Texas Alignment 2012 Texas Essential Knowledge And Skills .
Texas Alignment2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency111.2 Kindergarten through PrecalculusTrademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pendingregistration in the United States and other countries.P.O. Box 8036 Wisconsin Rapids, WI 54495-8036Phone: (800) 338-4204 Fax: (715) 424-4242www.renlearn.com
Texas Alignment2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education AgencyStandards List with Aligned Product SkillsThe Standards List with Aligned Product Skills Report is a standards-oriented documentshowing the entire list of standards for the subject and grade and the product skills aligned tothose standards. This alignment report shows the breadth of standards coverage for the purposeand focus of this product.Note to Educator. iii111.2 Kindergarten. 1111.3 Grade 1. 6111.4 Grade 2. 13111.5 Grade 3. 21111.6 Grade 4. 29111.7 Grade 5. 38111.26 Grade 6. 47111.27 Grade 7. 59111.28 Grade 8. 69111.39 Algebra I. 77111.40 Algebra II. 85GeometryPrecalculus. 91. 101 2013 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without theexpress written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.ii
P.O. Box 8036Wisconsin Rapids, WI 54495-8036Phone: (800) 338-4204Fax: (715) 424-4242www.renlearn.comNote to Educator:Thank you for your interest in Renaissance Learning technology. At RenaissanceLearning, we recognize the impact that standards and assessment reform have on schools.We share the concerns of educators and administrators that students perform well andthat teachers have the resources they need to support their efforts to address standards andassessments.Renaissance Learning provides alignment reports to customers to show how the skillswithin each product align to the skills within academic standards. The alignment reportpresents all of the academic math standards for a specific state/agency with the alignedRenaissance Learning product skills indented below each standard.Academic standards encompass the entire set of learning and expectations that teachersare responsible for. Renaissance Learning recognizes that teachers are the key to usingproducts to address the entire set of standards. Renaissance Learning products are ideallysuited to support teachers and academic standards. The Renaissance Learning alignmentreport supports teachers in this role by clearly identifying specific product skills that arealigned to the multiple skills within the standards.On the alignment report you will see the word “Core” next to some of the skills. Coreskills are the most critical mathematics skills for a student to learn at a grade level. Theyare key building blocks in a student’s mathematics education. Students need to haveproficiency with core skills to be successful in math at their grade levels and to progressin the grades that follow. Core skills are indicated on Renaissance Learning’s researchiii
based and empirically validated Core Progress Math learning progression. Core ProgressMath identifies the continuum of concepts and skills needed for success in math. Thecontinuum begins with early numeracy and progresses to the level of mathematicsrequired for college and careers. All of the skills in the Core Progress Math contribute toSTAR Math Enterprise assessment. Alignments for STAR Math Enterprise includealignments to the Common Core State Standards (CCSS) Mathematics Standards.We hope this report answers your questions regarding the alignment of RenaissanceLearning technology and materials to standards. The complete alignment strategydocument is available. The Math document is number R39616. If you have any questionsabout the alignment report, please feel free to call us at (800) 338-4204.Sincerely,Renaissance Learningiv
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.2 Kindergarten111.2 KindergartenTX 1 - The student uses mathematical processes to acquire and demonstrate mathematical understanding.TX 1.A - apply mathematics to problems arising in everyday life, society, and the workplace;Overall Product SkillsDevelop ability to apply mathematical solutions to everyday life andreal world situationsTX 1.B - use a problem-solving model that incorporates analyzing given information, formulating a planor strategy, determining a solution, justifying the solution, and evaluating the problem-solving process andthe reasonableness of the solution;Overall Product SkillsUse strategies to derive solutions for problemsTX 1.C - select tools, including real objects, manipulatives, paper and pencil, and technology asappropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solveproblems;Overall Product SkillsUse strategies to derive solutions for problemsTX 1.D - communicate mathematical ideas, reasoning, and their implications using multiplerepresentations, including symbols, diagrams, graphs, and language as appropriate;Overall Product SkillsDevelop collaboration skills by explaining mathematical reasoningand strategiesTX 1.E - create and use representations to organize, record, and communicate mathematical ideas;Overall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 1.F - analyze mathematical relationships to connect and communicate mathematical ideas; andOverall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 1.G - display, explain, and justify mathematical ideas and arguments using precise mathematicallanguage in written or oral communication.Overall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 2 - The student applies mathematical process standards to understand how to represent and comparewhole numbers, the relative position and magnitude of whole numbers, and relationships within thenumeration system.TX 2.A - count forward and backward to at least 20 with and without objects;Numbers and OperationsCount 1-20Count up to 10 objectsCount on or count back with numbers 1 to 10Count up to 15 objectsCount on or count back with numbers 1 to 15Count up to 20 objects3/7/2013- 1 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.2 KindergartenCount on or count back with numbers 1 to 20Count objects to 20Core SkillCount back by ones from a number less than 20Core SkillTX 2.B - read, write, and represent whole numbers from 0 to at least 20 with and without objects orpictures;Numbers and OperationsRecognize numbers 0-20Count up to 10 objectsRead a whole number to 30Identify a number to 20 represented by a point on a number lineCore SkillTX 2.C - count a set of objects up to at least 20 and demonstrate that the last number said tells the numberof objects in the set regardless of their arrangement or order;Numbers and OperationsCount up to 9 objectsCount up to 10 objectsCount up to 15 objectsCount up to 20 objectsCount objects to 20Core SkillTX 2.D - recognize instantly the quantity of a small group of objects in organized and randomarrangements;Numbers and OperationsCount up to 3 objectsCount up to 5 objectsCount the number of any one type of object in a group of up to 10mixed objectsTX 2.E - generate a set using concrete and pictorial models that represents a number that is more than,less than, and equal to a given number up to 20;Numbers and OperationsCompare sets of up to 10 objects using "more" or "fewer"Identify two sets with equal numbers of up to 10 objectsDetermine the difference in number between two sets of objectsCompare sets of up to 20 objects using "more" or "fewer"Determine one more than or one less than a given numberCore SkillCompare sets of objects using wordsTX 2.F - generate a number that is one more than or one less than another number up to at least 20;Numbers and OperationsAdd 1 to a setSubtract 1 from a setDetermine one more than or one less than a given numberCore SkillTX 2.G - compare sets of objects up to at least 20 in each set using comparative language;Numbers and OperationsCompare sets of up to 5 objects3/7/2013- 2 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.2 KindergartenCompare sets of up to 10 objects using "more" or "fewer"Compare sets of up to 20 objects using "more" or "fewer"Compare sets of objects using wordsTX 2.H - use comparative language to describe two numbers up to 20 presented as written numerals; andNumbers and OperationsRecognize numbers 0-20TX 2.I - compose and decompose numbers up to 10 with objects and pictures.Numbers and OperationsCompose an equivalent number out of two numbers by usingpicturesDecompose a number into two numbers by using picturesTX 3 - The student applies mathematical process standards to develop an understanding of addition andsubtraction situations in order to solve problems.TX 3.A - model the action of joining to represent addition and the action of separating to representsubtraction;Numbers and OperationsAdd 1 to a setSubtract 1 from a setTX 3.B - solve word problems using objects and drawings to find sums up to 10 and differences within 10;andNumbers and OperationsAdd numbers with a sum up to 5 using picturesAdd numbers with a sum up to 7 using picturesAdd numbers with a sum up to 9 using picturesAdd numbers with a sum up to 10 using picturesSubtract numbers with a minuend up to 5 using picturesSubtract numbers with a minuend up to 7 using picturesSubtract numbers with a minuend up to 9 using picturesSubtract numbers with a minuend up to 10 using picturesDetermine the missing portion in a partially screened (hidden)collection of up to 10 objectsCore SkillTX 3.C - explain the strategies used to solve problems involving adding and subtracting within 10 usingspoken words, concrete and pictorial models, and number sentences.Overall Product SkillsDevelop collaboration skills by explaining mathematical reasoningand strategiesTX 4 - The student applies mathematical process standards to identify coins in order to recognize the needfor monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels,dimes, and quarters.Overall Product Skills3/7/2013Develop ability to apply mathematical solutions to everyday life andreal world situations- 3 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.2 KindergartenTX 5 - The student applies mathematical process standards to identify the pattern in the number word list.The student is expected to recite numbers up to at least 100 by ones and tens beginning with any givennumber.Numbers and OperationsRead a whole number from 31 to 100Count objects to 20Core SkillCount on by ones from a number less than 100Core SkillOrder whole numbers to 100 in ascending orderCore SkillOrder whole numbers to 100 in descending orderAlgebraDetermine a pattern on a 1 to 100 chartComplete a pattern on a 1 to 100 chartTX 6 - The student applies mathematical process standards to analyze attributes of two-dimensional shapesand three-dimensional solids to develop generalizations about their properties.TX 6.A - identify two-dimensional shapes, including circles, triangles, rectangles, and squares as specialrectangles;Geometry and MeasurementIdentify a circle, a triangle, a square, or a rectangleCore SkillTX 6.B - identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the realworld;TX 6.C - identify two-dimensional components of three-dimensional objects;Overall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 6.D - identify attributes of two-dimensional shapes using informal and formal geometric languageinterchangeably;Geometry and MeasurementDetermine the common attributes in a set of geometric shapesCore SkillTX 6.E - classify and sort a variety of regular and irregular two- and three-dimensional figures regardlessof orientation or size; andGeometry and MeasurementSort objects according to one attributeDetermine the group in which a geometric shape belongsTX 6.F - create two-dimensional shapes using a variety of materials and drawings.Geometry and MeasurementCompose a new shape out of two other shapesDecompose a shape into two new shapesTX 7 - The student applies mathematical process standards to directly compare measurable attributes.TX 7.A - give an example of a measurable attribute of a given object, including length, capacity, andweight; andGeometry and MeasurementSort objects according to one attributeCompare objects using the vocabulary of measurement3/7/2013Core Skill- 4 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.2 KindergartenTX 7.B - compare two objects with a common measurable attribute to see which object has more of/less ofthe attribute and describe the difference.Geometry and MeasurementCompare the sizes of two objectsCompare the weights of two objectsCompare the volumes of two objectsCompare sizes, weights, and volumesCompare the temperatures of two objectsCompare objects using the vocabulary of measurementCore SkillCompare and order objects by attributes of height or lengthCore SkillTX 8 - The student applies mathematical process standards to collect and organize data to make it useful forinterpreting information.TX 8.A - collect, sort, and organize data into two or three categories;Data Analysis, Statistics, andDetermine the group in which an object belongsProbabilityUse a 2-category tally chart to represent groups of objects (1 symbol 1 object)TX 8.B - use data to create real-object and picture graphs; andData Analysis, Statistics, andUse a picture graph to represent groups of objects (1 symbol 1Probabilityobject)TX 8.C - draw conclusions from real-object and picture graphs.Data Analysis, Statistics, andRead a picture graphProbabilityAnswer a question using information from a picture graphTX 9 - The student applies mathematical process standards to manage one's financial resources effectivelyfor lifetime financial security.TX 9.A - identify ways to earn income;TX 9.B - differentiate between money received as income and money received as gifts;TX 9.C - list simple skills required for jobs; andTX 9.D - distinguish between wants and needs and identify income as a source to meet one's wants andneeds.3/7/2013- 5 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.3 Grade 1111.3 Grade 1TX 1 - The student uses mathematical processes to acquire and demonstrate mathematical understanding.TX 1.A - apply mathematics to problems arising in everyday life, society, and the workplace;Overall Product SkillsDevelop ability to apply mathematical solutions to everyday life andreal world situationsTX 1.B - use a problem-solving model that incorporates analyzing given information, formulating a planor strategy, determining a solution, justifying the solution, and evaluating the problem-solving process andthe reasonableness of the solution;Overall Product SkillsUse strategies to derive solutions for problemsTX 1.C - select tools, including real objects, manipulatives, paper and pencil, and technology asappropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solveproblems;Overall Product SkillsUse strategies to derive solutions for problemsTX 1.D - communicate mathematical ideas, reasoning, and their implications using multiplerepresentations, including symbols, diagrams, graphs, and language as appropriate;Overall Product SkillsDevelop collaboration skills by explaining mathematical reasoningand strategiesTX 1.E - create and use representations to organize, record, and communicate mathematical ideas;Overall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 1.F - analyze mathematical relationships to connect and communicate mathematical ideas; andOverall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 1.G - display, explain, and justify mathematical ideas and arguments using precise mathematicallanguage in written or oral communication.Overall Product SkillsDevelop understanding and ability to analyze mathematicalrelationships including those between and among arithmeticoperations.TX 2 - The student applies mathematical process standards to represent and compare whole numbers, therelative position and magnitude of whole numbers, and relationships within the numeration system relatedto place value.TX 2.A - recognize instantly the quantity of structured arrangements;TX 2.B - use concrete and pictorial models to compose and decompose numbers up to 120 in more than oneway as so many hundreds, so many tens, and so many ones;Numbers and OperationsCompose an equivalent number out of two numbers by usingpicturesDecompose a number into two numbers by using picturesCount objects grouped in tens and ones3/7/2013Core Skill- 6 of 104 -
STAR Math Enterprise7H[DV(VVHQWLDO .QRZOHGJH DQG 6NLOOV111.3 Grade 1Model a number to 100 using tens and onesRecognize a number from a model of tens and ones to 100Represent a 2-digit number as tens and onesCore SkillDetermine the 2-digit number represented as tens and onesCore SkillRecognize equivalent forms of a 2-digit number using tens and onesRepresent a 3-digit number as hundreds, tens, and onesCore SkillDetermine the 3-digit number represented as hundreds, tens, andonesCore SkillTX 2.C - use objects, pictures, and expanded and standard forms to represent numbers up to 120;Numbers and OperationsCompose an equivalent number out of two numbers by usingpicturesDecompose a number into two numbers by using picturesCount objects grouped in tens and onesCore SkillModel a number to 100 using tens and onesRecognize a number from a model of tens and ones to 100Represent a 2-digit number as tens and onesCore SkillRecognize equivalent forms of a 2-digit number using tens and onesTX 2.D - generate a number that is greater than or less than a given whole number up to 120;Numbers and OperationsCount on by ones from a number less than 100Core SkillCount back by ones from a number between 20 and 100Determine one more than or one less than
Texas Alignment . 2012 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency. Standards List with Aligned Product Skills The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade and the product skills aligned to those .
Alignment REPORTER website www.alignment-reporter.com. 3.2.1. Installing the Windows software If using the Alignment REPORTER CD, place it in the CD-ROM drive. The Alignment REPORTER welcome screen should appear automatically. If not in possession of the CD, visit www.alignment-reporter.com to create an account and download the software.
for each alignment (1). Estimates of phylogeny and inferences of pos-itive selection were sensitive to alignment treat-ment. Confirming previous studies showing that alignment method has a considerable effect on tree topology (12–14), we found that 46.2% of the 1502 ORFs had one or more differing trees depending on the alignment procedure used.
This procedure was developed for the alignment of the Wide Field Corrector for the Hobby Eberly Telescope, which uses center references to provide the data for the system alignment. From previous experiments, we determined that using an alignment telescope or similar instrument would not achieve the required alignment uncertainty.
Insert Chuck into Alignment Port Press the Alignment Button down and hold it. Match the either of the Alignment Guides on the Chuck with the 118 Notch on the Alignment Port. Insert the Chuck. While holding the button down, slide the drill bit forward until it touches the Drill Stop and the Chuck is pushed all the way into the Alignment Port .
Alignment checks INSTALL‐8 Permitted indicator values for alignment checks INSTALL‐9 Alignment measurement guidelines INSTALL‐9 Attach the dial indicators for alignment INSTALL‐10 Pump‐to‐driver alignment instructions INSTALL‐10,11,12,13
becoming the best choice for shaft alignment. " We have used the system and it really is good. I was able to pick it up and align a motor accurately the first time with very little training and no previous alignment experience. " —Jeff F Roanoke Cement S-660 3-Axis Shaft Alignment System S-670 3-Axis Shaft Alignment System S-680B 5-Axis .
And the automatically music alignment has become a popular topic for research and a fundamental technique for music information processing. Audio-to-Score alignment and MIDI-to-Score alignment are two main topics of this technique. This project focuses on MIDI-to-score alignment, where the digital score file is in Humdrum format (Sapp. 2005).
ASP .NET (Active Server Pages .NET) ASP .NET is a component of .NET that allows developing interactive web pages, which are typically GUI programs that run from within a web page. Those GUI programs can be written in any of the .NET languages, typically C# or VB. An ASP.NET application consists of two major parts:
