Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade 6 Test 3--Jan. 21-Mar. 17, 2009

Geometry
G.8.6.3--Identify & Classify 2-D Fig
The learner will be able to identify, describe, draw, and classify triangles as equilateral, isosceles, scalene, right, acute, obtuse, and equiangular.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.10.6.2--Identify & Classify 2-D Fi
The learner will be able to plot points that form the vertices of a geometric figure and draw, identify, and classify the figure.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.6.5--Similar Figures
The learner will be able to identify similar figures and explore their properties.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.9.6.1--Transformations
The learner will be able to identify and describe line and rotational symmetry in two-dimensional shapes, patterns and designs.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.9.6.2--Transformations
The learner will be able to describe positions and orientations of shapes under transformation (translation, reflection, and rotation) recognizing the size and shape do not change.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.6.2--Area
The learner will be able to investigate with manipulatives or grid paper what happens to the perimeter and area of a 2-dimensional shape when the dimensions are changed (Ex. length of sides are doubled).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.6.4--Circles
The learner will be able to draw, label, and determine relationships among the radius, diameter, center and circumference (e.g. radius is half the diameter) of a circle.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.6.1--3-D Geometry
The learner will be able to identify three-dimensional geometric figures using models (rectangular prisms, cylinders, cones, pyramids, and spheres).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.11.6.1--3-D Geometry
The learner will be able to identify two-dimensional patterns (nets) for three-dimensional solids, such as prisms, pyramids, cylinders, and cones.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
top  

Measurement
M.12.6.1--Distance
The learner will be able to identify and select appropriate units and tools from both systems to measure (Ex. angles with degrees, distance with feet/meters).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.2--Distance
The learner will be able to make conversions within the same measurement system in real world problems (Ex. hours to minutes to seconds, meters to cm, feet to inches, liters to milliliters, quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.4--Distance
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.2--Distance
The learner will be able to determine which unit of measure or measurment tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.3--Distance
The learner will be able to draw and measure distance to the nearest mm and 1/8 inch accurately.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.5-Distance
The learner will be able to find the distance between two points on a number line.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.6-Distance
The learner will be able to use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.1--Measure Angles
The learner will be able to identify and select appropriate units and tools from both systems to measure (Ex. angles with degrees, distance with feet/meters).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.4-Measure Angles
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.2--Measure Angles
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.6--Measure Angles
The learner will be able to use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measurements).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.4--Perimeter
The learner will be able to establish and apply formulas to find the perimeter and area of triangles, rectangles, and parallelograms.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.3--Area
The learner will be able to compare and contrast the differences among linear units, square units and cubic units.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.4--Area
The learner will be able to establish and apply formulas to find the perimeter and area of triangles, rectangles, and parallelograms.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.1--Capacity
The learner will be able to identify and select appropriate units and tools from both systems to measure (Ex. angles with degrees, distance with feet/meters).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.2--Capacity
The learner will be able to make conversions within the same measurement system in real world problems (Ex. hours to minutes to seconds, meters to cm, feet to inches, liters to milliliters, quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.4--Capacity
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.2--Capacity
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.6--Capacity
The learner will be able to use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.1--Mass/Weight
The learner will be able to identify and select appropriate units and tools from both systems to measure (Ex. angles with degrees, distance with feet/meters).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.2--Mass/Weight
The learner will be able to make conversions within the same measurement system in real world problems (Ex. hours to minutes to seconds, meters to cm, feet to inches, liters to milliliters, quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.4--Mass/Weight
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.2--Mass/Weight
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.6--Mass/Weight
The learner will be able to use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.6.2--Time
The learner will be able to make conversions within the same measurement system in real world problems (Ex. hours to minutes to seconds, meters to cm, feet to inches, liters to milliliters, quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.6.1--Time
The learner will be able to solve real world problems involving one elapsed time, counting forward and backware (calendar and clock).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
top  

Data and Probability
DAP.17.6.1--Probability
The learner will be able to distinguish between theoretical and experimental probability.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
top