Sentences with phrase «appropriate measurement techniques»

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PK - 2.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 3 - 5 NM - MEA.3 - 5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

MATHEMATICS: Measurement GRADES 3 - 5 NM - MEA.3 - 5.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement NM - MEA.3 - 5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 6 - 8 NM - MEA.6 - 8.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement NM - MEA.6 - 8.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 9 - 12 NM - MEA.9 - 12.1 Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement NM - MEA.9 - 12.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

MATHEMATICS: Number and Operations GRADES 3 - 5 NM - NUM.3 - 5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.3 - 5.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.3 - 5.3 Compute Fluently and Make Reasonable Estimates GRADES 6 - 8 NM - NUM.6 - 8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems NM - NUM.6 - 8.2 Understand Meanings of Operations and How They Relate to One Another NM - NUM.6 - 8.3 Compute Fluently and Make Reasonable Estimates MATHEMATICS: Measurement GRADES 3 - 5 NM - MEA.3 - 5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements GRADES 6 - 8 NM - MEA.6 - 8.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

... This brings up the nightmarish thought that if the chemical industry had developed organobromine compounds instead of the CFCs — or alternatively, if chlorine chemistry would have run more like that of bromine — then without any preparedness, we would have been faced with a catastrophic ozone hole everywhere and at all seasons during the 1970s, probably before the atmospheric chemists had developed the necessary knowledge to identify the problem and the appropriate techniques for the necessary critical measurements.

``... the nightmarish thought that if the chemical industry had developed organobromine compounds instead of the CFCs — or alternatively, if chlorine chemistry would have run more like that of bromine — then without any preparedness, we would have been faced with a catastrophic ozone hole everywhere and at all seasons during the 1970s, probably before the atmospheric chemists had developed the necessary knowledge to identify the problem and the appropriate techniques for the necessary critical measurements.