Index
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Mathematics
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Grade K 1st Nine Weeks |
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Grade K 2nd Nine Weeks |
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Grade K 3rd Nine Weeks |
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Grade K 4th Nine Weeks |
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Grade One 1st Nine Weeks |
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Grade One 2nd Nine Weeks |
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Grade One 3rd Nine Weeks |
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Grade One 4th Nine Weeks |
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Grade Two 1st Nine Weeks |
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Grade Two 3rd Nine Weeks |
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Grade Two 2nd Nine Weeks |
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Grade Two 4th Nine Weeks |
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Grade Three 3rd Nine Weeks |
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Grade Three 1st Nine Weeks |
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Grade Three 2nd Nine Weeks |
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Grade Three 4th Nine Weeks |
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Grade Four 1st Nine Weeks |
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Grade Four 2nd Nine Weeks |
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Grade Four 3rd Nine Weeks |
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Grade Four 4th Nine Weeks |
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Grade 5 Test 1--Aug. 27--Oct. 28, 2008 |
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Grade 5 Test 2--Oct. 29-Jan. 20, 2009 |
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Grade 5 Test 3--Jan. 21-Mar. 17, 2009 |
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Grade 6 Test 1--Aug. 27-Oct. 28, 2008 |
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Grade 6 Test 2--Oct. 29-Jan. 20, 2009 |
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Grade 6 Test 3--Jan. 21-Mar. 17, 2009 |
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Grade 7 Test 1--Aug. 27-Oct. 24, 2008 |
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Grade 7 Test 2--Oct. 25--Jan. 9, 2009 |
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Grade 7 Test 3--Jan. 10-Mar. 19, 2009 |
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Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008 |
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Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009 |
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Pre-Algebra Test 3-Jan.10-Mar. 19, 2009 |
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Grade 8 Test 1--Aug. 21-Oct. 23, 2008 |
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Grade 8 Test 2--Oct. 24-Jan. 29, 2009 |
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Grade 8 Test 3--Jan. 30-Mar. 19, 2009 |
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Grade Eight 3rd Nine Weeks |
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Grade Eight 1st Nine Weeks |
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Grade Eight 2nd Nine Weeks |
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Grade Eight 4th Nine Weeks |
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Algebra 1 Test 1-Aug. 21-Oct. 29, 2008 |
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Algebra 1 Test 2--Oct. 30-Jan. 30, 2009 |
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Algebra 1 Test 3--Jan. 31-Mar. 19, 2009 |
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Algebra B Test 1-Aug. 21-Oct. 29, 2008 |
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Algebra B Test 2--Oct. 30-Jan. 29, 2009 |
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Algebra B Test 3--Jan. 31-Mar. 19, 2009 |
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Algebra A--First Nine Weeks |
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Algebra A--Second Nine Weeks |
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Algebra A--Third Nine Weeks |
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Algebra A--Fourth Nine Weeks |
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Geometry Test 1--Aug. 21-Oct. 23, 2008 |
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Geometry Test 2--Oct. 24-Jan. 21, 2009 |
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Geometry Test 3--Jan. 22-Mar. 19, 2009 |
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Transitional Math 1st 9 weeks |
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Transitional Math-2nd 9 weeks |
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Transitional Math-3rd 9 weeks |
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Transitional Math-4th 9 weeks |
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Algebra II Test 1--Aug. 21-Nov. 12, 2008 |
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Algebra II Test 2--Nov. 13-Jan. 28, 2009 |
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Algebra II Test 3--Jan. 29-Mar. 18, 2009 |
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Algebraic Connections--First Nine Weeks |
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Algebraic Connections--Second Nine Weeks |
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Algebraic Connections--Third Nine Weeks |
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Algebraic Connections--Fourth Nine Weeks |
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Pre-Calculus--First Nine Weeks |
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Pre-Calculus--Second Nine Weeks |
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Pre-Calculus--Third Nine Weeks |
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Pre-Calculus--Fourth Nine Weeks |
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Calculus AB--First Nine Weeks |
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Calculus AB--Second Nine Weeks |
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Calculus AB--Third Nine Weeks |
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Calculus AB--Fourth Nine Weeks |
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© 2008 by
Paragould School District
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
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Paragould School District |
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PSD Math 2008-09 |
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Mathematics - Grade 6 Test 2--Oct. 29-Jan. 20, 2009 |
DAP.14.6.1--Single Variable Statistics
The learner will be able to
formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population.
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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DAP.14.6.2--Single Variable Statistics
The learner will be able to
collect data and select appropriate graphical representations to display the data including Venn diagrams.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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DAP.14.6.3--Single Variable Statistics
The learner will be able to
construct and interpret graphs, using correct scale, including line graphs and double-bar graphs.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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DAP.15.6.1--Single Variable Statistics
The learner will be able to
interpret graphs such as double line graphs and circle graphs.
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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DAP.15.6.2--Single Variable Statistics
The learner will be able to
compare and interpret information provided by measures of central tendencies (mean, median, and mode) and measures of spread (range).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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DAP.16.6.1--Single Variable Statistics
The learner will be able to
use observations about differences in data to make justifiable inferences.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.1.6.5--Number Theory
The learner will be able to
recognize and identify perfect squares and their square roots (may involve numbers larger than 100).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.2.6.1--Number Theory
The learner will be able to
use divisibility rules to determine if a number is a factor of another number (3, 4, 6, 9).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.5--Number Theory
The learner will be able to
find and use factorization (tree diagram) including prime factorization of composite numbers (expanded and exponential notation) to determine the greatest common factor (GCF) and least common multiple (LCM).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.2.6.5--Fraction Computation
The learner will be able to
model multiplication and division of fractions (including mixed numbers) and decimals using pictures and physical objects (Ex: weight, money, and measuring cups).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.2--Fraction Computation
The learner will be able to
develop and analyze algorithms for computing with fractions (icluding mixed numbers) and decimals and demonstrate, with and without technology, computational fluency in their use and justify the solution.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.3--Fraction Computation
The learner will be able to
solve, with and without appropriate technology, multi-step problems using a variety of methods and tools (i.e., objects, mental computation, paper and pencil).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.4--Fraction Computation
The learner will be able to
estimate reasonable solutions to problem situations involving fractions and decimals.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.6--Proportions
The learner will be able to
use proportional reasoning and ratios to represent problem situations and determine the reasonableness of solutions with and without appropriate technology.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.1.6.1--Percents
The learner will be able to
demonstrate conceptual understanding to find a specific percent of a number, using models, real-life examples, or explanations.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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NO.3.6.7--Percents
The learner will be able to
determine the percent of a number and solve related problems in real world situations (Ex. tip, sales tax, discounts, etc.).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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A.4.6.1--Linear Functions
The learner will be able to
solve problems by finding the next term or missing term in a pattern or function table using real world situations.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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A.4.6.2--Linear Functions
The learner will be able to
interpret and write an algebraic rule for a one-operation function table (Ex: y = x + 3).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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A.6.6.1--Linear Functions
The learner will be able to
complete, with and without appropriate technology, and interpret tables and line graphs that represent the relationship between two variables in quadrant l (Ex. time and distance).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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A.7.6.1--Linear Functions
The learner will be able to
identify and compare situations with constant or varying rates of change (Ex. a student's rate of growth each year is a varying rate, hourly wages is a constant rate).
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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G.10.6.1--Linear Functions
The learner will be able to
use ordered pairs to plot points in Quadrant l.
| Source |
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Arkansas Mathematics Framework Revision 2004 Amended 2006(a) |
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