Mathematics. The level of mathematics skills an instructional aide must achieve should be at least equal to that of high school seniors. It is important to observe the actual performance of instructional aides as they demonstrate math skills with students in order to certify, through the evaluation instrument, that they posses this skill.
Mathematics. Kindergarten through Grade 8 students will master the arithmetic processes of addition, subtraction, multiplication, and division or whole numbers, fractions, and decimals, as well as algebra and geometry. Concept and manipulative experiences that engage students in exploring, conjecturing, and thinking will continue in these grades. Students will view and use math as a tool for reasoning and problem solving in purposeful ways.
Mathematics. The math program involves mastery of arithmetic skills, the application of these skills, and the understanding of key mathematical concepts. Particular emphasis is placed on providing students with concrete experiences with math concepts. Students in grades K-6 use the new GO MATH program which is aligned with the new Common Core State Standards. Math Timed Drill District Standards 6th Addition, Subtraction, Multiplication & Division: 100 facts in 3 minutes 5th Addition, Subtraction, Multiplication & Division: 1st Trimester 100 facts in 4 minutes 2nd Trimester 100 facts in 4 minutes 3rd Trimester 100 facts in 3 minutes 4th Addition, Subtraction, Multiplication & Division: 1st Trimester 100 facts in 5 minutes 2nd Trimester 100 facts in 5 minutes 3rd Trimester 100 facts in 4 minutes (100 facts in 5 for Division) 3rd Addition, Subtraction, Multiplication: 1st Trimester 100 facts in 5 minutes 2nd Trimester 100 facts in 5 minutes (50 facts in 5 for Multiplication) 3rd Trimester 100 facts in 5 (50 facts in 5 for Division) 2nd Addition & Subtraction: 50 facts in 4 minutes Sums/Differences to 20 1st Addition & Subtraction: 20 facts in 2 minutes Sums/Differences to 20 + (plus) – Student can complete all four to 90% accuracy within the time allowed. No score lower than 90%. (check) – Student can complete all four to no less than 80% accuracy within the time allowed. No score lower than 80%. -- (minus) – Student scores 79% or lower on any of the four drills. NP means Needs Practice. Sixth grade accelerated students take the early entry exam for 0xx xxxxx Xxxxxxx.
Mathematics. Acceptable alternative is a master’s degree in Mathematics Education with at least 18 graduate credits in Mathematics.
Mathematics. Should a Department Representative be unable to fulfill his/her duties due to an absence, the designated administrator will work with the Forum to temporarily assign this responsibility per Appendix I. The College shall have the right to assign and reassign disciplines to and among the various administrators. It is explicitly recognized that as a result of such assignments and reassignments, the representation of disciplines may have to change in order to assure that it is in parallel with the administrative structure. *Department will not have a faculty representative if there is an elected department chairperson. Section 3 – Department Chairperson
Mathematics. The Mathematics test assesses mathematical knowledge and competencies. The test measures a candidate’s ability to solve quantitative problems using fundamental concepts and reasoning skills. The questions present practical problems that require numerical operations, measurement, estimation, data interpretation, and logical thinking. Problems are based on realistic situations and may test abstract concepts such as algebraic patterns, precision in measurement, and probability. The use of calculators is an option.
Mathematics. 6-8 credits Students must complete 6-8 credits in mathematics, with at least 3-4 credits being taken in Calculus or Statistics. Students may fulfill this requirement by taking two approved math courses from Category 3 of the Transfer Credit Framework, provided that at least one is an approved Statistics or Calculus course. See Appendix T: Transfer Credit Framework. Credit requirements are presented as a range since actual credit number may vary by institution.
Mathematics. It is a requirement of the program that students study at least one course in mathematics; computer science is an elective. The mathematics program enables students to: • develop mathematical knowledge, concepts and principles • develop logical, critical and creative thinking • employ and refine their powers of abstraction and generalization. Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives. NSCS currently offers IB Math Studies and IB Math SL. In prior years North Star offered IB Math HL. The school reserves the right to offer alternatives as the program grows and matures.
Mathematics. Through daily practice and reviewing application, NSCS’ math curriculum builds a strong early foundation in both facts and applied concepts. Younger grades will focus on mastery of arithmetic processes in addition, subtraction, multiplication and division of whole numbers, fractions and decimals through daily drills that develop math fluency. Developing automaticity for math facts early in the academic career of NSCS students allows for greater ease of applications as students progress through the math curricula and focus on advanced concepts and applications such as place value, time, money, story problems and complex problem-solving. NSCS appreciates and promotes the need for math to be a hands-on learning experience, when learning how to apply math strategies. Students engage in exploration, conjuring and deeper level thinking promoted by the Idaho Core Standards and the Math Thinking for Instruction (MTI) methodologies. MTI methods are designed to help the student understand the multitude of methods available for solving any given math problem, rather than the rigid approach historically taken to solving math problems via one specific algorithm or strategy. MTI methodologies take into consideration the child’s cognitive development, issues of number, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra, number systems, ways of representing numbers, meanings of operations and how they relate to one another, working with qualitative and quantitative change and the need to describe and predict variation. NSCS students develop a high degree of mathematical literacy and qualitative proficiency as indicated by consistently superior year-end summative assessments. Mathematics is taught as a tool for reasoning and problem solving in purposeful ways through a combination of initial explicit and direct instruction, followed by application in problem solving and real-world situations. Because math instruction is interwoven with the business and economics focus at NSCS, the students are explicitly taught the math skills through direct instruction, after which they use the skills and an economics-based context, focusing on every day, real-world application such as formulating compounding interest, how to read and develop bar graphs, understanding savings and loans agreements, etc. Music/Arts NSCS utilizes the Orff-Schulwerk method for music teaching and learning, combined with and supported ...
Mathematics. 1 course (3-5 semester credits) Physical and Life Sciences • 2 courses (7-8 semester credits) Must include one course selected from the life sciences and one course from the physical sciences. One course must be a lab.
