Mathematics Standards #math #problem #answers


#math answers

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Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Make Organic Pyrethrum Spray at Home for Organic Pest Control – Organic Gardening – MOTHER EARTH NEWS #pyrethrum #spray, #what #is #pyrethrum, #national #organic #standards, #tanacetum #cinerariifolium, #pyrethrum #products, #aster #family, #piperonyl #butoxide, #organic #pyrethrum, #beneficial #insects, #organic #pest #control, #organic #pesticides, #organic #gardening


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Make Organic Pyrethrum Spray at Home for Organic Pest Control

Pyrethrum is made from the dried flowers of a little white daisy classified as “Tanacetum cinerariifolium.”

Photo Courtesy EverGreen

This article is part of our Organic Pest Control Series , which includes articles on attracting beneficial insects, controlling specific garden pests, and using organic pesticides.

What Is Pyrethrum?

One of the oldest pesticides known, pyrethrum is also the strongest insecticide allowed under National Organic Standards guidelines. Made from the dried flowers of a little white daisy now classified as Tanacetum cinerariifolium. pyrethrum insecticides are known for their fast knock-down of unwanted insects. Insects typically become paralyzed as soon as they come into contact with pyrethrum, so it s often used in wasp sprays. Pyrethrum use in the garden should be undertaken with care and only after cultural methods that might manage a pest have been exhausted. Pyrethrum insecticides are highly toxic to bees, wasps and other beneficial insects, as well as to fish.

Which Pests Does Pyrethrum Control?

Aphids, armyworms, cucumber beetles. cutworms. squash bugs. whiteflies. leafhoppers, thrips and Colorado potato beetles are often brought under control with pyrethrum. Pests that cannot be reached with the spray for example, corn earworms or leaf miners should not be treated with pyrethrum products. Additionally, very challenging pests such as cucumber beetles and squash bugs are best managed by excluding them with row covers, with pyrethrum used as a late-season remedy should pests get out of control.

How to Use Pyrethrum

Pyrethrum degrades quickly in sunlight, but precautions still should be taken to protect beneficial insects from exposure. When using pyrethrum to control insects that take flight, such as cucumber beetles, apply pyrethrum early in the morning and then cover the treated plants with row cover or an old sheet to exclude bees and other beneficials for 24 hours. To put a damper on squash bug populations, spray plants as soon as the first nymphs are seen, and again one week later.

Do not use pyrethrum in situations where lady beetles, honeybees and other beneficials are active. Used carelessly, pyrethrum can wipe out these and other beneficial insects.

Home production of pyrethrum pesticides is practical for the resourceful homesteader. Native to current-day Yugoslavia. the Dalmation daisy is a cousin of feverfew, which it closely resembles. Hardy to Zone 6, the plants grow as short-lived perennials and often reseed in hospitable spots. If the dried flowers are soaked in warm water for three hours, the resulting spray is highly toxic to insects for about 12 hours. People who are allergic to other members of the Aster family may react badly to this daisy s pollen.

Purchased pyrethrum products require less handling and therefore may be safer to use. Look for the OMRI label when choosing a pyrethrum insecticide, because non-listed products often contain piperonyl butoxide, which is considered a possible human carcinogen. Organic pyrethrum products often contain oils or soaps to enhance their effectiveness.

How to Store Pyrethrum

Mix only as much concentrate or infusion as you will need. If not used within one day, place the container in the sun for a few hours and dispose of unused solution by pouring it out in the sun. Sunlight rapidly degrades pyrethrum, and the half-life of pyrethrum in soil is only one to two hours. Store pyrethrum products in their original containers on a high shelf, out of the reach of children and pets, in a dark place at cool room temperatures. Under good storage conditions, the shelf life of pyrethrum is about 1 year. Dried pyrethrum daisies can be stored in the freezer in an airtight container for at least six months.

8/17/2015 1:24:24 PM

Pyrethrins are the natural insecticide found in daisy like Chrysanthemum flowers grown and harvested in Kenya, Africa and Australia. Pyrethrin is considered a Botanical “natural” insecticide because it is derived from plants. Source: http://www.agrihealthcare.com/natural-insecticide-pyrethrin/

2/2/2014 5:39:36 PM

2/2/2014 5:38:04 PM

My name is Mark and I am Commercial Mortgage broker living in northern NJ. I have a green house attached to the back of my house with a ebb and flow hydroponic system with 128 3.75 inch baskets. Two 600 watt lights. Currently I am growing about 50 strawberries and 12 tomatoes. Also a few watermelon, cantaloupe, cucumber, Brussels sprouts, lemon tree, grape tree,and pineapple tree. I just went through 1500 lady bugs that ended up dying in a week. Hopefully they will send me a new batch. I have a mite problem that seems under contro.Just from rubbing each leaf with water and breaking the webs with my fingers. It seems to have worked because the plants are not turning brown and starting to look better. The aphid problem is still an issue. Its harder to find a cluster of them on the plants but they still are there. I have killed a lot of them simply breaking off the leaves that they sit on or squeezing them into the leaf. It seems to be a losing battle because today I noticed some of the leaves ona few tomato plants are curling over. My biggest fear is that when the strawberries and tomatoes create flowers the bugs will be there to eat the flowers. Therefore stopping the plants from bearing fruit. I think that’s why my cucumbers are all messed up and wilting. Its because I have an aphid problem. We have green ones and pink ones. Mites that create webs across the leaves on a strawberry plant. What about? Pyrethrum? Insecticidal soup or horticultural oil? 1% ceylon cinnamon leaf oil mixed with 99% water Email or call I appreciate any feed back? Do you think this is the reason why I have no plants that have created any fruit.

5/17/2013 6:31:31 PM

Sorry, Mrs Pleasant, but you’ll have to change something in your article. Dalmatia, where Dalmatian daisy grows is part of Croatia. Yugoslavia doesn’t exist any more.

Greetings from Zagreb, Croatia

5/9/2013 6:23:58 PM

Hello, my name is joseph molluso and i own a pest control company so maybe i can shed some light on this article. Although it is a great idea for people to apply their own pesticides in their gardens they should really do so with caution. Certain types of fruits or vegatables have permiable skin and allow pesticides absorobtion into the fruit. Ingesting these insecticides can lead to many symptoms. Always hire a licensed pest control preofessional. We go through rigerous testing and we have many years of knowledge of applying pesticides and insecticides. If your choice to to go green, there are also many options for you to go “green” if you would like. If you have any questions about pest control methods or need any advice for the above information you can contact me through my site at http://www.bedbugs-brooklyn.com and click the contact us link and ask me any questions you may have. When i get around to it i will try to reply to your questions. Again, please be safe around anything labeled a pesticide or insecticide, even if listed safe



State Water Resources Control Board #state #water #resources #control #board, #swrcb, #state #water #board, #california #water #board, #california, #state, #state, #state #water #board, #water #board, #environmental #protection, #water #protetion, #water #regulations, #water #pollution, #water #pollution #control, #runoff, #polluted #runoff, #pollution, #water #quality, #water #rights, #water #monitoring, #water #education, #water #resources, #storm #water, #stormwater, #nonpoint #source, #watersheds, #rivers, #lakes, #streams, #creeks, #bays, #lagoons, #estuaries, #wetlands, #swamps, #underground #storage #tanks, #water #reclamation, #water #recycling, #sanitary #sewers, #water #quality, #water #rights, #groundwater, #ground #water, #surface #water, #water #bodies, #delta, #delta, #wastewater, #waste #water, #wastewater #treatment, #gis, #fas, #porter #cologne #water #quality #control #act, #clean #water #act, #california #water #code, #beach #closures, #impaired #water #bodies, #water #quality #cerfification, #total #maximum #daily #loads, #tmdl’s, #waste #discharges, #watersheds, #effluent, #water #effluent, #effluent #standards, #npdes, #mtbe, #water #transfer, #sewage, #spills, #sewage #spill, #sludge, #biosolids, #state #revolving #fund, #proposition #13, #proposition #13, #water #bonds, #water #loans, #water #grants, #water #permits, #waste #discharge #requirements


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Storm Water Program

California Board of Professional Engineers, Land Surveyors and Geologists (CBPELSG Licensee) Licensed QSD Training Program

Consistent with Title 16, California Code of Regulations section 475 Code of Professional Conduct, a CBPELSG Licensee shall provide service for a project in a manner that is consistent with the laws, codes, ordnances and regulations applicable to that project. A CBPELSG Licensee shall not misrepresent his or her qualifications to a prospective or existing client or employer. A CBPELSG Licensee shall not misrepresent to a prospective or existing client the CBPELSG Licensee’s scope of responsibility in connection with projects or services for which the CBPELSG Licensee is receiving or will receive compensation from that client.

The State Water Resources Control Board expect that a CBPELSG Licensee has is thorough knowledge of the Construction General Permit requirements, and fully understands the supporting documents and other information available on the Water Boards websites. In addition, a CBPELSG Licensee must have a fundamental knowledge of erosion and sediment control and other construction site pollutants to implement the corrective actions necessary to protect Waters of the United States.

CBPELSG Licensees can register as a Qualified SWPPP Developer (QSD) via the State Water Board s Storm Water Multiple Application and Report Tracking System (SMARTS) online database.

  • CBPELSG QSD Registration in SMARTS Guide
  • SMARTS
  • CBPELSG Licensee QSD Certification Fact Sheet

Construction General Permit Training

Construction General Permit Review:

CGP Qualified SWPPP Developer (QSD)/ Qualified SWPPP Practitioner (QSP) Exams

The 2009-0009-DWQ Construction General Permit (CGP) requires that Qualified SWPPP Developers (QSDs) and Qualified SWPPP Practitioners (QSPs) attend a State Water Board Sponsored Training Course by September 2, 2011. In accordance with these requirements the State Water Board has approved of CASQA s QSD/QSP training course schedule of these courses is provided by CASQA s approved Trainers of Record .

Scientific Collectors Permit – Bioassessment Sampling

Training Videos

Construction General Permit Video: Introduction to the Legally Responsible Person
June 2013
Video Link
Construction General Permit Video: Revised Universal Soil Loss Equation 2 (RUSLE2) Calculation
Video Link
Construction General Permit Video: Post-Construction Runoff Reduction Calculation in SMARTS
Video Link

Publication Available

CASQA Construction BMP Handbook / Portal

CASQA has developed a new CASQA Construction BMP Handbook / Portal to complement the new State Construction General Permit that takes effect July 2010.

CASQA is making the new CASQA Construction BMP Handbook / Portal available now for annual subscription to help permittees and other users prepare for when the new permit takes effect in July. Get more information about purchasing an annual subscription to the Construction BMP Handbook / Portal.

California Best Management Practices Handbooks

The California Stormwater Best Management Practice Handbooks have provided excellent guidance to the stormwater community since their publication by the Stormwater Quality Task Force (SWQTF) in 1993. The SWQTF has initiated the Handbook Update Project to revise and update the Handbooks to reflect current practices, standards, and knowledge gained about the effectiveness of Best Management Practices (BMPs), and to make the Handbooks more accessible.

The California Stormwater Quality Association is an independent advisory group of regulated entities. The statements and views on its Website do not necessarily reflect those of the State Water Board or the Regional Water Boards.

Order Stormwater Best Management Practice (BMP) Handbooks online .

Erosion Sediment Control Field Manual

Best Management Practices (BMPs) for construction site planning and management. erosion and sediment control, pollution prevention, and sampling guidelines. Descriptions of BMPs are concise and include full-color graphics and installation information including guidelines, timing and limitations. Also includes the new Phase II regulations, the State Board sampling and monitoring guidelines, and long-term maintenance information. ( Revised 2002 )

148 Pages, Full Color

Start at the Source: A Design Guidance Manual for Stormwater Quality Protection

By the Bay Area Stormwater Management Agencies Association (BASMAA). BASMAA’s second edition of Start at the Source focuses on the importance of considering stormwater quality in the early stage of planning and designing land development and redevelopment.

This current edition has been updated and expanded to include commercial, industrial, and institutional development, as well as a technical section to provide more detailed information on the characteristics, application, design criteria, maintenance, and economics of the details that are discussed in this document, examples of case studies, frequently asked questions, and a complete glossary are also included.

Available at www.basmaa.org after May 30, 2003. For additional information please email BASMAA or phone 510 622-2326

The content of these Websites and documents do not necessarily reflect the view and policies of the State Water Resources Control Board, nor does the mention of trade names or commercial products constitute endorsement or recommendation for use.

Questions or Comments?



Mathematics Standards #crossword #puzzles #with #answers


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



PCI-DSS Compliance Defined #member #responsibilities, #network #access #policy, #compliant,pci-dss #compliance,data #security #standards, #information #security #standards, #payment #card #industry, #network, #gramm-leach-bliley #act, #personal #identity #information #pci #dss, #qsa, #ped, #pin, #breach, #level #1, #saq #2.1,


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PCI DSS Compliance What should I do?

About PCI DSS Compliance Requirements

PCI DSS was created by the Payment Card Industry Security Standards Council, and is comprised of American Express, Discover Financial Services, JCB International, MasterCard Worldwide, and Visa Inc. They have recently updated their global PCI compliance policies to protect cardholder data. As a result of increased credit card fraud, the Security Standards Council has modernized the PCI compliance standards in an effort to obstruct and prevent further theft of personal information, hence PCI DSS. The new PCI compliance requirements are strictly enforced by the payment card brands to all merchants who transmit, store, or process credit card information. Click here for more information about all PCI DSS and making your website PCI compliant.

PCI DSS Standards

PCI DSS apply to merchants, manufacturers of PIN entry terminals, and the software used to store, process, and/or transmit cardholder data.

PCI DSS. All merchants who store, process, and/or transmit cardholder data must comply with the standards.

The new PCI compliance regulations were developed to meet the Payment Card Industry Security Standards Council s goals to help thwart the theft of sensitive cardholder information. The main goals of PCI DSS 1.2:

  1. Build and Maintain a Secure Network that is PCI compliant
  2. Protect Cardholder Data
  3. Maintain a Vulnerability Management Program
  4. Implement Strong Access Control Measures
  5. Regularly Monitor and Test Networks
  6. Maintain an Information Security Policy

Goal 1: Build and Maintain a Secure Network

1.1 Requirement: All merchants must protect cardholder information by installing a firewall and router system. Installing a firewall system provides control over who can access an organization s network and a router is a device that connects networks, and is therefore, PCI compliant.

Program the standards of firewall and router to:

  1. Perform testing when configurations change
  2. Identify all connections to cardholder information
  3. Review configuration rules every six months

Configure firewall to prohibit unauthorized access from networks and hosts and deny direct public access to any information about the cardholder. Additionally, install firewall software on all computers that access the organization s PCI compliance network.

1.2 Requirement: Change all default passwords. Default passwords provided when first setting up software are discernible and can be easily discovered by hackers to access sensitive information.

Goal 2: Protect Cardholder Data

2.1 Requirement: Cardholder data is any personal information about the cardholder that is found on the payment card and can never be saved by a merchant – this includes preserving encrypted authentication data after authorization. Merchants can only display the maximum of the first six and last four digits of the primary account number (PAN). If merchant stores PAN, ensure that the data is secure by saving it in a cryptographic form.

2.2 Requirement: It is required that all information is encrypted when transmitting the data across public networks, such as the Internet, to prevent criminals from stealing the personal information during the process.

Goal 3: Maintain a Vulnerability Management Program

3.1 Requirement: Computer viruses make their way onto computer s many ways, but mainly through email and other online activities. The viruses compromise the security of personal cardholder information on a merchant s computer, and therefore anti-virus software must be present on all computers associated on the network.

3.2 Requirement: In addition to anti-virus software, computers are also susceptible to a breech in the applications and systems installed on the computer. Merchants must install vendor-provided security patches within a month of their release to avoid exposing cardholder data. Security alert programs, scanning services, or software may be used signal the merchant of any vulnerable information.

Goal 4: Implement Strong Access Control Measures

4.1 Requirement: As a merchant, you must limit the accessibility of cardholder information. Install passwords and other security measurements to limit employee s access to cardholder data. Only employees who must access the information to complete their job are allowed to access the information.

4.2 Requirement: In order to trace employee s activities when accessing sensitive information, assign each user an unreadable password used to access the cardholder data.

4.3 Requirement: Monitor the physical access to cardholder data; do not allow unauthorized persons the opportunity to retrieve the information by securing printed information as well as digital. Destroy all out-dated cardholder information. Maintain a visitor log and save the log for at least three months.

Goal 5: Regularly Monitor and Test Networks

5.1 Requirement: Keep system activity logs that trace all activity and review daily. The information stored in the logs is useful in the event of a security breach to trace employee activities and locate the source of the violation. Record entries reflect at a minimum: the user, event, date and time, success or failure signal, source of the affected data and the system component.

5.2 Requirement: Each quarter, use a wireless analyzer to check for wireless access points to prevent unauthorized access. Also, scan internal and external networks to identify any possible vulnerable areas in the system. Install software to recognize any modification by unauthorized personnel. Additionally, ensure that all IDS/IPS engines are up to date.

Goal 6: Maintain an Information Security Policy

Requirement: Establish a security policy that covers all PCI DSS compliance requirements and includes annual procedures to recognize any security breaches and day-to-day security policies. Perform background checks on potential employees and educate new and current employees about the new compliance regulations.

How do I become PCI DSS compliant?

To become a PCI compliant merchant, please fill out the first part of the self-assessment questionnaire found on the home page. This questionnaire consists of yes-or-no questions about your current processing service practices, and allows for flexibility depending on each individual business.

PIN Entry Device Security Requirements (PCI PED)

While these standards apply to the manufacturers of PIN devices, the PCI DSS mandates that all merchants be required to use a certified PED device. Insure all of you PIN entry devices are PCI compliant.

Payment Application Data Security Standard (PCI PA-DSS)

Merchants must install certified PCI compliant payment software on their terminal. These certified applications are installed to thwart cardholder data theft.

Small Business Compliance Guide Self Assessment Questionnaire (SAQ) Merchants

Visa MasterCard American Express Discover

2009 PCIfree.com All Rights Reserved 5122 Leesburg Pike, Alexandria, VA 22302



Mathematics Standards #algebra #questions #and #answers


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Mathematics Standards #question #and #answer


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Mathematics Standards #answer #keys


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Mathematics Standards #answer #helmets


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Mathematics Standards #quiz #answers


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Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.



Mathematics Standards #iassociate #2 #answers


#math answers

#

Mathematics Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is a mile wide and an inch deep.

These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.

In addition, the sequence of topics and performances that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing sequenced obstacles and challenges for students absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise. Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.

The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.

Understanding Mathematics

These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.