reglab/statecodes huggingface dataset:
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.506 - MONTANA GRADE 4 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics operations and algebraic
				thinking content standards for Grade 4 are:
(a) interpret a multiplication equation as a
				comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as
				many as 7 and 7 times as many as 5 and represent verbal statements of
				multiplicative comparisons as multiplication equations;
(b) multiply or divide to solve word problems
				involving multiplicative comparison, e.g., by using drawings and equations with
				a symbol for the unknown number to represent the problem, distinguishing
				multiplicative comparison from additive comparison;
(c) solve multistep word problems within
				cultural contexts, including those of Montana American Indians, with whole
				numbers and having whole-number answers using the four operations, including
				problems in which remainders must be interpreted; represent these problems
				using equations with a letter standing for the unknown quantity; and assess the
				reasonableness of answers using mental computation and estimation strategies
				including rounding;
(d) find all
				factor pairs for a whole number in the range 1-100; recognize that a whole
				number is a multiple of each of its factors; determine whether a given whole
				number in the range 1-1000 is a multiple of a given one-digit number; and
				determine whether a given whole number in the range 1-100 is prime or
				composite; and
(e) generate number
				or shape patterns that follows a given rule; identify apparent features of the
				pattern that were not explicit in the rule itself; for example, given the rule
				"add 3" and the starting number 1, generate terms in the resulting sequence and
				observe that the terms appear to alternate between odd and even numbers;
				explain informally why the numbers will continue to alternate in this
				way.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.507 - MONTANA GRADE 5 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics operations and algebraic
				thinking content standards for Grade 5 are:
(a) use parentheses, brackets, or braces in
				numerical expressions and evaluate expressions with these symbols;
(b) write simple expressions that record
				calculations with numbers and interpret numerical expressions without
				evaluating them; for example, express the calculation "add 8 and 7, then
				multiply by 2" as 2 x (8 + 7); recognize that 3 x (18932 + 921) is three times
				as large as 18932 + 921, without having to calculate the indicated sum or
				product; and
(c) generate two
				numerical patterns using two given rules; identify apparent relationships
				between corresponding terms; form ordered pairs consisting of corresponding
				terms from the two patterns and graph the ordered pairs on a coordinate plane;
				for example, given the rule "add 3" and the starting number 0, and given the
				rule "add 6" and the starting number 0, generate terms in the resulting
				sequences and observe that the terms in one sequence are twice the
				corresponding terms in the other sequence; and explain informally why this is
				so.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.508 - MONTANA GRADE 6 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics ratios and proportional
				relationship content standards for Grade 6 are:
(a) understand the concept of a ratio and use
				ratio language to describe a ratio relationship between two quantities; for
				example, "The ratio of wings to beaks in the bird house at the zoo was 2:1,
				because for every 2 wings there was 1 beak." "For every vote candidate A
				received, candidate C received nearly three votes."
(b) understand the concept of a unit rate a/b
				associated with a ratio a:b with b [NOTEQUAL] 0, and use rate language in the
				context of a ratio relationship; for example, "This recipe has a ratio of 3
				cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of
				sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per
				hamburger."
(c) use ratio and rate
				reasoning to solve real-world and mathematical problems from a variety of
				cultural contexts, including those of Montana American Indians, e.g., by
				reasoning about tables of equivalent ratios, tape diagrams, double number line
				diagrams, or equations;
(i) make tables of
				equivalent ratios relating quantities with whole-number measurements, find
				missing values in the tables, plot the pairs of values on the coordinate plane,
				and use tables to compare ratios;
(ii) solve unit rate problems including those
				involving unit pricing and constant speed; for example, if it took 7 hours to
				mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At
				what rate were lawns being mowed? As a contemporary American Indian example, it
				takes at least 16 hours to bead a Crow floral design on moccasins for two
				children. How many pairs of moccasins can be completed in 72 hours?;
(iii) find a percent of a quantity as a rate
				per 100 (e.g., 30% of a quantity means 30/100 times the quantity) and solve
				problems involving finding the whole, given a part and the percent;
(iv) use ratio reasoning to convert
				measurement units and manipulate and transform units appropriately when
				multiplying or dividing quantities.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.509 - MONTANA GRADE 7 MATHEMATICS CONENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1)
				Mathematics ratios and proportional relationship content standards for Grade 7
				are:
(a) compute unit rates associated with
				ratios of fractions, including ratios of lengths, areas and other quantities
				measured in like or different units; for example, if a person walks 1/2 mile in
				each 1/4 hour, compute the unit rate as the complex fraction 1/2 / 1/4 miles
				per hour, equivalently 2 miles per hour;
(b) recognize and represent proportional
				relationships between quantities, including those represented in Montana
				American Indian cultural contexts;
(i) decide
				whether two quantities are in a proportional relationship, e.g., by testing for
				equivalent ratios in a table or graphing on a coordinate plane and observing
				whether the graph is a straight line through the origin;
(ii) identify the constant of proportionality
				(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
				proportional relationships;
(iii)
				represent proportional relationships by equations; for example, if total cost t
				is proportional to the number n of items purchased at a constant price p, the
				relationship between the total cost and the number of items can be expressed as
				t = pn; as a contemporary American Indian example, analyze cost of beading
				materials; cost of cooking ingredients for family gatherings, community
				celebrations, etc.; and (iv) explain what a point (x, y) on the graph of a
				proportional relationship means in terms of the situation, with special
				attention to the points (0, 0) and (1, r) where r is the unit rate;
(c) use proportional relationships
				to solve multistep ratio and percent problems within cultural contexts,
				including those of Montana American Indians (e.g., percent of increase and
				decrease of tribal land); for example: simple interest, tax, markups and
				markdowns, gratuities and commissions, fees, percent increase and decrease,
				percent error.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.510 - MONTANA GRADE 8 MATHEMATICS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics number system content
				standards for Grade 8 are:
(a) understand
				informally that every number has a decimal expansion; for rational numbers show
				that the decimal expansion repeats eventually; and convert a decimal expansion
				which repeats eventually into a rational number; and
(b) use rational approximations of irrational
				numbers to compare the size of irrational numbers; locate them approximately on
				a number line diagram; and estimate the value of expressions (e.g.,
				[PI]2); for example, by truncating the decimal
				expansion of [RADICAL]2, show that [RADICAL]2 is between 1 and 2, then between
				1.4 and 1.5, and explain how to continue on to get better
				approximations.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.511 - SYMBOLS

Current through Register Vol. 13, July 5, 2024
(1) The symbol "+" denotes science,
				technology, engineering, mathematics (STEM) standards that students should
				learn in order to take advanced courses such as calculus, advanced statistics,
				or discrete mathematics.
(2) The
				symbol "*" denotes specific modeling standards appearing throughout the high
				school mathematics standards.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.512 - MONTANA HIGH SCHOOL MATHEMATICS NUMBER AND QUANTITY STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics number and quantity: the real
				number system content standards for high school are:
(a) explain how the definition of the meaning
				of rational exponents follows from extending the properties of integer
				exponents to those values, allowing for a notation for radicals in terms of
				rational exponents; for example, we define 51/3 to
				be the cube root of 5 because we want
				(51/3)3 =
				5(1/3)3 to hold, so
				(51/3)3 must equal 5;
(b) rewrite expressions involving
				radicals and rational exponents using the properties of exponents;
				and
(c) explain why the sum or
				product of two rational numbers is rational; that the sum of a rational number
				and an irrational number is irrational; and that the product of a nonzero
				rational number and an irrational number is irrational.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.513 - MONTANA HIGH SCHOOL MATHEMATICS ALGEBRA CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics algebra: seeing structure in
				expressions content standards for high school are:
(a) interpret expressions that represent a
				quantity in terms of its context; 
				 *
(i) interpret parts of an expression, such as
				terms, factors, and coefficients; and
(ii) interpret complicated expressions by
				viewing one or more of their parts as a single entity; f or example, interpret
				P(1+r)n as the product of P and a factor not
				depending on P;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.515 - MONTANA HIGH SCHOOL MATHEMATICS MODELING CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics modeling content standards
				for high school are best interpreted in relation to other standards. Specific
				standards for modeling are indicated by a "*" symbol and appear throughout the
				high school standards.
20-2-114,
					 MCA; IMP,
					 20-2-121,
					 20-3-106,
					 20-7-101,
					 MCA;
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.5 - Mathematics Content Standards › Rule 10.53.517 - MONTANA HIGH SCHOOL MATHEMATICS STATISTICS AND PROBABILITY STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) Mathematics statistics and probability:
				interpreting categorical and quantitative data content standards for high
				school are:
(a) represent data with plots on
				the real number line (dot plots, histograms, and box plots);
(b) use statistics appropriate to the shape
				of the data distribution to compare center (median, mean) and spread
				(interquartile range, standard deviation) of two or more different data
				sets;
(c) interpret differences in
				shape, center, and spread in the context of the data sets, accounting for
				possible effects of extreme data points (outliers);
(d) use the mean and standard deviation of a
				data set to fit it to a normal distribution and to estimate population
				percentages; recognize that there are data sets for which such a procedure is
				not appropriate; and use calculators, spreadsheets, tables, and Montana
				American Indian data sources to estimate areas under the normal
				curve;
(e) summarize categorical
				data for two categories in two-way frequency tables; interpret relative
				frequencies in the context of the data (including joint, marginal, and
				conditional relative frequencies); and recognize possible associations and
				trends in the data;
(f) represent
				data on two quantitative variables on a scatter plot and describe how the
				variables are related;
(i) fit a function to
				the data; use functions fitted to data to solve problems in the context of the
				data; use given functions or choose a function suggested by the context; and
				emphasize linear, quadratic, and exponential models;
(ii) informally assess the fit of a function
				by plotting and analyzing residuals; and
(iii) fit a linear function for a scatter
				plot that suggests a linear association;
(g) interpret the slope (rate of change) and
				the intercept (constant term) of a linear model in the context of the
				data;
(h) compute (using
				technology) and interpret the correlation coefficient of a linear fit;
				and
(i) distinguish between
				correlation and causation.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.601 - ARTS CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) The content
				areas covered by the arts standards include:
(a) visual arts;
(b) media arts;
(c) theatre arts;
(d) music; and
(e) dance.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.602 - ARTS CONTENT STANDARDS FOR KINDERGARTEN

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for kindergarten are that each student will:
(a) explore ideas for media artworks using
				play and experimentation;
(b)
				explore ideas to form models for media arts productions;
(c) combine arts and media content to form
				media artworks;
(d) choose varied
				art forms and other content in media artwork;
(e) identify skills and roles used to create
				media arts presentations;
(f) share
				reactions to the presentation of media artworks;
(g) recognize messages in media
				artworks;
(h) identify a variety of
				media artworks;
(i) identify
				qualities and possible changes in media artworks;
(j) use personal experiences and choices in
				making media artworks; and
(k)
				share ideas relating media artworks to everyday life.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.603 - ARTS CONTENT STANDARDS FOR FIRST GRADE

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for first grade are that each student will:
(a) express ideas for media artworks through
				traditional and nontraditional media;
(b) express ideas to form plans and models
				for media arts productions and products;
(c) identify the effects of making changes to
				the content form or presentation of media artworks;
(d) combine art forms and media content to
				form media artworks;
(e)
				demonstrate skills and roles in media arts presentations;
(f) discuss the presentation of media
				artworks and identify reactions;
(g) identify components and messages in media
				artworks;
(h) describe the meanings
				of a variety of media artworks;
(i)
				identify qualities of media artworks considering audience;
(j) use personal experiences, interests, and
				models in creating media artworks; and
(k) discuss uses of media artworks in
				everyday life.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.604 - ARTS CONTENT STANDARDS FOR SECOND GRADE

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for second grade are that each student will:
(a) use resources to generate creative ideas
				for media artworks;
(b) use ideas
				to create plans and models for media arts productions;
(c) describe expressive effects in altering,
				refining, and completing media artworks;
(d) combine a variety of art and media
				content into unified media artworks;
(e) use experimentation skills and various
				roles in creating media arts presentations;
(f) identify and describe the experience of
				presenting media artworks;
(g)
				describe the components and messages in media artworks;
(h) define the purposes and meanings of media
				artworks;
(i) discuss the
				effectiveness of and improvements for media artworks;
(j) create media artworks and discuss their
				meaning and purpose; and
(k)
				identify how media artworks and ideas relate to everyday life and
				culture.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.605 - ARTS CONTENT STANDARDS FOR THIRD GRADE

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for third grade are that each student will:
(a) develop ideas for media artworks using a
				variety of tools, methods, and materials;
(b) make plans and models for media arts
				productions;
(c) demonstrate how
				the use of different elements alters media artworks;
(d) integrate varied art forms and media
				content into media artworks;
(e)
				exhibit a variety of skills and roles to create new content in media arts
				presentations;
(f) discuss ways to
				improve media artworks presentations;
(g) describe how messages are created by
				components in media artworks;
(h)
				discuss the purposes and meanings of media artworks;
(i) identify basic criteria to evaluate media
				artworks;
(j) demonstrate how media
				artworks influence popular media; and
(k) explain how media artworks and ideas can
				influence everyday life.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.606 - ARTS CONTENT STANDARDS FOR FOURTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for fourth grade are that each student will:
(a) develop original media artworks using a
				variety of creative methods;
(b)
				discuss, test, and assemble models for media arts productions;
(c) demonstrate intentional effect in
				refining media artworks;
(d)
				demonstrate how a variety of forms and content can be mixed and coordinated
				into media artworks;
(e) apply a
				variety of skills and knowledge to solve problems while creating media arts
				presentations;
(f) explain results
				of and improvements for presenting media artworks;
(g) explain how various forms, methods, and
				styles influence the message of a media artwork;
(h) explain reactions to a variety of media
				artworks considering their purpose and context;
(i) apply basic criteria to evaluate and
				improve media artworks and production processes;
(j) examine how media artworks affect
				meanings, situations, and cultural experiences in popular media; and
(k) demonstrate how media artworks and ideas
				relate to everyday life and culture.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.607 - ARTS CONTENT STANDARDS FOR FIFTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for fifth grade are that each student will:
(a) demonstrate original ideas and
				innovations for media artworks using personal and community
				experiences;
(b) develop, present,
				and test ideas, plans, models, and proposals for media arts
				productions;
(c) determine how
				elements and components can be altered for clear communication and intentional
				effects in media artwork;
(d)
				create media artworks through the integration of multiple contents and
				forms;
(e) perform a variety of
				roles while solving problems to create media art presentations;
(f) compare results of and improvements for
				presenting media artworks;
(g)
				differentiate how message and meaning are created by components in media
				artworks;
(h) compare personal and
				group interpretations of a variety of media artworks considering their
				intention and context;
(i) apply
				criteria to evaluate media artworks and production processes, considering
				context and practicing constructive feedback;
(j) demonstrate how media artworks affect
				meanings, situations, and cultural experiences; and
(k) research how media artworks and ideas
				relate to personal, social, and community life and culture.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.608 - ARTS CONTENT STANDARDS FOR SIXTH THROUGH EIGHTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for sixth through eighth grades are that each student will:
(a) produce ideas, goals, and solutions for
				original media artworks;
(b)
				analyze ideas, plans, prototypes, and creative processes for media arts
				productions;
(c) improve the
				technical quality of media artworks by selecting expressive and stylistic
				elements to reflect an understanding of purpose, audience, and place;
(d) integrate multiple content areas and
				forms into media artwork productions that convey perspectives, themes, and
				narratives;
(e) demonstrate a range
				of skills and roles in creating and performing media arts
				presentations;
(f) analyze results
				of and improvements for presenting media artworks;
(g) evaluate the qualities of and
				relationships between the components and style in media artworks;
(h) compare and contrast the intent of a
				variety of media artworks and how they impact understanding of one's own
				culture and other cultures;
(i)
				compare and contrast media artworks and production processes to context and
				artistic goals;
(j) analyze how
				media artworks expand meaning and knowledge, create cultural experiences, and
				influence local and global events; and
(k) compare how media artworks and ideas
				relate to various contexts, purposes, and values.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.6 - Arts Content Standards › Rule 10.53.609 - ARTS CONTENT STANDARDS FOR NINTH THROUGH TWELFTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The media arts
				content standards for ninth through twelfth grades are that each student will:
(a) integrate ideas, develop artistic goals,
				and problem solve in media arts creation processes;
(b) apply criteria in developing and refining
				artistic ideas, plans, prototypes, and production processes;
(c) enhance and modify media artworks, honing
				aesthetic quality;
(d) synthesize
				various art forms and themes into media artwork productions considering the
				reaction and interaction of the audience;
(e) demonstrate a progression of skills by
				fulfilling specific roles in the production of a variety of media arts
				presentations;
(f) evaluate impact
				and implement improvements in presenting media artworks considering personal,
				local, and social impacts;
(g)
				synthesize the qualities and relationships of the components in a variety of
				media artworks to create intention and persuasion;
(h) analyze the intent, meanings, and
				reception of a variety of media artworks, focusing on personal and cultural
				contexts;
(i) analyze critiques of
				media artworks and production processes;
(j) demonstrate the use of media artworks to
				synthesize new meaning and knowledge that reflect and form cultural
				experiences; and
(k) analyze how
				media artworks and ideas relate to various contexts, purposes, and
				values.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.701 - HEALTH CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) The content
				standards for health are that students:
(a)
				comprehend concepts related to health promotion and disease prevention to
				enhance personal health;
(b)
				analyze the influence of family, peers, culture, media, technology, and other
				factors on health behaviors;
(c)
				demonstrate the ability to access valid information, products, and services to
				enhance health;
(d) demonstrate the
				ability to use interpersonal communication skills to enhance health and avoid
				or reduce health risks;
(e)
				demonstrate the ability to use decision-making skills to enhance health and
				safety;
(f) demonstrate the ability
				to use goal-setting skills to enhance health;
(g) demonstrate the ability to practice
				health-enhancing behaviors and avoid or reduce health risks; and
(h) demonstrate the ability to advocate for
				personal, family, and community health.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.702 - HEALTH STANDARDS FOR KINDERGARTEN

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for kindergarten are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) identifying healthy and unhealthy
				behaviors;
(ii) identifying
				characteristics of physical, mental, and emotional health;
(iii) identifying characteristics of family
				and social health, including those of traditional and contemporary American
				Indian cultures and practices;
(iv)
				identifying ways germs are spread;
(v) showing ways to prevent the spread of
				germs;
(vi) identifying
				environmental factors that can affect health;
(vii) identifying safety practices at school
				and in the community;
(viii)
				identifying common childhood injuries;
(ix) giving examples of health care;
				and
(x) identifying body parts and
				their function.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.703 - HEALTH STANDARDS FOR FIRST GRADE

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for first grade are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) describing healthy behaviors;
(ii) giving examples of physical, mental,
				emotional, family, and social health, including those of traditional and
				contemporary American Indian cultures and practices;
(iii) identifying ways to prevent the spread
				of germs;
(iv) identifying
				environmental factors that can affect health;
(v) identifying ways to be safe and healthy
				at school and in the community;
(vi) identifying common childhood injuries
				and their treatment;
(vii)
				identifying reasons for seeing a health care professional; and
(viii) identifying basic body systems such as
				circulatory, respiratory, cardiovascular, skeletal, muscular, digestive, and
				nervous systems.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.704 - HEALTH STANDARDS FOR SECOND GRADE

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for second grade are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) identifying and explaining how health
				behaviors affect personal health;
(ii) recognizing that there are multiple
				dimensions of health, such as physical, mental, and emotional, as well as
				family and social health, including those of traditional and contemporary
				American Indian cultures and practices;
(iii) describing some ways to prevent
				childhood communicable diseases;
(iv) describing common environmental factors
				that can affect health;
(v) giving
				examples of how to be safe at school and in the community;
(vi) identifying ways to prevent and treat
				common childhood injuries;
(vii)
				describing why it is important to seek health care; and
(viii) identifying basic body systems and
				their function such as the circulatory, respiratory, cardiovascular, skeletal,
				muscular, digestive, and nervous systems.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.705 - HEALTH STANDARDS FOR THIRD GRADE

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for third grade are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) identifying links between healthy choices
				and personal health;
(ii) defining
				life skills that improve health and wellness;
(iii) using goal-setting to practice healthy
				behaviors;
(iv) describing various
				characteristics of physical, mental, emotional, family, and social health,
				including those of traditional and contemporary American Indian cultures and
				practices;
(v) explaining the
				difference between childhood communicable and non-communicable
				diseases;
(vi) identifying the
				potential sources of environmental factors that affect health;
(vii) describing how health can be affected
				by school and community environments;
(viii) identifying common childhood health
				problems;
(ix) identifying
				situations that require health care; and
(x) identifying body systems and their
				function including circulatory, respiratory, cardiovascular, skeletal,
				muscular, digestive, and nervous systems.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.706 - HEALTH STANDARDS FOR FOURTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for fourth grade are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) identifying life skills that improve
				health and wellness;
(ii)
				discussing healthy and unhealthy behaviors and their effect on
				health;
(iii) identifying personal
				health-enhancing strategies that encompass substance abuse prevention,
				nutrition, exercise, injury and disease prevention, and stress management,
				including traditional and contemporary strategies from American Indian
				cultures;
(iv) describing risky
				behaviors and their potential consequences;
(v) discussing various characteristics of
				physical, mental, emotional, family, and social health, including those of
				traditional and contemporary American Indian cultures and practices;
(vi) describing how universal precautions and
				other hygienic practices reduce the risk for contracting disease;
(vii) describing the potential sources of
				environmental factors that affect health;
(viii) discussing practices for safe school
				and community environments;
(ix)
				describing common childhood health problems and potential treatments;
(x) describing when it is important to seek
				health care; and
(xi) discussing
				the structure and function of each of the following major systems: circulatory,
				respiratory, cardiovascular, skeletal, muscular, digestive, and
				nervous.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.707 - HEALTH STANDARDS FOR FIFTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for fifth grade are that each student will be able to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) explaining the relationship between
				healthy behaviors and personal health;
(ii) describing personal health-enhancing
				strategies that encompass substance abuse prevention, nutrition, exercise,
				injury and disease prevention and stress management, including traditional and
				contemporary strategies from American Indian cultures;
(iii) identifying potential consequences of
				engaging in risky behaviors;
(iv)
				identifying examples of physical, mental, emotional, family and social health,
				including those of traditional and contemporary American Indian cultures and
				practices;
(v) explaining practices
				used to prevent or reduce the risk of spreading or contracting communicable
				diseases;
(vi) discussing ways
				environmental factors affect health;
(vii) describing ways in which safe and
				healthy school and community environments can promote personal
				health;
(viii) describing ways to
				prevent and treat common childhood injuries and health problems;
(ix) giving examples of health care and their
				benefits, including the unique issues regarding American Indians and health
				care benefits; and
(x) identifying
				the basic structure and function of the major human body systems, including
				growth and development and the reproductive system.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.708 - HEALTH STANDARDS FOR SIXTH THROUGH EIGHTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for sixth through eighth grades are that each student will be able
				to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) discussing the relationship between
				healthy behaviors and personal health;
(ii) describing the benefits of and barriers
				to practicing healthy behaviors;
(iii) analyzing behaviors that promote health
				enhancing strategies for issues such as substance abuse prevention, nutrition,
				sexual activity, exercise, injury and disease prevention, and stress
				management, including traditional and contemporary strategies from American
				Indian cultures;
(iv) analyzing the
				potential consequences of engaging in risky behaviors;
(v) identifying characteristics of physical,
				mental, emotional, family, and social health including those of traditional and
				contemporary American Indian cultures and practices;
(vi) explaining practices used to prevent or
				reduce the risk of spreading or contracting communicable diseases;
(vii) discussing ways environmental factors
				affect health;
(viii) analyzing
				ways in which safe and healthy school and community environments can promote
				personal health;
(ix) describing
				ways to reduce or prevent injuries and other adolescent health
				problems;
(x) explaining how
				appropriate health care can promote personal health, including the unique
				issues regarding American Indians and health care benefits;
(xi) defining human body systems, their
				function, and their interrelationship with one another; and
(xii) identifying basic structures and
				functions of the male and female reproductive health systems.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.709 - HEALTH STANDARDS FOR NINTH THROUGH TWELFTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The health
				standards for ninth through twelfth grades are that each student will be able
				to:
(a) comprehend concepts related to health
				promotion and disease prevention to enhance personal health by:
(i) predicting how health behaviors can
				affect health status;
(ii)
				comparing and contrasting the benefits of and barriers to practicing a variety
				of healthy behaviors;
(iii)
				developing personal health-enhancing strategies for issues such as substance
				abuse prevention, nutrition, exercise, sexual activity, injury and disease
				prevention, and stress management, including traditional and contemporary
				strategies from American Indian cultures;
(iv) comparing and contrasting the potential
				consequences of engaging in risky behavior;
(v) analyzing the interrelationships of
				physical, mental, emotional, family and social health or personal health,
				including those of American Indian cultures and practices;
(vi) comparing and contrasting various ways
				to prevent communicable diseases;
(vii) analyzing how environmental factors and
				personal health are interrelated;
(viii) analyzing how genetics and family
				history can impact personal health;
(ix) comparing and contrasting ways to
				advocate for safe and healthy school and community environments to promote
				personal health;
(x) proposing ways
				to reduce or prevent injuries and health problems;
(xi) analyzing the relationship between
				access to health care and health status, including the unique issues regarding
				American Indians and health care benefits resulting from treaty obligations;
(xii) analyzing human body
				systems, their function, and their interrelationship with one
				another;
(xiii) explaining the
				natural body changes of reproductive health;
(xiv) explaining fertilization, conception,
				and how the baby's sex and inherited traits are determined; and
(xv) comparing and contrasting how physical,
				mental, social, spiritual, and cultural factors influence attitudes about
				sexuality.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.710 - CONTENT STANDARDS FOR PHYSICAL EDUCATION

Current through Register Vol. 13, July 5, 2024
(1) The content
				standards for physical education are that students:
(a) demonstrate competency in a variety of
				motor skills and movement patterns;
(b) apply knowledge of concepts, principles,
				strategies, and tactics related to movement and performance;
(c) demonstrate the knowledge and skills to
				achieve and maintain a health-enhancing level of physical activity and
				fitness;
(d) exhibit responsible
				personal and social behavior that respects self and others;
(e) recognize the value of physical activity
				for health, enjoyment, self-expression, and/or social interaction.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.711 - DEFINITIONS

Current through Register Vol. 13, July 5, 2024
(1) For purposes of
				the physical education content standards contained in this chapter, the
				following definitions apply:
(a) "Locomotor
				skills" are defined as skills used to move the body from one place to another
				including walking, running, skipping, leaping, sliding, galloping, jumping, and
				hopping.
(b) "Manipulative skills"
				are defined as skills developed when a person handles some kind of object
				including throwing, kicking, striking, catching, redirecting an object in
				flight (such as a volleyball) or continuous control of an object such as a
				hoop.
(c) "Mature form/pattern" are
				defined as movement that is performed with ease using critical elements of the
				motor skill pattern that are smooth, efficient, and repetitive, and can be
				performed without thinking out each step of the movement.
(d) "Nonlocomotor skills" are defined as
				skills that are performed in place without appreciable spatial movement and
				include bending, and stretching, pushing, pulling, raising and lowering,
				twisting and turning, and shaking.
(e) "Small-sided practice tasks" are defined
				as games or deliberate tasks utilizing fewer students which are designed to
				practice particular skills or tasks.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.712 - PHYSICAL EDUCATION STANDARDS FOR KINDERGARTEN

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for kindergarten are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				performing basic locomotor, nonlocomotor, and manipulative skills;
				and
(ii) performing locomotor
				skills in response to teacher-led creative dance.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.713 - PHYSICAL EDUCATION STANDARDS FOR FIRST GRADE

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for first grade are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				performing most basic locomotor, nonlocomotor, and manipulative skills using
				mature patterns;
(ii) combining
				locomotor and nonlocomotor skills in a teacher-designed dance.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.714 - PHYSICAL EDUCATION STANDARDS FOR SECOND GRADE

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for second grade are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				performing basic locomotor, nonlocomotor, and manipulative skills in mature
				patterns; and
(ii) performing
				rhythmic activity with correct response to simple rhythms.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.715 - PHYSICAL EDUCATION STANDARDS FOR THIRD GRADE

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for third grade are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				performing a combination of motor skills in various contexts; and
(ii) performing developmentally appropriate
				dance steps and movement patterns.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.716 - PHYSICAL EDUCATION STANDARDS FOR FOURTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for fourth grade are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				using a combination of motor skills to engage in a variety of activities;
				and
(ii) combining locomotor
				movement patterns and dance steps used in an original dance.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.717 - PHYSICAL EDUCATION STANDARDS FOR FIFTH GRADE

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for fifth grade are that each student will be able to:
(a) demonstrate competency in a variety of
				motor skills and movement patterns by:
(i)
				exhibiting competency in fundamental motor skills and selected combinations of
				skills; and
(ii) combining
				locomotor skills in cultural as well as creative dances (self and group),
				including those of traditional and contemporary American Indian cultures, with
				correct rhythm and pattern.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.718 - PHYSICAL EDUCATION STANDARDS FOR SIXTH THROUGH EIGHTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for sixth through eighth grades are that each student will
				be able to:
(a) demonstrate competency in a
				variety of motor skills and movement patterns by:
(i) performing, with mature form, locomotor,
				nonlocomotor, and manipulative skills necessary for participating in games and
				sports, outdoor pursuits, and individual performance activities; and
(ii) identifying correct rhythm and pattern
				for a different dance form among folk, social, creative, line, and world dance,
				including those of traditional and contemporary American Indian
				cultures.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.7 - Health and Physical Education Content Standards › Rule 10.53.719 - PHYSICAL EDUCATION STANDARDS FOR NINTH THROUGH TWELFTH GRADES

Current through Register Vol. 13, July 5, 2024
(1) The physical
				education standards for ninth through twelfth grades are that each student will
				be able to:
(a) demonstrate competency in a
				variety of motor skills and movement patterns by:
(i) refining activity-specific movement
				skills in one or more lifetime activities;
(ii) exhibiting competency in two or more
				specialized skills in health-related fitness activities; and
(iii) choreographing or participating in a
				form of dance.
Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.53 - CONTENT STANDARDS › Subchapter 10.53.8 - Science Content Standards › Rule 10.53.801 - SCIENCE CONTENT STANDARDS

Current through Register Vol. 13, July 5, 2024
(1) The content
				areas included in the science standards are:
(a) physical science for which students will
				use crosscutting concepts, science and engineering practices, and technology
				while investigating how matter and energy exist in a variety of forms and how
				physical and chemical interactions change matter and energy;
(b) life science for which students will use
				crosscutting concepts, science and engineering practices, and technology while
				investigating the characteristics, structures, and functions of living things;
				the processes and diversity of life; and how living organisms interact with
				each other and their environments; and
(c) earth and space science for which
				students will use crosscutting concepts, science and engineering practices, and
				technology while investigating the composition, history, and processes that
				shape earth, the solar system, and the universe.