1 TEST OBJECTIVES Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).
2 General Test Objectives General Test Design Multi-Subject Subtest Percentage of Subtest Subarea Range of Objectives Multiple- Choice Open- Response Total Language Arts % 30% History and Social Science % 30% Science and Technology/Engineering % 30% Integration of Knowledge and Understanding 15 10% 10% 90% 10% 100% Mathematics Subtest Subarea Range of Objectives Multiple- Choice Percentage of Subtest Open- Response Total Numbers and Operations % 41% Functions and Algebra % 22% Geometry and Measurement % 18% Statistics and Probability % 9% Integration of Knowledge and Understanding 27 10% 10% 90% 10% 100%
3 General Test Objectives General Test Objectives MULTI-SUBJECT SUBTEST SUBAREAS: LANGUAGE ARTS HISTORY AND SOCIAL SCIENCE SCIENCE AND TECHNOLOGY/ENGINEERING INTEGRATION OF KNOWLEDGE AND UNDERSTANDING LANGUAGE ARTS [30%] 0001 Understand the history and structure of the English language. Identify major developments in the history of the English language (e.g., invention of the printing press, standardization of written language, development of dictionaries). Recognize major linguistic origins of the English language (e.g., Anglo-Saxon roots, Celtic influences, Greek and Roman elements). Recognize examples of derivatives and borrowings. Analyze differences in written English (e.g., level of formality, how dialects are used). Recognize fundamental language structures (i.e., morphology, semantics, syntax, and phonology). Identify parts of speech (e.g., noun, verb, adjective, preposition). Recognize sentence types (e.g., simple, compound, complex) and sentence purposes (e.g., declarative, interrogative). Apply knowledge of the rules of English grammar and conventions of edited American English.
4 General Test Objectives 0002 Understand American literature and selected literature from classical and contemporary periods. Recognize historically or culturally significant works, authors, and themes of U.S. literature. Demonstrate knowledge of selected literature from classical and contemporary periods. Recognize literature of other cultures. Recognize elements of literary analysis (e.g., analyzing story elements, interpreting figurative language). Demonstrate knowledge of varied focuses of literary criticism (e.g., the author, the context of the work, the response of the reader) Understand literary genres, elements, and techniques. Demonstrate knowledge of basic literary terminology (e.g., flashback, foreshadowing). Recognize characteristics of different genres and types of literature (e.g., folktales, nonfiction, drama, poetry). Recognize types of nonfiction (e.g., biography, informational text, documents) and common organizational features of nonfiction (e.g., chronological order, comparison and contrast, illustrations, captions, keys). Apply knowledge of elements of fiction (e.g., plot, character, setting, theme, voice). Identify types of poetry (e.g., lyric, narrative, haiku). Recognize characteristics of poetry and poetic techniques (e.g., meter, rhyme, alliteration, figurative language). Recognize types of drama (e.g., comedy, tragedy) and common dramatic devices (e.g., suspense, soliloquy).
5 General Test Objectives 0004 Understand literature for children, including genres, literary elements, and literary techniques. Recognize major works and authors of children's literature. Recognize genres of children's literature and their characteristics. Identify major themes associated with children's literature. Analyze rhetorical and literary devices (e.g., analogies, similes, metaphors, symbolism) in children's literature. Compare different styles and communicative purposes in children's literature. Identify criteria for evaluating children's literature (e.g., reading level, literary quality, richness of vocabulary, student interests, illustrations, gender and cultural bias). Analyze excerpts of children's literature in relation to style, theme, or voice. Identify uses of children's literature (e.g., enhancing other areas of the curriculum, fostering cross-cultural understanding) Understand the writing process and formal elements of writing and composition. Demonstrate knowledge of prewriting strategies, including techniques for generating topics and developing ideas (e.g., brainstorming, semantic mapping, outlining, using graphic organizers). Identify formal elements of writing (e.g., paragraphing, topic sentences, cohesive transitions). Identify revisions of written texts that improve unity, coherence, and logical organization. Edit written work to ensure conformity to conventions of edited American English (e.g., grammar, punctuation, spelling, usage). Identify techniques and styles for writing for various purposes (e.g., to respond, inform, analyze, persuade, entertain), including factors related to the selection of topic and mode of written expression. Recognize intended audience. Recognize various techniques to convey meaning (e.g., precise vocabulary, figurative language).
6 General Test Objectives HISTORY AND SOCIAL SCIENCE [30%] 0006 Understand major developments in the history of the United States from precolonial times to the present. Demonstrate knowledge of indigenous peoples before the arrival of Europeans. Describe European exploration and the settlement of North America. Analyze the causes and effects of the Revolutionary War. Recognize key developments in the formation of the national government. Examine the origins and events of the Civil War. Analyze issues associated with Reconstruction. Demonstrate knowledge of the settlement of the West. Analyze the transformation of the United States from an agrarian to an industrial economy. Compare the Progressive Era and the New Deal. Examine the emergence of the United States as a world power (e.g., the era of U.S. overseas expansion, World War I, World War II, the Cold War). Demonstrate knowledge of the civil rights and women's movements. Analyze U.S. leadership in world affairs from the collapse of the Soviet Union to the present.
7 General Test Objectives 0007 Understand the founding documents and governmental systems of the United States; the principles, ideals, rights, and responsibilities of U.S. citizenship; and the fundamental principles and concepts of economics. Identify the purposes of government. Demonstrate knowledge of the functions of federal, state, and local governments in the United States. Identify the three branches of the U.S. government and analyze their roles and functions. Describe various forms of local self-government in the United States. Demonstrate knowledge of how laws are enacted and enforced. Analyze the political process in the United States. Demonstrate knowledge of the democratic principles and values contained in the Declaration of Independence and the U.S. Constitution (e.g., the rule of law, due process, majority rule). Recognize the responsibilities of U.S. citizens (e.g., paying taxes, jury duty, voting). Apply basic economic terms (e.g., scarcity, opportunity cost) to analyze contemporary economic issues. Examine the fundamental concepts and principles of capitalism (e.g., private property, profit, supply and demand) Understand major developments and figures in world history. Identify the characteristics of early human civilizations. Demonstrate knowledge of major figures (e.g., Saladin, Julius Caesar, Isaac Newton, Mohandas Gandhi, Elizabeth I), eras, developments, and turning points in world history with stress on Western civilization (e.g., ancient Israel, the emergence of Greek civilization, the rise and fall of the Roman Empire, the Middle Ages, the Renaissance and Reformation, the Age of Exploration, the Scientific Revolution, the Enlightenment, the Age of Revolutionary Change, World Wars I and II). Analyze the impact of industrialization, nationalism, immigration, and globalization on modern world history.
8 General Test Objectives 0009 Understand basic geographic concepts, phenomena, and processes, and demonstrate knowledge of the major geographic features and regions of the world and the United States. Demonstrate knowledge of the basic concepts of geography (e.g., location, place, movement). Use globes, maps, and other resources to access geographic information. Identify global features (e.g., continents, hemispheres, latitude and longitude, poles). Recognize the major physical features and regions of the United States and world areas. Analyze the relationship between geographic factors (e.g., climate, topography) and historical and contemporary developments (e.g., human migrations, patterns of settlement, economic growth and decline). SCIENCE AND TECHNOLOGY/ENGINEERING [30%] 0010 Understand and apply basic concepts and principles of life science to interpret and analyze phenomena. Identify the basic characteristics and needs of living things (e.g., growth, reproduction, life cycles of common organisms). Demonstrate knowledge of the basic concepts and processes related to energy flow in ecosystems and how organisms use energy. Demonstrate knowledge of plant structures, functions, and processes (e.g., photosynthesis). Demonstrate knowledge of the systems of the human body. Recognize the basic principles of genetics and heredity. Recognize how species adapt and evolve over time by the process of natural selection. Analyze how organisms interact with one another and their environments.
9 General Test Objectives 0011 Understand and apply basic concepts and principles of the physical sciences to interpret and analyze phenomena. Demonstrate knowledge of the composition and structure of matter (e.g., atoms, molecules). Demonstrate knowledge of the properties and states of matter. Recognize forms of energy (e.g., heat, electrical, magnetic, sound, light). Analyze how heat energy is transferred (e.g., convection, conduction, radiation). Demonstrate knowledge of basic concepts related to the motion of objects (e.g., inertia, momentum). Apply the principles of the conservation of matter and energy. Recognize the use of simple machines in everyday life. Understand how engineering uses the laws of physical science and the properties of matter to solve practical problems Understand and apply basic concepts and principles of the earth and space sciences to interpret and analyze phenomena. Analyze the forces that shape the earth's surface (e.g., erosion, weathering, volcanism, plate tectonics). Demonstrate knowledge of the rock cycle and soil formation. Recognize the structure of the earth and atmosphere. Demonstrate knowledge of factors that affect weather and climate. Identify the physical characteristics of oceans (e.g., currents, waves). Analyze the components and processes of the hydrologic cycle. Demonstrate knowledge of the structure of the solar system. Recognize the relationships among objects in the solar system (e.g., the moon's effect on the earth, the change of seasons).
10 General Test Objectives 0013 Understand the foundations of scientific thought; the historical development of major scientific ideas and technological discoveries; and the relationships among scientific discoveries, technological developments, and society. Demonstrate knowledge of the development of scientific thinking (e.g., during ancient times, during the Scientific Revolution of the seventeenth century). Recognize the importance of observation and evidence in the development of scientific knowledge. Recognize major scientific and technological discoveries and inventions. Analyze cultural and historical factors that have promoted or discouraged scientific discovery and technological innovation Understand the principles and procedures of scientific inquiry and experimentation; the relationships among science, technology, and engineering; and the principles of engineering design. Demonstrate knowledge of the basic concepts and processes of scientific experimentation (e.g., hypothesis, control, variable, replication of results, collection and communication of scientific information). Demonstrate knowledge of health and safety measures related to scientific inquiry and experimentation. Recognize the relationships among science, technology, and engineering. Demonstrate knowledge of the processes of engineering design (e.g., research, design and development, testing, evaluation and redesign). INTEGRATION OF KNOWLEDGE AND UNDERSTANDING [10%] In addition to answering multiple-choice items, candidates will prepare a written response to a question addressing content summarized in the objective below Prepare an organized, developed analysis on a topic related to History and Social Science or to Science and Technology/Engineering. (Refer to objectives 0006 through 0014 and associated descriptive statements.)
11 General Test Objectives MATHEMATICS SUBTEST SUBAREAS: NUMBERS AND OPERATIONS FUNCTIONS AND ALGEBRA GEOMETRY AND MEASUREMENT STATISTICS AND PROBABILITY INTEGRATION OF KNOWLEDGE AND UNDERSTANDING Candidates should not only know how to do elementary mathematics, but should understand and be able to explain to students, in multiple ways, why the mathematics makes sense. NUMBERS AND OPERATIONS [41%] 0016 Understand the number system and the concept of place value. Analyze the structures and properties of the base-10 and other numeral systems (e.g., expanded form of a number, visual representations of place value, numeration systems of ancient cultures). Recognize decimal expansions. Use scientific notation in the real world. Analyze procedures (e.g., rounding, regrouping) for estimation. Determine the reasonableness of estimates. Identify subsets of the real numbers (e.g., integer, rational, irrational) and their characteristics Understand integers, fractions, decimals, percents, and mixed numbers. Understand the meanings and models of integers, fractions, decimals, percents, and mixed numbers and apply them to the solution of word problems. Analyze and convert among various representations of numbers (e.g., graphic, numeric, symbolic, verbal). Use number lines. Compare, sort, order, and round numbers. Recognize equivalent representations of numbers (e.g., fractions, decimals, percents).
12 General Test Objectives 0018 Understand and apply principles of number theory. Identify prime and composite numbers and their characteristics. Find the prime factorization of a number and recognize its uses. Demonstrate knowledge of the divisibility rules and why they work. Find the least common multiple (LCM) and greatest common factor (GCF) of a set of numbers. Apply the LCM and GCF in real-world situations Understand operations on numbers. Understand the meaning and models of operations on numbers (e.g., integers, fractions, decimals). Analyze and justify standard and nonstandard computational algorithms and mental math techniques (e.g., by application of the arithmetic properties, such as commutative, associative, distributive). Evaluate the validity of nonstandard or unfamiliar computational strategies. Recognize and analyze various representations (e.g., graphic, pictorial, verbal) of number operations. Recognize relationships among operations (e.g., addition and subtraction, addition and multiplication, multiplication and exponentiation). Identify and apply the arithmetic properties and the transitive properties of equality and inequality. Apply the order of operations. Apply the laws of exponents. Demonstrate fluency in arithmetic computation, including operations on fractions. Interpret the concept of absolute value. Apply appropriate strategies (e.g., proportional thinking, ratios) to estimate quantities in real-world situations. Solve problems using arithmetic operations with various representations of numbers.
13 General Test Objectives FUNCTIONS AND ALGEBRA [22%] 0020 Understand algebra as generalized arithmetic. Recognize and apply the concepts of variable, function, equality, and equation to express relationships algebraically. Manipulate simple algebraic expressions and solve linear equations and inequalities. Justify algebraic manipulations by application of the properties of equality, the order of operations, the number properties, and the order properties. Use algebra to solve word problems involving fractions, ratios, proportions, and percents. Identify variables and derive algebraic expressions that represent real-world situations Understand the concept of function. Understand the definition of function and various representations of functions (e.g., input/output machines, tables, graphs, mapping diagrams, formulas). Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic). Identify and analyze direct and inverse relationships in tables, graphs, algebraic expressions and real-world situations. Use qualitative graphs to represent functional relationships in the real world. Translate among different representations (e.g., tables, graphs, algebraic expressions, verbal descriptions) of functional relationships Understand linear functions and linear equations. Recognize the formula and graph of a linear function. Distinguish between linear and nonlinear functions. Find a linear equation that represents a graph. Analyze the relationships among proportions, constant rates, and linear functions. Interpret the meaning of the slope and the intercepts of a linear equation that models a real-world situation. Select the linear equation that best models a real-world situation.
14 General Test Objectives GEOMETRY AND MEASUREMENT [18%] 0023 Understand and apply concepts of measurement. Estimate and calculate measurements using customary, metric, and nonstandard units of measurement. Use unit conversions and dimensional analysis to solve measurement problems. Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures. Determine how the characteristics (e.g., area, volume) of geometric figures and shapes are affected by changes in their dimensions. Solve a variety of measurement problems (e.g., time, temperature, rates, average rates of change) in real-world situations Understand and apply concepts of geometry. Classify and analyze polygons using attributes of sides and angles, including real-world applications. Classify and analyze three-dimensional figures using attributes of faces, edges, and vertices. Analyze and apply geometric transformations (e.g., translations, rotations, reflections, dilations); relate them to concepts of symmetry, similarity, and congruence; and use these concepts to solve problems. Match three-dimensional figures and their two-dimensional representations (e.g., nets, projections, perspective drawings). Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem). STATISTICS AND PROBABILITY [9%] 0025 Understand descriptive statistics. Use measures of central tendency (e.g., mean, median, mode) and spread to describe and interpret real-world data. Select appropriate ways to present data and communicate statistical information (e.g., tables, graphs, line plots, Venn diagrams). Analyze and interpret various graphic and nongraphic data representations (e.g., frequency distributions, percentiles). Compare different data sets.
15 General Test Objectives 0026 Understand and apply basic concepts of probability. Calculate the probabilities of simple and compound events and of independent and dependent events. Recognize and apply the concept of conditional probability. Recognize the difference between experimentally and theoretically determined probabilities in real-world situations. Apply knowledge of combinations and permutations to the computation of probabilities. INTEGRATION OF KNOWLEDGE AND UNDERSTANDING [10%] In addition to answering multiple-choice items, candidates will prepare a written response to a question addressing content summarized in the objective below Apply mathematical knowledge and reasoning to communicate multiple solutions in detail to a problem involving two or more of the following subareas: Numbers and Operations, Functions and Algebra, Geometry and Measurement, and Statistics and Probability. (Refer to objectives 0016 through 0026 and associated descriptive statements.)
List of topics for Sec 1 (O Level), Sec 1 (IP), Sec 2 (O Level), Sec 2 (IP) and Sec 3 (IP) Note: For Sec 3 and 4 O level Programme topics, please refer to SEAB Website: https://www.seab.gov.sg/pages/nationalexaminations/gol/school_candidates/syllabus.asp
Fourth Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides
WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 6 th Geography Unit of Study Unit 1: Human Geography Civilization Unit Title Social Studies 101 Culture Pacing 12
Algebra 2 with Trigonometry This course covers the topics shown below; new topics have been highlighted. Students navigate learning paths based on their level of readiness. Institutional users may customize
Chapter 2: Studying Geography, Economics, and Citizenship Lesson 2.1 Studying Geography I. Displaying the Earth s Surface A. A globe of the Earth best shows the sizes of continents and the shapes of landmasses
Geography Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
Algebra Course Overview Students develop algebraic fluency by learning the skills needed to solve equations and perform manipulations with numbers, variables, equations, and inequalities. They also learn
Quarter 1 Geography Tools and Concepts Chapters 1-5 Intro to Geography = 2 day review Goal Objective Task Analysis Vocabulary Text Location Goal 2.1: Analyze the 6-9.GEH.2.1.1 Explain and use the Identify
Real Operations Equations/Inequalities Relations/Graphing Systems Exponents/Polynomials Quadratics ISTEP+ Radicals Algebra 1 Math Year at a Glance KEY According to the Indiana Department of Education +
Prentice Hall: The Cultural Landscape, An Introduction to Human Geography 2002 Indiana Academic Standards for Social Studies, World Geography (Grades 9-12) STANDARD 1: THE WORLD IN SPATIAL TERMS Students
Agile Mind Mathematics 8 Scope and Sequence, 2014-2015 Prior to Grade 8, students have written and interpreted expressions, solved equations and inequalities, explored quantitative relationships between
Prentice Hall 2009 Grade 6 C O R R E L A T E D T O Georgia Performance s for Science Grade 6 FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Science State-Funded Course: Science/Grade
Colquitt County Schools Year at a Glance - Kindergarten Purpose of National Holidays, People, or Events Celebrated Classifying and Composition, Motion, and Gravity Let s Make Friends/Amazing Friendships
Bridge to Algebra II Standards for Mathematical Practice The Standards for Mathematical Practices are to be interwoven and should be addressed throughout the year in as many different units and tasks as
CORE CURRICULUM PRODUCTS FET PHASE GRADE 10 (Content of additional subjects available on request) MATHEMATICS (PACEs 1109 1120) Learns about functional notation, graphs and determines the equation of a
Overview of Units Pacing Guide Standards and Indicators Suggested Days Q 1 1-2 Unit 1: Geometry and Measurement: Transformations in the Plane Congruence: - Translations - Reflections - Rotations - Congruent
Prentice Hall Hawaii Mathematics Content and Performances Standards (HCPS) II (Grades 9-12) Hawaii Content and Performance Standards II* NUMBER AND OPERATIONS STANDARD 1: Students understand numbers, ways
Bermudian Springs School District PA Core Standards Math Framework Seventh Grade Math and Pre-Algebra Introduction Bermudian Springs School District, in partnership with all stakeholders, recognizes the
Addition and Represent addition and subtraction with CC.2.2.PREK.A.1 Subtraction objects, fingers, mental images, and drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
A Correlation of Pearson Georgia High School Mathematics Advanced Algebra 2014 to the Gwinnett County Academic Knowledge and Skills (AKS) Mathematics Table of Contents A - Process Skills... 1 C - Geometry...
Unit Activity Correlations to Common Core State Standards Middle School Math 3 Grade 8 Table of Contents The Number System 1 Expressions and Equations 1 Functions 3 Geometry 4 Statistics and Probability
Fifth Grade Science Curriculum Science Content Standard 1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions
0 September Factors and Multiples Ratios Rates Ratio Tables Graphing Ratio Tables Problem Solving: The Four- Step Plan Equivalent Ratios Ratio/Rate Problems Decimals and Fractions Rates Complex Fractions
Unit Title: Africa : Movement Location Place Human Region : Subject/Course: 6 th Grade Social Studies Essential Questions: peoples, cultures and ideas of the world? How is a location identified using map
KASC Core Academic Standards Checklist User's Name: Date: Purpose: Middle Mathmatics Use the columns to track any curriculum issue you are considering. For instance, you might list the marking period when
01-1 and 01-14 Transitional Comprehensive Curriculum Algebra II Unit 4: Radicals and the Complex Number System Time Frame: Approximately three weeks Unit Description This unit expands student understanding
School Program Name: Name of Sanctuary: Grade Level: Grades 6 8 Location Options: Time: For more info: Landforms of New England Moose Hill Wildlife Sanctuary At the sanctuary 2 hours or combine with another
Teacher Sara Floyd Grade Level 7 th Grade Course Pre-Algebra Honors Course Aims To prepare students for Algebra I. Course Description This course is designed for students who need the basic skills required
Geography for Life Description In Geography for Life students will explore the world around them. Using the six essential elements established by the National Geographic Society students will be able to
Focus Topic:RP Ration & Proportional Relationships TSW = The Student Will TSW understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (For example,
DIATHEMATIKON PROGRAMMA CROSS-THEMATIC CURRICULUM FRAMEWORK FOR STUDIES OF THE ENVIRONMENT The nature of Studies of the Environment Studies of the Environment is an interdisciplinary subject dealing with
Algebra 2 Math Curriculum Pacing Guide (Revised 2017) Amherst County Public Schools Suggested Sequence of Instruction and Pacing 1st 9-weeks Unit 1 - Solving Equations and Inequalities (including absolute
A Correlation of CME Project Algebra 2 Common Core 2013 to the Common Core State Standards for , Common Core Correlated to the Number and Quantity The Real Number System N RN Extend the properties of exponents
GREAT BRITAIN: INDUSTRIAL REVOLUTION TO 1851 Student Worksheet Theme of Map This thematic map captures the industrial development of Britain at a time when it had transformed the British economy and society.
A Correlation of Pearson to the for Mathematics Introduction This document demonstrates how Pearson s digits program meets the Common Core State Standards for Mathematics. Correlation references are to
Topics Covered in Math 115 Basic Concepts Integer Exponents Use bases and exponents. Evaluate exponential expressions. Apply the product, quotient, and power rules. Polynomial Expressions Perform addition
Unit Program of Studies Core Content I Can Sample Vocabulary Geography 2-4 SS-5-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help
A video College Algebra course & 6 Enrichment videos Recorded at the University of Missouri Kansas City in 1998. All times are approximate. About 43 hours total. Available on YouTube at http://www.youtube.com/user/umkc
Pre-Algebra Curriculum Map: (122 days) Unit #1: Algebra: Equations and Graphing (15 days) : Big Ideas Chapter 1 s: 8.EE.7a-b 1 I can solve one and two step equations. (1 day) 8.EE.7a; 8.EE.7b 1.1 (Extra)
Algebra 1 Correlated to the Texas Essential Knowledge and Skills TEKS Units Lessons A1.1 Mathematical Process Standards The student uses mathematical processes to acquire and demonstrate mathematical understanding.
Math 8 Common Core Mathematics Prince George s County Public Schools 2014-2015 Course Code: Prerequisites: Successful completion of Math 7 Common Core This course continues the trajectory towards a more
Your web browser (Safari 7) is out of date. For more security, comfort and Activityengage the best experience on this site: Update your browser Ignore Mapping Diversity in Old and New Netherland How did
A Correlation of Pearson CME Project Algebra 1 Common Core 2013 to the California Common Core State s for Mathematics s Map Algebra I California Common Core State s for Mathematics s Map Algebra I Indicates
Unit Guides Assessment Items Indic ator s Concept Standard Curricular Indicator DOK Type* SR CR PB Assessment Questions # DOK Level 1E 1M 1H 2E 2M 2H 3E 3M 3H Civics Students will develop and apply the
College of Professional Studies Undergraduate Conversion from s to s Equivalency Table: E G As of fall 2016, Northeastern University s College of Professional Studies undergraduate programs converted from
Mini Lecture. Introduction to Algebra: Variables and Mathematical Models. Evaluate algebraic expressions.. Translate English phrases into algebraic expressions.. Determine whether a number is a solution
A Correlation of Conceptual Integrated Science Explorations Florida Edition 2012 To the Florida Integrated Science Level 2 Course 2002430 Grades 9-12 INTRODUCTION This document demonstrates how Explorations,
Precalculus, Quarter 4, Unit 4.1 Matrices Overview Number of instructional days: 11 (1 day = 45 60 minutes) Content to be learned Add, subtract, and use scalar multiplication with matrices and equivalent
Order of Operations When simplifying algebraic expressions we use the following order: 1. Perform operations within a parenthesis. 2. Evaluate exponents. 3. Multiply and divide from left to right. 4. Add
Algebra I Assessment Eligible Texas Essential Knowledge and Skills STAAR Algebra I Assessment Mathematical Process Standards These student expectations will not be listed under a separate reporting category.
Douglas County School System Georgia Standards of Excellence The following curriculum map follows the State Frameworks located on Georgiastandards.org. Using the suggested time spans provided by the state,
Big Idea: Government and Civics First Quarter Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
188.8.131.52 Classify real numbers as rational or irrational. Know that when a square root of a positive integer is not an integer, then it is irrational. Know that the sum of a rational number an irrational
Math Review for the Quantitative Reasoning measure of the GRE General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important for solving
Unit 1: Data & Functions equations, graphs, and tables; translate fluently among these representations. AI.DS.6: Understand that statistics and data are non-neutral and designed to serve a particular interest.
矍 Smithtown Central School District 8 Honors Integrated Algebra Curriculum August 2007 I. Review of Real Number System (7 Days) II. III. IV. Algebraic Expressions and Linear Equations (10 Days) Inequalities
to the Common Core State Standards for - High School I Table of Contents Number and Quantity... 1 Algebra... 1 Functions... 3 Geometry... 6 Statistics and Probability... 8 Copyright 2013 Pearson Education,
South Slave Divisional Education Council Math 20-2 Curriculum Package February 2012 2012 Strand: Measurement General Outcome: Develop spatial sense and proportional reasoning. Solve problems that involve
Where to go for help with the lessons in the I textbook: www.pearsonsuccessnet.com Username: student id number followed by scpsfl Password: YYYYMMDDscpsfl Click Student Resource Choose the chapter Choose
Albuquerque School of Excellence Math Curriculum Overview Grade 12- PreCalculus Module Complex Numbers and Transformations Module Vectors and Matrices Module Rational and Exponential Functions Module Trigonometry
ALGEBRA 2 HONORS Date: Unit 1, September 4-30 How do we use functions to solve real world problems? What is the meaning of the domain and range of a function? What is the difference between dependent variable
6.1 Properties of Matter Outline Enduring Understandings: Everything is made of matter. The structure of matter affects the properties and uses of materials. Essential Question: How can we classify different
+ Curriculum Mapping Template Name: Eichorn/Maiorano, Parent Subject Area: 8 th grade Mathematics 26 Days CMP2/3: Thinking with Mathematical Models What are the key variables in the situation? Is there
Chapter 32 Australia & New Zealand Lesson 1: Physical Geography of Australia & New Zealand Landforms Australia lies between the Pacific and Indian Oceans in the Southern Hemisphere. Although an island,
A Correlation of Pearson to the Gwinnett County Academic Knowledge and Skills (AKS) Mathematics and Skills (AKS) - Mathematics Table of Contents A - The Number System...1 B - Expressions and Equations...1
GRADE SPAN 5-8 CONTENT STANDARD 1. CITIZENSHIP/ GOVERNMENT/ DEMOCRACY Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve. BENCHMARK:
hmhco.com 800.225.5425 ScienceFusion Oklahoma Academic Standards for Science: Disciplinary Core Ideas Connect with us: @HMHCo and HMH are trademarks or registered trademarks of Publishing Company. Publishing
Standards for Mathematical Objectives Major & Minor Practice Assessments 1) Make sense of problems and determine if a situation should be modeled by a one or two Mini Quiz 1.1 persevere in solving them.
A Correlation of Tarbuck, Lutgens to the Strand 6 - Earth and Space Science , Strand 6 (Earth and Space Science) Introduction This documents demonstrates how, supports the Arizona Science Standards for
ACCUPLACER Sample Questions for Students 0 The College Board. College Board, ACCUPLACER, WritePlacer and the acorn logo are registered trademarks of the College Board. All other products and services may
Mathematics Class (IX-X) Objectives 1. Students of Secondary stage will be able to apply knowledge acquired at upper primary stage to learn real number system and other topics. They will be able to distinguish
AP Human Geography Chapter 1: Thinking Geographically Key Issue 1: How do Geographers describe where things are? Studying Human Geography Physical Geography Physical geography deals with Earth s natural
FOLKLORE BRITISH FOLKLORE FOLK TALES & FAIRY TALES Folklore consists of legends, music, oral history, proverbs, jokes, popular beliefs, fairy tales, stories, tall tales, and customs that are the traditions
2012 Correlated to the State Standards for Mathematics For Correlation of CCSS to envisionmath Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems.
A Correlation of : Graphical, Numerical, Algebraic 8 th Edition to the INTRODUCTION This document demonstrates how : Graphical, Numerical, Algebraic, 8th Edition 2011, (Demana, et al.), meets the indicators
English 5 th Grade A-L Vocabulary Cards and Word Walls Revised: 11/18/14 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State
2017.18, Precalculus, Quarter 1 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency
SPH4U Success Criteria : Scientific Investigation Skills develop relevant scientific questions about relationships, concepts and problems, make informed predictions and hypotheses for research and experiments.
SpringBoard Algebra 1 Correlations Crosswalk SpringBoard Algebra 1 Correlations Crosswalk to New Louisiana Stards N: Number Quantity N: Number Quantity N: Number Quantity N: Number Quantity Domain Cluster
Guided Reading Activity What Is Geography? Lesson 1 Thinking Like a Geographer Essential Question: How does geography influence the way people live? Directions: Read the lesson and use your textbook to
The Reasons for Seasons By Gail Gibbons Recommended Reading for grades 3-5 DD This book is about the four seasons and the wonders that come with each one of them. It explains how the position of the Earth
The Kentucky Core Content for Assessment (version 3.0) forsocial Studies (Grades 6 8) Government and Civics The study of government and civics allows students to understand the nature of government and
Instructional Sequence/Procedure (Req.): 1. Review or introduce the idea of region. The most important idea to stress is that a region is a place or places that have similar physical or human characteristics.
Rural Sociology (RU_SOC) 1 Rural Sociology (RU_SOC) RU_SOC 1000: Rural Sociology Introduction to basic concepts and principles of sociology with a focus on rural populations and places. The course explores