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Rhea County Schools |
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Rhea County Curriculum |
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Mathematics - Grade 6 |
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Computation: One-Step
The learner will be able to
solve single-step problems where whole, fraction, and decimal numbers are involved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Application |
Master |
0.4 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.13, #15 week tested: 33. Terra Nova, Plus Edition (Complete Battery), 1997, Level 18, Objective Statement #48, Item 7, 13 week tested: 25. |
Classroom
Home
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Computation: Two-Step
The learner will be able to
solve two-step problems where whole, fraction, and decimal numbers are involved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Application |
Introduce |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.13, #15 week tested: 33. Terra Nova, Plus Edition (Complete Battery), 1997, Level 18, Objective Statement #48, Item 7, 13 week tested: 25. |
Classroom
Home
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Exponents: Identify/Expanded Form
The learner will be able to
identify numbers in expanded form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Knowledge |
Master |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.1, #1 week tested: 33. |
Classroom
Home
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Order of Operations: Evaluate/Exponent
The learner will be able to
evaluate expressions applying order of operations with and without exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Application |
Master |
0.3 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.16, #18 week tested: 33. |
Classroom
Home
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Properties: Identify/Apply
The learner will be able to
identify the associative, commutative, and distributive number properties and apply them in evaluating number sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Application |
Master |
0.3 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.3, #6 week tested: 33. |
Classroom
Home
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Algebraic Concepts: Represent
The learner will be able to
illustrate scenarios using tables, graphs, verbal rules, and/or equations and/or describe the relationships that may exist in these representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Application |
Master |
0.3 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Algebraic Concepts: Understanding
The learner will be able to
comprehend the ideas of variable, equation, and expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Master |
0.1 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Expressions: Explore/ Evaluate
The learner will be able to
explore and evaluate algebraic expressions using mental calculations, pencil and paper and calculators where appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressions |
Application |
Master |
0.3 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.36 |
Classroom
Home
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Operations: Estimation
The learner will be able to
approximate solutions that may involve addition and/or subtraction of frequently used fractions and decimals (through thousandths), multiplication and division of these same numbers, and make comparisons between the approximations and actual solutions using manipulatives and technology as necessary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.34 |
Classroom
Home
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Problem Solving: Algebraic Models
The learner will be able to
solve real-world problem situations by using algebraic models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Introduce |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.36 Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #16 week tested: 25. |
Classroom
Home
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Problem Solving: Inequalities/Equations
The learner will be able to
describe and/or apply informal strategies to obtain solutions to linear inequalities and/or non-linear equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application, Analysis |
Introduce |
0.1 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.36 Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #16, Item 26 week tested: 25. |
Classroom
Home
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Rates: Develop/Describe
The learner will be able to
formulate and/or relate the idea of rate and/or other derived and non-direct measures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rates |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Solving
The learner will be able to
model and solve simple linear equations using concrete, informal and formal strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
Application |
Introduce |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.36 |
Classroom
Home
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Solution Tools: Analysis
The learner will be able to
analyze which solution tool would best solve a problem: estimation, calculator, pencil and paper, mental math, or computer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution Methods |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Order of Operations
The learner will be able to
apply the order of operation rules in solving problems with many steps.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Application |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #51, Item 19 week tested: 25. |
Classroom
Home
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Operations: Operation Sense
The learner will be able to
develop an understanding of operations and their effects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 16, Item 10, 42 week tested: 25. |
Classroom
Home
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Operations: Problem Solving
The learner will be able to
use the procedures of operations to obtain problem solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #12 week tested: 25. |
Classroom
Home
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Algebraic Concepts: Procedures
The learner will be able to
understand algebraic procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Master |
0.6 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #16 week tested: 25. |
Classroom
Home
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Algebraic Concepts: Problem Solving
The learner will be able to
use algebraic methods to solve mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Application, Analysis |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #16 week tested: 25. |
Classroom
Home
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Variable
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
0.2 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #16 week tested: 25. |
Classroom
Home
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Computation: Real World Problems
The learner will be able to
obtain solutions to real world problems that involve computations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Application, Analysis |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #11 week tested: 25. |
Classroom
Home
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Computation: Proficiency
The learner will be able to
exhibit proficiency when performing computational procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Application |
Master |
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Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #11 week tested: 25. |
Classroom
Home
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Graphing: Problem Solving
The learner will be able to
create, interpret, and/or apply many different types of graphical forms of data to formulate answers to questions and/or obtain problem solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Synthesis |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.36 Terra Nova, Complete Battery, 1997, Level 16, Item 18 week tested: 25. Terra Nova, Complete Battery, 1997, Level 16, Item 17 week tested: 25. |
Classroom
Home
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Evaluate Graphical Forms: Select Display
The learner will be able to
choose the most suitable form and/or method of data display.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Analysis, Evaluation |
Master |
0.3 |
Terra Nova, Complete Battery, 1997, Level 16, Item 24, 46 week tested: 25. |
Classroom
Home
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Decimals: Converting
The learner will be able to
convert decimals to fractions and fractions to decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Decimals |
Application |
Master |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.4, #7 week tested: 33. |
Classroom
Home
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Decimal Operations
The learner will be able to
add, subtract, multiply, and divide decimal numbers within the context of numerical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computing |
Knowledge, Application |
Master |
2.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.2, #4 week tested: 33. Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #47, Item 2, 3, 12 week tested: 25. Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #47, Item 7, 9 week tested: 25. |
Classroom
Home
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Fractions: Operations/Whole/Mixed
The learner will be able to
add, subtract, multiply, and divide with fractions, fractions and whole numbers, fractions and mixed fractions, and mixed fractions and whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Application |
Master |
3.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.3, #5 week tested: 33. Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #48, Item 4, 11, 13 week tested: 25. Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #48, Item 17 week tested: 25. Terra Nova, Plus Edition (Complete Battery), 1997, Level 16, Objective Statement #48 week tested: 25. |
Classroom
Home
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Fractions: Converting
The learner will be able to
convert a fraction to a percent and a percent to a fraction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Application |
Master |
1.0 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.4, #7 week tested: 33. |
Classroom
Home
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Functions: Analyze
The learner will be able to
analyze functional relationships to describe how a change in one quantity results in a change in another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functional Relationships |
Analysis |
Introduce |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Functions: Identify
The learner will be able to
recognize functions (and/or patterns) in statistical data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions/Relations |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Functions: Language/Symbols
The learner will be able to
apply mathematical language and/or symbols in making descriptions of patterns and to make representations of functional relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions/Relations |
Application |
Introduce |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Functions: Problem Solving
The learner will be able to
apply functions and/or patterns in the representation and/or solving of problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Introduce |
0.5 |
Terra Nova, Complete Battery, 1997, Level 16, Item 15 week tested: 25..; TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.35 |
Classroom
Home
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Congruency/Similarity/Symmetry
The learner will be able to
recognize and relate the characteristics of congruent, similar, or symmetric geometric shapes or figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Congruence/Similarity/Symmetry |
Synthesis |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.9, #11 week tested: 33. TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.9, #11 week tested: 33. TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.9, #11 week tested: 33. Terra Nova, Complete Battery, 1997, Level 16, Item 54, 55 week tested: 25. Terra Nova, Complete Battery, 1997, Level 16, Item 28 week tested: 25. |
Classroom
Home
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Geometric Concepts: Applications
The learner will be able to
apply geometric concepts to a variety of contexts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Concepts |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Geometric Concepts: Conjectures
The learner will be able to
use geometric concepts, including properties and/or relationships in the formulation of conjectures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Concepts |
Evaluation |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Geometric Concepts: Relationships
The learner will be able to
illustrate geometric relationships by applying manipulatives, technology, a compass, straight-edge, and/or protractor.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Relationships |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Transformations: Apply/Explain
The learner will be able to
use and/or relate the changes of elementary transformations on geometric shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations |
Synthesis |
Introduce |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Geometry Concepts: Applications
The learner will be able to
apply concepts involved in geometry to art, architecture, and construction work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Concepts |
Application, Evaluation |
Master |
0.2 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Lines: Parallel/Describe
The learner will be able to
describe and identify parallel lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Comprehension |
Reinforce |
0.1 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 Terra Nova, Complete Battery, 1997, Level 16, Item 33 week tested: 25. |
Classroom
Home
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Triangles: Identify Corresponding Parts
The learner will be able to
identify corresponding triangle parts from given illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Comprehension |
Master |
0.2 |
TN: Comprehensive Assessment Prog. Competency Test, 03/1994, Grade 12, p.9, #11 week tested: 33. |
Classroom
Home
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Lines: Perpendicular/Describe
The learner will be able to
describe and identify perpendicular lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Comprehension |
Reinforce |
0.1 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 Terra Nova, Complete Battery, 1997, Level 16, Item 33 week tested: 25. |
Classroom
Home
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Problem Solving: Geometric Models
The learner will be able to
represent problem situations with geometric models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Models |
Application |
Introduce |
0.3 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Problem Solving: Geometric Models
The learner will be able to
solve real-world application problems using geometric models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Introduce |
0.3 |
TN: Curriculum Framework (K-8), October 11, 1996, Grade 6 - 8, p.37 |
Classroom
Home
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Figures: Join/Separate
The learner will be able to
investigate breaking up and putting together various shapes to make new shapes and/or tessellations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures |
Synthesis |
Introduce |
0.3 |
Terra Nova, Complete Battery, 1997, Level 16, Item 48 week tested: 25. |
Classroom
Home
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Angle Relationships
The learner will be able to
identify, compare, and analyze the relationships which exist between angles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Angles |
Analysis |
Reinforce |
0.3 |
Terra Nova, Complete Battery, 1997, Level 16, Item 30 week tested: 25. |
Classroom
Home
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Geometric Concepts: Understanding
The learner will be able to
display comprehension of spatial relationship and geometry through the visualization and recognition of various objects (2D and 3D), by sorting different shapes, identifying symmetry, applying transformations and formulas, and through the evaluation of the characteristics of various figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Concepts |
Application |
Introduce |
0.4 |
Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #14 week tested: 25. |
Classroom
Home
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Inductive/Deductive
The learner will be able to
identify and use the techniques of inductive and deductive reasoning in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 16, Item 19, 51 week tested: 25. Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #17 week tested: 25. |
Classroom
Home
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Spatial Thinking: Visualization
The learner will be able to
visualize and describe the outcome of folding geometric figures a variety of ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
Synthesis |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 16, Item 32, 41 week tested: 25. |
Classroom
Home
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Spatial Thinking: Apply Concepts
The learner will be able to
use suitable concepts and procedures of spatial reasoning/understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
Application |
Introduce |
0.3 |
Terra Nova, Complete Battery, 1997, Level 16, Item 32, 41 week tested: 25. Terra Nova, Complete Battery, 1997, Level 16, Objective Statement #17 week tested: 25. |
Classroom
Home
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Reasoning: Proportional
The learner will be able to
use proportional reasoning skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Maste | | |
