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 Two 3rd Nine Weeks |
***Volume/Capacity
The learner will be able to
measure volume/capacity.
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Arkansas Mathematics Frameworks 2004 |
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M.13.2.11
The learner will be able to
estimate and measure capacity/volume with non-standard units to recognize the need to standard units.
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Arkansas Mathematics Frameworks 2004 |
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M.13.2.10
The learner will be able to
select appropriate customary measurement tools (cups) for situations involving capacity.
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Arkansas Mathematics Frameworks 2004 |
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M.12.2.6
The learner will be able to
make simple comparisons within units of like dimension (capacity) Ex. A cup is less than a pint.
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Arkansas Mathematics Frameworks 2004 |
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A.7.2.1
The learner will be able to
interpret and compare quantitative change (in volume/capacity) Ex. changes in capacity or volume. The large box holds 15 more cubes than the small box.
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Arkansas Mathematics Frameworks 2004 |
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M.12.2.5
The learner will be able to
compare temperatures using the fahrenehit scale on a thermometer.
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Arkansas Mathematics Frameworks 2004 |
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M.13.2.12
The learner will be able to
determine perimeter using physical materials (paper clips,craft sticks or grids) and by using measur ment tools (rulers).
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Arkansas Mathematics Frameworks 2004 |
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M.13.2.9
The learner will be able to
read temperatures on a Fahrenehit scale in intervals of ten.
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Arkansas Mathematics Frameworks 2004 |
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***Variables
The learner will be able to
use variables to solve problems.
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Arkansas Mathematics Frameworks 2004 |
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A.5.2.2
The learner will be able to
express mathematical relationships using equalities and inequalities (>,<,=, not equal symbol) Ex. 4+6=7+3, 3+5 <4+5.
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Arkansas Mathematics Frameworks 2004 |
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A.5.2.3
The learner will be able to
recognize that symbols such as rectangle, triangle and diamond in an addition or subtraction equation, represent a missing value that will make the statement true.
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Arkansas Mathematics Frameworks 2004 |
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A.4.2.6
The learner will be able to
recognize, describe, extend and create repeating and growing patterns using a wide variety of materials to solve problems.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.9
The learner will be able to
represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and phisical models Ex. identify and illustrate parts of a whole.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.7
The learner will be able to
model, represent and explain division as sharing equally and repeated subtraction in contextual situations. (Mrs. Lopez bought a dozen pencils for her four children. She gave each child the same number of pencils. How many pencils did each child receive?).
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Arkansas Mathematics Frameworks 2004 |
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A.4.2.5
The learner will be able to
identify a number that is more or less than any whole number less than 100 using mulitiples of ten Ex. 30 more than 26 is 56.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.10
The learner will be able to
utilize models to recognize tha a fractional part can mean different amounts depending on the original quantity (the whole has to be the same to compare fractions).
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Arkansas Mathematics Frameworks 2004 |
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G.10.2.1
The learner will be able to
extend the use of directional words to include rows and columns (Ex. this rectangle has 3 rows and 4 columns).
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Arkansas Mathematics Frameworks 2004 |
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