 Understand the mathematical bases for the differences among voting procedures. *L2.2.4 Compute sums of infinite geometric sequences. www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=10 Average Rating (0 votes) Microsoft Word - K-8 Mathematics Curriculum Framework.doc Microsoft Word - K-8 Mathematics Curriculum Framework.doc 57 57 68 68 67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle... 1 0 67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition 57 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=57 recognizing the size and shape do not change G.9.7.1 Examine the congruence, similarity, and line or rotational symmetry of objects using transformations G.9.7.2 Perform translations and reflections of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper) G.9.8.1 Determine a transformation’s line of symmetry and compare the properties of the figure and its transformation G.9.8.2 Draw the results of translations and reflections about the x- and y-axis and 68 0 http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68 arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68 67 Glossary Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Glossary for K-8 Mathematics Framework Absolute value A number's distance from zero on a number line Ex. The absolute value of 2 is equal to the absolute value of -2. Acute angle An angle whose measure is less than 90° and greater than 0° Addends Numbers that are being added in an addition arkansased.org/teachers/pdf/k8_math_may05.pdf#page=68 Average Rating (0 votes) Microsoft Word - MathStandards--Approved05-17-04.rtf Microsoft Word - MathStandards--Approved05-17-04.rtf 45 45 177 177 177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the abs... 1 0 177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. Algorithm An organized sequential procedure for performing a given type of calculation or 45 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=45 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf... 45 MEASUREMENT STANDARDS K-2 Indicator 1: Apply measurement concepts in practical applications. Kindergarten First Grade Second Grade K.M.1.1. (Knowledge) Tell time to the hour using analog and digital clocks. 1.M.1.1. (Knowledge) Tell time to the half-hour using analog and digital clocks and order a sequence of events with respect to time. 2.M.1.1. (Knowledge) Tell time to the minute using analog and digital clocks and relate time to daily events. K.M.1.2. (Knowledge) Name the 177 0 http://doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf#page=177 doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf... 177 SOUTH DAKOTA MATHEMATICS STANDARDS GLOSSARY *Note: This glossary contains explanations, not necessarily formal mathematical definitions of terms used in the standards document. Absolute value A number’s distance from zero on the number line. The absolute value of -4 is 4; the absolute value of 4 is 4; the symbol greater is |4|. Acute angle An angle whose measure is more than 0° but less than 90°. Algorithm An organized sequential procedure for performing a given type of calculation or doe.sd.gov/contentstandards/math/docs/MathStandards--Approved05-17-04.pdf... 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) Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf Microsoft Word - mathstdglossary2004.docmathstdglossary2004.pdf Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers... 1 0 Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a number 1 0 http://www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&forcedownload=true#page=1 www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&... Kansas Curricular Standards for Mathematics January 2004 1 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a number www.ksde.org/LinkClick.aspx?fileticket=T526GF1N0EM%3d&tabid=141&mid=8017&... Average Rating (0 votes) Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of number... 1 0 Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a 1 0 http://www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=8017&forcedownload=true#page=329 www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801... Kansas Curricular Standards for Mathematics January 2004 328 Glossary A absolute value – a number’s distance from zero on the number line (The value is always positive.) acute angle – an angle that measures less than 90° addend – one of a set of numbers to be added addition problem – 8 (addend) + 4 (addend) 12 (sum) additive identity- 0 is the additive identity, because for any real number a: a + 0 = a additive inverse – the opposite of a www.ksde.org/LinkClick.aspx?fileticket=9Of%2f53hRla8%3d&tabid=141&mid=801... Average Rating (0 votes) Speaking Standard 3 Speaking Standard 3 24 24 26 26 using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three... 1 0 using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations 24 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24 www.nj.gov/education/cccs/2004/s4_math.pdf#page=24 using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations 26 0 http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=26 www.nj.gov/education/cccs/2004/s4_math.pdf#page=26 patty/tracing paper, or technology). • Perpendicular bisector of a line segment • Bisector of an angle • Perpendicular or parallel lines 4.2.12 B. Transforming Shapes 1. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a geometric or algebraic representation, and, conversely, determine whether and how one representation can be transformed to another by a transformation or a sequence of transformations. 2. Recognize three-dimensional figures obtained www.nj.gov/education/cccs/2004/s4_math.pdf#page=24 Average Rating (0 votes) Core Content For Mathematics Assessment Core Content For Mathematics Assessment CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr... 1 0 CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the 21 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21 CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21 Average Rating (0 votes) 1 2 3 Pages | © Copyright Vantage Labs LLC All rights reserved.    About iSEEK Education  |  Privacy Policy  |  Contact Us  |  FAQ Total time to process: 4556ms - Cache load: 0ms.