Documentation: ADN version 0.6.50

This metadata framework documentation provides:

• Graphical overview, content examples, cataloging best practices
• A description of each metadata field including occurrences, obligation, data types, terms and definitions
• Bolded items represent controlled vocabulary terms or the name of individual metadata fields

The table below organizes the metadata fields in alphabetical order across and then down:

Access information

xpath - /itemRecord/technical/offline/accessInformation
Framework version - 0.6.50

Definition - a description as to how to order, buy or subscribe to the described offline resource so that it may be accessed and used
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The resource is available as a CD-ROM from NASA.

Cataloging best practices

Things to do

• Include detailed information as to how a user may order, buy or subscribe to get the described resource.

Examples

• The resource is available as a CD-ROM from NASA. Order by calling this phone number.
• To order this book, write to ABC Publishing at 123 Some St. Boulder, CO 80307. State book name when ordering.

Additional information

xpath - /itemRecord/general/additionalInfo
Framework version - 0.6.50

Definition - more information about any aspect of the resource being described
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Additional information about the resource is ...

Cataloging best practices

Things to do

• Use only if other fields do not capture the information necessary to understand the resource.

Age range

xpath - /itemRecord/educational/audiences/audience/typicalAgeRange
Framework version - 0.6.50

Definition - the age of the typical intended user
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - 10-12 year olds

Cataloging best practices

Things to do

• Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
• Be specific to the grade range currently being described.
• Use a specific age or describe an age range.
• Use with the grade range terms of Informal education and General public.

Things to avoid

• Do not use for resources like data, data viewers, reference materials or portal sites.

Examples

• If the grade range is Informal education, then an example is 10-12 year olds.
• If the grade range is General public, then an example is all ages.

Audience

xpath - /itemRecord/educational/audiences/audience
Framework version - 0.6.50

Definition - specific audience and educational characteristics addressed by a resource that include grade range, typical age range, instructional goal, teaching methods, use time, who the resource should be used by and who benefits from it.
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Child elements - gradeRange, toolFor, beneficiary, typicalAgeRange, instructionalGoal, teachingMethods, typicalUseTime
Data types - complex
Domain - the child elements
Domain example - <gradeRange>, <toolFor>, <beneficiary>

Cataloging best practices

Things to do

• Complete the subfield of grade range. It is a required field in order to make a complete metadata record.
• If desired, complete the other subfields of tool for, beneficiary, age range, instructional goal, teaching methods and use time.

Audience - list

xpath - /itemRecord/educational/audiences
Framework version - 0.6.50

Definition - a list of audiences and educational characteristics addressed by a resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - audience
Data types - complex
Domain - the child element
Domain example - <audience>

Cataloging best practices

Things to do

• Complete the required subfield of audience.

Begin - AD

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin
Framework version - 0.6.50

Definition - a period start date, and possibly time, of interest associated with a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - date, time
Data types - complex, string
Domain - the element attributes
Domain example - <date>, <time>
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin

Cataloging best practices

Things to do

• Use when a calendar date is known.
• Complete the required subfield of date.

Begin - BC

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin
Framework version - 0.6.50

Definition - a period start time expressed as a Gregorian year
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - gYear
Domain - integers
Domain example - -8700, 2500, 0000
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin

Cataloging best practices

Things to do

• Use when expressing dates (in Gregorian years) that are Before Common Era (BC).
• Enter data in the following format: YYYY.
• To express dates before 0000 A.D., use a minus sign: -YYYY.

Examples

• Queen Cleopatra's reign began: -0051 (for 51 B.C.) to -0030 (for 30 B.C.)

Begin - relative

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin
Framework version - 0.6.50

Definition - a decimal number indicating the start time of interest
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Attributes - units
Data types - decimal
Domain - numerical decimals
Domain example - 135.50
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeAD/begin
• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeBC/begin

Cataloging best practices

Things to do

• Choose an appropriate numerical value.
• Complete the required subfield of units.
• Choose the same units for both the beginning and ending values.
• Use when expressing dates that are millions or billions of years ago.
• Use when expressing dates that are relative or shift on a daily, monthly or yearly basis (often occurs with real-time data sites like a weather forecasting models).

Things to avoid

• Do not enter time relative information or units if the units cannot be determined.
• Do not mix units between the beginning and ending values.

Examples

• Jurassic: 205 Billion years ago to 140 Billion years ago.
• To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

Begin units

xpath - /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/begin/@units
Framework version - 0.6.50

Definition - units of time
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - Days ago, Billion years ago
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMax/@units
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert/vertMin/@units
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMax/@units
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detVert/vertMin/@units
• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/timeInfo/timeRelative/end/@units

Controlled vocabulary information

• Number of levels - 1
• Level 1 is Units - units of time; see the allowed terms below

Term and definitions

• Billion years ago - self-explanatory
• Billion years forward - self-explanatory
• Days ago - self-explanatory
• Days forward - self-explanatory
• Hours ago - self-explanatory
• Hours forward - self-explanatory
• Hundred years ago - self-explanatory
• Hundred years forward - self-explanatory
• Million years ago - self-explanatory
• Million years forward - self-explanatory
• Minutes ago - self-explanatory
• Minutes forward - self-explanatory
• Thousand years ago - self-explanatory
• Thousand years forward - self-explanatory
• Years ago - self-explanatory
• Years forward - self-explanatory

Cataloging best practices

Things to do

• Choose the appropriate units.
• Choose the same units for both the beginning and ending values.

Things to avoid

• Do not enter time relative information or units if the units cannot be determined.
• Do not mix units between the beginning and ending values.

Examples

• To specify a time period for a website that always has 30 days of data accessible, complete the begin - relative field with the number 30 and the end - relative field with the number 0 and specify the units as Days ago.

Beneficiary

xpath - /itemRecord/educational/audiences/audience/beneficiary
Framework version - 0.6.50

Definition - a recipient of the instruction or information of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - controlled vocabulary
Domain example - DLESE:Evaluators, GEM:University instructors

Notes

• Some controlled vocabulary terms are from GEM. Not all the GEM terms were adopted.
• The GEM terms are available at: http://raven.ischool.washington.edu/about/documentation/gem-controlled-vocabularies/vocabulary-beneficiary
• GEM did not provide definitions for GEM terms. DLESE provided definitions for GEM terms.
• DLESE added additional terms with definitions.

Controlled vocabulary information

• Number of levels - 2
• Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
• Level terms and definitions:
• DLESE - Digital Library for Earth System Education
• GEM - The Gateway to Educational Materials
• Level 2 is Beneficiary - the ultimate beneficiary of the resource being described; see the allowed combination of terms below; the tool for part of the term is the phrase after the last colon

Term and definitions

• DLESE:Earth system data specialists - individuals who primary responsibility is to work with, process, analyze, package or redistribute Earth data sets
• DLESE:Evaluators - individuals whose determine significance, worth or condition by careful study, appraisal or assessment
• DLESE:Media specialists - individuals whose specialty is understanding information skills, methods and integration and combining this with educational technologies
• DLESE:Researchers - individuals who investigate relevant topics, problems, issues or events in order to advance knowledge of a field
• DLESE:Science professionals - individuals working in the scientific arena but who position is more operations oriented rather than research oriented
• GEM:Administrators - individuals who manage others, large projects or budgets within an organization
• GEM:Adult education students - individuals generally above the age of 18 who have returned to or are starting out in a formal academic environment
• GEM:Advanced placement students - individual who are taking college-level and often college-credit courses in high school
• GEM:African-American students - self-explanatory
• GEM:Asian-American students - self-explanatory
• GEM:At-risk students - individuals who are struggling in a school setting and may be in danger of dropping out because of social, economic or psychological factors
• GEM:Bilingual students - individuals fluent in multiple languages usually the dominant language of the learning situation and another language
• GEM:Culturally diverse classroom - a learning setting with culturally differentiated groups
• GEM:Curriculum supervisors - individuals responsible for defining or managing sets of courses constituting an academic area of specialization
• GEM:Developmentally disabled students - individuals with developmental challenges due to their social environment
• GEM:Disabled students - learners with any handicaps whether it be physical, emotional, developmental, economic, hearing or vision
• GEM:Economically disadvantaged students - individuals facing challenges due to their financial or economic situation
• GEM:Elementary school teachers - educators whose primary responsibility it is to instruct students in kindergarten through grade five
• GEM:Emotionally disabled students - individuals who are emotionally challenged
• GEM:English as a second language (ESL) students - individuals whose first language is a language other than English
• GEM:Female students - self-explanatory
• GEM:General public - individuals in the general population
• GEM:Gifted or honors students - individuals taking courses above grade level
• GEM:Hearing impaired students - individuals with no or minimal abilities to hear the spoken word
• GEM:Hispanic-American students - self-explanatory
• GEM:Learning disabled students - individuals who may have visual, auditory, spatial, conceptual, memory or behavioral deficits that benefit from alternative or multiple teaching methods in order to understand topics and concepts
• GEM:Librarians - specialists in the care and management of a library or collections of related items
• GEM:Limited English proficiency (LEP) students - individuals who have only a slight understanding of or ability to speak English
• GEM:Male students - self-explanatory
• GEM:Middle school teachers - educators whose primary responsibility is to instruct students in grades six through eight.
• GEM:Minority students - individuals that are in disproportionate representation in STEM (science, technology, mathematics, engineering) disciplines; includes ethnicity, gender or socioeconomic populations
• GEM:Native American students - self-explanatory
• GEM:Other educational professionals - individuals who consider themselves teachers or instructors but may not be formally associated with an institution or organization and who may teach across all grade ranges and ages (e.g. professional tutors)
• GEM:Pacific Islanders - self-explanatory
• GEM:Parents - individuals who raise or care for offspring or other persons
• GEM:Physically disabled students - individuals with physical challenges or handicaps; does not include hearing or vision-impaired learners
• GEM:Policymakers - individuals whose primary responsibility is to develop and define plans, rules, strategies, guidelines, principles, actions or procedures for institutions or government agencies
• GEM:Remedial students - individuals taking courses that are generally deemed below grade level
• GEM:Rural students - individuals in school settings that are located in country or agricultural areas
• GEM:Secondary school teachers - educators whose primary responsibility is to instruct students in grades nine through twelve.
• GEM:Student teachers - individuals pursuing a teaching certificate and who are currently working in a classroom setting.
• GEM:Students - individuals who investigate topics, problems, issues or events in order to advance their own knowledge, skills or understanding; often in a structured learning environment or through self-study
• GEM:Students with multiple disabilities - individuals with more than one physical, developmental, or emotional challenge
• GEM:Suburban students - individuals in school settings adjacent or within commuting distance of major cities
• GEM:Supervisors - individuals who manage others or projects within an organization
• GEM:Teacher educators - individuals who train professional teachers
• GEM:Teachers - individuals whose primary responsibility or occupation is the instruction of others
• GEM:Teaching professionals - educators whose occupation is teaching or instructing
• GEM:University instructors - educators at the college level who teach primarily undergraduate and graduate students
• GEM:Urban students - learners within a city setting
• GEM:Vision impaired students - individuals whose eyesight is limited or no longer functioning

Cataloging best practices

Things to do

• Choose a beneficiary term.
• Use for resources that are intended for student learning like lesson plans, case studies, activities, course, curriculums and other types of learning materials.
• Beneficiary terms should match/support the grade range field and not the tool for field.

Things to avoid

• Catalogers without educational or teaching experience should not use this field.
• Do not use this field if it does not add additional and specific information to a resource. This value added information should help in the discovery of the resource by potential users.

Examples

• Earth system data specialists: Geomagnetic and Solar Activity Forecast Service provides data for daily local, global and solar geomagnetic activity. The grade range is DLESE:Graduate or professional.
• DataStreme Atmosphere is an online, distance learning, for college-credit course intended for K-12 teachers taught by K-12 teachers. However, it is often used locally by teachers with their students. See the audiences page that shows appropriate metadata for various fields for this resource.

A NOTE OF CAUTION!!!

• This controlled vocabulary is experimental. Terms and definitions are subject to change and may not be backwards or forwards compatible.

Body

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/body
Framework version - 0.6.50

Definition - any of the celestial bodies that revolve around the sun in the solar system or moons that revolve around planets
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - planet, otherPlanetaryBody
Data types - complex
Domain - the child elements
Domain example - <planet>, <otherPlanetaryBody>

Notes

• Requires a choice be made in terms of the child element used.

Cataloging best practices

Things to do

• Complete either the planet or other planetary body subfield.

Things to avoid

• Do not use to describe comets or asteroids.

Body - other planetary

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/body/otherPlanetaryBody
Framework version - 0.6.50

Definition - any celestial body (except comets and asteroids) in the solar system that is not one of the nine planets or Earth's moon
Obligation - choice
Minimum occurrences - 1 or 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Io, Callisto (for Jupiter's moons)

Cataloging best practices

Things to do

• Use to describe moons of planets.
• Capitalize proper names.
• Describe only one body at a time. Repeat the field of geospatial coverage to include other bodies.

Things to avoid

• Do not use to describe comets or asteroids.

Bounding box

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox
Framework version - 0.6.50

Definition - a single regular polygon that is parallel to the equator that encloses the areal extent of all locations (bounding boxes, polylines, points and polygons) that are the subject or primary content of a resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - westCoord, eastCoord, northCoord, southCoord, bbSrcName, bbSrcIDandURL, bbSrcDesc, bbAccEst, description, bbVert, bbPlaces, bbEvents
Data types - complex
Domain - the child elements
Domain example - <westCoord>, <eastCoord>, <bbPlaces>

Notes

• Temporal and geospatial information are independent.

Cataloging best practices

Things to do

• Complete geospatial information when geographic location information is integral to understanding or working with a resource. To provide place and event name information without geospatial coordinates, use the field place and event - simple.
• Only a single bounding box is allowed.
• Bounding boxes are represented by providing east and west longitudes and north and south latitudes.
• A bounding box should cover all the sub-geographic (detailed geometries)areas within the resource.
• Use detailed geometry information to complete bounding box information.
• Complete the required subfields of coordinates (west, east, north and south).
• Complete the required subfield of bounding box - source name.
• Bounding boxes can be boxes, points or straight lines.
• A bounding box can have associated place and event names.
• A bounding box can have associated vertical dimensions.
• See geospatial information: how-to as a strategy for completing bounding box information.

Examples

• Climates of Southern California, the Mediterranean, and Northern Australia, would have a bounding box of approximately -30.00 (south latitude) to 35.00 (north latitude) and from -180.00 (west longitude) to 180.00 (east longitude).

Want to enter a point? Do this:

• Repeat the latitude and longitude values by making the east and west coordinates be equal and the north and south coordinates be equal.

Want to enter a line? Do this

• For a north-south line, repeat the longitude values so that the east and west coordinates are equal.
• For a west-east line, repeat the latitude values so that the north and south coordinates are equal.

Mt. Hood, Oregon, United States

• West: -124.08°, East: -124.08°, North: 42.92°, South: 42.92°

Mt. St. Helens, Washington, United States

• West: -122.19°, East: -122.19°, North: 46.20°, South: 46.20°

Mt. Rainier, Washington, United States

• West: -121.76°, East: -121.76°, North: 46.85°, South: 46.85°

Mt. Vesuvius, Italy

• West: 14.43°, East: 14.43°, North: 40.81°, South: 40.81°

Mt. Etna, Sicily

• West: 15.00°, East: 15.00°, North: 37.73°, South: 37.73°

Alaska, United States

• West: 173.5°, East: -130.0°, North: 71.5°, South: 51.25°

Hawaii, United States

• West: -160.25°, East: -154.75°, North: 22.23°, South: 18.87°

Grand Canyon National Park, Arizona, United States (approximately)

• West: -114°, East: -111°, North: 37°, South: 35°

Contiguous United States (approximately)

• West: -125°, East: -67°, North: 50°, South: 24°

Arctic region (approximately)

• West: -180°, East: 180°, North: 90°, South: 70°

Antarctica region (approximately)

• West: -180°, East:180°, North: -61°, South: -90°

Canada (approximately)

• West: -146°, East: -48°, North: 87°, South: 42°

Mexico

• West: -118.48°, East: -85.18°, North: 34.17°, South: 13.05°

Blake Plateau, Atlantic Ocean

• West: -79.0°, East: -79.0°, North: 31.0°, South: 31.0°

Charleston Bump, Blake Plateau, Atlantic Ocean

• Use the same coordinates as for Blake Plateau. The bump is at a water depth of 220 meters.

Atlantic Ocean

• Due to the size of the ocean, create a bounding box that best represents the area of interest.

Pacific Ocean

• Due to the size of the ocean, create a bounding box that best represents the area of interest.

Indian Ocean

• Due to the size of the ocean, create a bounding box that best represents the area of interest.

Resources to help determine coordinates

• The following resources may be useful to help determine bounding boxes and points: (use caution: these tend to return points rather than boxes so be careful because the Grand Canyon for example is more than a point)
• http://webclient.alexandria.ucsb.edu/mw/index.jsp
• http://www.topozone.com/
• http://www.getty.edu/research/tools/vocabulary/tgn/

Bounding box - accuracy estimation

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbAccEst
Framework version - 0.6.50

Definition - a statement about the estimated accuracy of the bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The bounding box includes not only the state of California but also the state of Nevada.

Cataloging best practices

Things to do

• Specify formal estimates of accuracy that compares the similarity of the bounding box coverage to the true extent of the location.
• Informal statements of accuracy may be provided if it informs a potential user of accuracy issues.

Examples

• The areal extent is accurate to plus or minus three percent.
• The bounding box includes not only the state of California but also the state of Nevada.

Bounding box - events list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents
Framework version - 0.6.50

Definition - a list of events occurring within a bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - event
Data types - complex
Domain - the child element
Domain example - <event>

Notes

• Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
• Duplicate event names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

• Complete the required subfield of event.
• Event names can only be used if a corresponding geographic footprint has been specified that encompasses the event.
• Complete multiple event subfields if an area has multiple events associated with it.
• Bounding boxes that encompass many detailed geometries tend not to have single appropriate place or event names. Instead enter place info - detailed geometry or event info - detailed geometry if appropriate.

Things to avoid

• Do not use this field if geospatial coordinates have not been entered.
• Do not use event names that are larger than the geospatial footprint.

Bounding box - places list

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces
Framework version - 0.6.50

Definition - a list of the locations or places covered by a bounding box
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - place
Data types - complex
Domain - the child element
Domain example - <place>

Notes

• Place names can only be used if a corresponding geographic footprint has been specified that represents their locations.
• Duplicate place names are disambiguated by the geospatial foot print.

Cataloging best practices

Things to do

• Complete the required subfield of place.
• Place names can only be used if a corresponding geographic footprint has been specified that represents their locations.
• Complete multiple place subfields if an area has multiple place names associated with it.
• Bounding boxes that encompass many detailed geometries tend not to have single appropriate place or event names. Instead enter place info - detailed geometry or event info - detailed geometry if appropriate.

Things to avoid

• Do not use this field if geospatial coordinates have not been entered.
• Do not use place names that are larger than the geospatial footprint. If the footprint is Florida, do not enter Southeast as a place name.

Bounding box - source URL

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL/@URL
Framework version - 0.6.50

Definition - the URL for the source cited for the bounding box coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbEvents/event/IDandURL/@URL
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbPlaces/place/IDandURL/@URL
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detEvents/event/IDandURL/@URL
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detSrcIDandURL/@URL
• Other XPATH: /itemRecord/geospatialCoverages/geospatialCoverage/detGeos/detGeo/detPlaces/place/IDandURL/@URL
• Other XPATH: /itemRecord/temporalCoverages/timeAndPeriod/periods/period/IDandURL/@URL
• By including the URL for the source of the bounding box coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Things to do

• Enter URLs that provide pertinent information about the source of the geospatial coordinates. If the a web page describes how coordinates are determined, enter it in this field.
• Begin URLs with an appropriate Internet scheme like http://, ftp://, https://, etc.
• URLs with ampersands, equal signs, question marks, spaces, percent 20's, underscores and numbers are okay, but, if possible, minimize cataloging such URLs.

Examples

• http://webclient.alexandria.ucsb.edu/client/gaz/adl/index.jsp (for the Alexandria Digital Library (ADL) Gazetteer).

Bounding box - source description

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcDesc
Framework version - 0.6.50

Definition - a description of or further information about the source cited for the bounding box coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Cataloging best practices

Examples

• The Alexandria Digital Library (ADL) Gazetteer was accessed on 2001-08-06.

Bounding box - source id

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcIDandURL
Framework version - 0.6.50

Definition - a unique entry identification number, if any, from the source cited for the bounding box coordinates
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Attributes - URL
Data types - string
Domain - free text
Domain example - adlgaz-1-156-69

Notes

• By including the unique identification number for the source of the bounding box coordinates, it's possible to link to the source to get additional information.

Cataloging best practices

Examples

• adlgaz-1-156-69 (from the Alexandria Digital Library (ADL) Gazetteer).

Bounding box - source name

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbSrcName
Framework version - 0.6.50

Definition - documentation for the source of the bounding box coordinates
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Cataloger supplied, From the Alexandria Digital Library (ADL) Gazetteer

Cataloging best practices

Things to do

• If bounding box coordinates are obtained from a reference source, enter the name of the reference source as data for this field.
• If bounding box coordinates are supplied by catalogers or by visual inspection of a map, enter the value of cataloger supplied

Things to avoid

• Do not leave this field blank. It is required.

Examples

• Cataloger supplied is a potential value.
• Alexandria Digital Library (ADL) Gazetteer is a potential value.

Bounding box - vertical info

xpath - /itemRecord/geospatialCoverages/geospatialCoverage/boundBox/bbVert
Framework version - 0.6.50

Definition - the vertical extent (range of altitude or depth) covered by the bounding box of the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - geodeticDatumGlobalOrVert, vertBase, vertMin, vertMax, vertAcc
Data types - complex
Domain - the child elements
Domain example - <vertBase>, <vertMax>

Notes

• The vertical dimensions of the bounding box are given as a range of values based on either sea level or local surface level.
• Negative values indicated distance below the base level.

Cataloging best practices

Things to do

• Complete the required subfields of geodetic datum, vertical base level, vertical minimum and vertical maximum.
• Complete vertical information when it contributes to the understanding of a resource. For example if the resource is about the ozone hole, use vertical dimensions.

Things to avoid

• Do not use vertical dimensions if the resource mentions places or events casually. That is, the event or place is not of primary importance to understanding the resource.

Examples

• Ozone layer maximum: 20 to 30 kilometers .
• Mountain peak: 14383 feet.
• Aleutian trench: -7.7 kilometers.
• Jet stream winds: 9 to 11 kilometers.

Catalog entry - list - other

xpath - /itemRecord/general/catalogEntries
Framework version - 0.6.50

Definition - a list of catalog information from different libraries/repositories that describe the same resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - catalog
Data types - complex
Domain - the child element
Domain example - <catalog entry="COMET-000-000-000-123">COMET Collection</catalog>
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/metaMetadata/catalogEntries

Cataloging best practices

Things to do

• Complete the required subfield of catalog entry - other.
• Repeat the subfield catalog entry - other as many times as needed to enter the list of names and identifiers of the different catalogs/libraries/repositories that describe the same resource that is being cataloged.

Catalog entry - list - repository

xpath - /itemRecord/metaMetadata/catalogEntries
Framework version - 0.6.50

Definition - a list of catalog information from the library/repository that directly describes the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - 1
Child elements - catalog
Data types - complex
Domain - the child element
Domain example - <catalog entry="MY-LIBRARY-000-000-000-123">My Library Collection</catalog>
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/general/catalogEntries

Cataloging best practices

Things to do

• Complete the required subfield of catalog entry - repository.

Catalog entry - other

xpath - /itemRecord/general/catalogEntries/catalog
Framework version - 0.6.50

Definition - catalog information, like the collection name and record identification number, from different libraries/repositories that describe the same resource
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - entry
Data types - complex, string
Domain - the attribute and free text
Domain example - <catalog entry="COMET-000-000-000-123">COMET Collection</catalog>
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/metaMetadata/catalogEntries/catalog

Cataloging best practices

Things to do

• Complete the required subfield of record id - other catalog number.
• Enter the name of the catalog/library/repository that describes the same resource that is being cataloged.
• Repeat this field as many times as needed to enter the list of names and identifiers of the different catalogs/libraries/repositories that describe the same resource that is being cataloged.

Examples

• Name: COMET Collection.
• Record id: COMET-000-000-000-123 (for the subfield of record id - other catalog number).

Catalog entry - repository

xpath - /itemRecord/metaMetadata/catalogEntries/catalog
Framework version - 0.6.50

Definition - catalog information, like the collection name and record identification number, from the library/repository that directly describes the resource
Obligation - required
Minimum occurrences - 1
Maximum occurrences - unbounded
Attributes - entry
Data types - complex, string
Domain - the attribute and free text
Domain example - <catalog entry="MY-LIBRARY-000-000-000-123">My Library Collection</catalog>
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/general/catalogEntries/catalog

Cataloging best practices

Things to do

• Complete the required subfield of record id - library catalog number.
• Enter the name of the catalog/library/repository that is describing the resource.

Examples

• Name: My Library Collection.
• Record id: MY-LIBRARY-000-000-000-123 (for the subfield of record id - library catalog number).

Catalog name - record id relation

xpath - /itemRecord/relations/relation/idEntry/@catalogName
Framework version - 0.6.50

Definition - the name of the catalog/library/repository in which the related resource resides
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Alexandria Digital Library
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/relations/relation/urlEntry/@catalogName

Cataloging best practices

Things to do

• Enter catalog/library/repository name information if helps to establish the link to the related resource.
• Include a URL to the catalog name, if appropriate.
• Spell out the complete name.

Things to avoid

• Do not include the title of the related resource.

Examples

• Alexandria Digital Library.

Catalog name - url relation

xpath - /itemRecord/relations/relation/urlEntry/@catalogName
Framework version - 0.6.50

Definition - the name of the catalog/library/repository in which the related resource resides
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Alexandria Digital Library
Other occurrences in framework - true

Notes

• Other XPATH: /itemRecord/relations/relation/idEntry/@catalogName

Cataloging best practices

Things to do

• Enter catalog/library/repository name information if helps to establish the link to the related resource.
• Include a URL to the catalog name, if appropriate.
• Spell out the complete name.

Things to avoid

• Do not include the title of the related resource.

Examples

• Alexandria Digital Library.

Contact ID - individual resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/person/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to a person and their corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

• The intent of this field is to use a number or code to refer to a person without having to enter contact information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

• Do not use this field. It is under development.

Contact ID - individual resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/person/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to a person and their corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

• The intent of this field is to use a number or code to refer to a person without having to enter contact information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

• Do not use this field. It is under development.

Contact ID - organizational resource cataloger

xpath - /itemRecord/metaMetadata/contributors/contributor/organization/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to an organization and its corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

• The intent of this field is to use a number or code to refer to an organization without having to enter organization information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

• Do not use this field. It is under development.

Contact ID - organizational resource creator

xpath - /itemRecord/lifecycle/contributors/contributor/organization/contactID
Framework version - 0.6.50

Definition - a number or code that is used to refer to an organization and its corresponding contact information
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Data types - string
Domain - free text
Domain example - Not being used at this time so no example is provided
Other occurrences in framework - true

Notes

• The intent of this field is to use a number or code to refer to an organization without having to enter organization information. The ability to accomplish this task is still under development and therefore this field should not be used unless it is being used for local needs only. Local needs information should be removed prior to sharing metadata records.
• Other XPATH: /itemRecord/lifecycle/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/person/contactID
• Other XPATH: /itemRecord/metaMetadata/contributors/contributor/organization/contactID

Cataloging best practices

Things to avoid

• Do not use this field. It is under development.

Content standard - geography - National Council for Geographic Education (NCGE)

xpath - /itemRecord/educational/contentStandards/contentStandard
Framework version - 0.6.50
DLESE id - cs

Definition - a vision to produce a geographically informed person who sees meaning in the arrangement of things in space and applies a spatial perspective to life situations
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NCGE:Physical Systems:The physical processes that shape the patterns of Earth's surface

Controlled vocabulary information

• Number of levels - 3
• Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
• Level terms and definitions:
• NCGE - National Council for Geographic Education
• Level 2 is System, place or use - the system, place or use to which the standard applies
• Level terms and definitions:
• Environment and Society - self-explanatory
• Human Systems - self-explanatory
• Physical Systems - self-explanatory
• Places and Regions - self-explanatory
• The Uses of Geography - self-explanatory
• The World in Spatial Terms - self-explanatory
• Level 3 is Standard - a level of achievement to which learners are expected to aspire; see the allowed combination of terms below; the standard part of the term is the phrase after the last colon

Term and definitions

• NCGE:Environment and Society:How human actions modify the physical environment - self-explanatory [DLESE term id: 00]
• NCGE:Environment and Society:How physical systems affect human systems - self-explanatory [DLESE term id: 01]
• NCGE:Environment and Society:The changes that occur in the meaning, use, distribution, and importance of resources - self-explanatory [DLESE term id: 02]
• NCGE:Human Systems:How forces of cooperation and conflict among people influence the division and control of Earth's surface - self-explanatory [DLESE term id: 03]
• NCGE:Human Systems:The characteristics, distribution, and migration of human populations on Earth's surface - self-explanatory [DLESE term id: 04]
• NCGE:Human Systems:The characteristics, distributions, and complexity of Earth's cultural mosaics - self-explanatory [DLESE term id: 05]
• NCGE:Human Systems:The patterns and networks of economic interdependence on Earth's surface - self-explanatory [DLESE term id: 06]
• NCGE:Human Systems:The process, patterns, and functions of human settlement - self-explanatory [DLESE term id: 07]
• NCGE:Physical Systems:The characteristics and spatial distribution of ecosystems on Earth's surface - self-explanatory [DLESE term id: 08]
• NCGE:Physical Systems:The physical processes that shape the patterns of Earth's surface - self-explanatory [DLESE term id: 09]
• NCGE:Places and Regions:How culture and experience influence people's perception of places and regions - self-explanatory [DLESE term id: 0a]
• NCGE:Places and Regions:That people create regions to interpret Earth's complexity - self-explanatory [DLESE term id: 0b]
• NCGE:Places and Regions:The physical and human characteristics of places - self-explanatory [DLESE term id: 0c]
• NCGE:The Uses of Geography:How to apply geography to interpret the past - self-explanatory [DLESE term id: 0d]
• NCGE:The Uses of Geography:How to apply geography to interpret the present and plan for the future - self-explanatory [DLESE term id: 0e]
• NCGE:The World in Spatial Terms:How to analyze the spatial organization of people, places, and environments on Earth's surface - self-explanatory [DLESE term id: 0f]
• NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information - self-explanatory [DLESE term id: 0g]
• NCGE:The World in Spatial Terms:How to use mental maps to organize information about people, places, and environments - self-explanatory [DLESE term id: 0h]

Cataloging best practices

Things to do

• Choosing a standard signifies that the content of the resource supports student learning and attainment of the abilities articulated in the standard.
• Use standards with materials intended for student learning.
• Catalogers with experience and familiarity with standards may evaluate the standards identified by resource creators in the resource for appropriateness and completeness.
• If catalogers do not have experience and familiarity with standards but the resource has standards associated with, catalogers may include the standards indicated by the resource creator.
• Catalogers with experience and familiarity with standards may evaluate a resource to identify appropriate standards.
• Use standards sparingly with reference materials, portal resources or other resources where student interaction with the resource is low or passive.

Things to avoid

• Catalogers who do not have experience and familiarity with standards, should not complete this field.
• Do not create a compiled list of standards addressed by a collection of resources. For example, do not create a long list of standards for an overarching resource that includes individual lesson plans, activities or modules that support individual standards. Describe each lesson plan, activity or module, etc. individually and associate the standards directly.
• Do not choose every standard for a resource. Most resources only support a few standards really well.

The resource has existing standards. Do this:

• When standards are identified by the resource creator and presented in the resource, capture this information when it meets the other criteria described by these best practices.

Does an entire resource need to support the standard?

• A resource need not cover the entire scope of a standard for the association to be made but the resource content should clearly fall within the bounds of the standard. Some of the standards are broad in scope. Therefore, it is not expected that single resources, like lesson plans, activities or modules, support the entirety of a standard.

Examples for science standards (NSES)

• NSES:9-12:Content Standard A:Science as Inquiry Standards:Abilities necessary to do scientific inquiry is supported in Stratospheric Ozone.
• NSES:5-8:Content Standard D Earth and Space Science Standards:Earth in the solar system is supported in the Global Sun Temperature project.

Examples for geography (NCGE)

• NCGE:Physical Systems:The physical processes that shape the patterns of Earth's surface is supported in Introduction to Waves.
• NCGE:The World in Spatial Terms:How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information is supported in Exploring Earthquakes in Space and Time Through the Internet and a Geographic Information System.

NCGE standards? Do this:

• The National Council for Geographic Education standards are designed to emphasize the knowledge skills of a geographically informed person.
• Choose appropriate geography standards from the list.

NSES standards? Do this:

• The National Science Education Standards (NSES) are designed to emphasize interacting with the science content, the processes of science, inquiry and decision-making skills.
• Choose appropriate science standards from the list.

NSES Grades K-4 specific information

• See the fourth level of the standard which includes specific abilities.

NSES Grades 5-8 specific information

• See the fourth level of the standard which includes specific abilities.

NSES Grades 9-12 specific information

• See the fourth level of the standard which includes specific abilities.

Other standards? Do this:

• If the resource indicates other standards such as the Benchmarks for Science Literacy (by the American Association for the Advancement of Science (AAAS), the Principles and Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM) or the National Educational Technology Standards by International Society for Technology in Education (ISTE) etc., enter this information in the description - educational field, citing the authorizing body and source for the standard.

Content standard - list

xpath - /itemRecord/educational/contentStandards
Framework version - 0.6.50

Definition - a list of content standards associated with the resource
Obligation - optional
Minimum occurrences - 0
Maximum occurrences - 1
Child elements - contentStandard
Data types - complex
Domain - the child element
Domain example - <contentStandard>

Cataloging best practices

Things to do

• Complete the required subfield of content standard.

Content standard - math

xpath - /itemRecord/educational/contentStandards/contentStandard
Framework version - 0.6.50
DLESE id - cs

Definition - identifies and describes the mathematical knowledge, understanding, and skills that students should acquire
Obligation - required metadata if parent tag is present
Minimum occurrences - 1
Maximum occurrences - unbounded
Data types - string
Domain - controlled vocabulary
Domain example - NCTM:9-12:Representation:Select, apply, and translate among mathematical representations to solve problems

Controlled vocabulary information

• Number of levels - 5
• Level 1 is Responsible party - the name of the group or organization responsible for the controlled vocabulary
• Level terms and definitions:
• NCTM - National Council of Teachers of Mathematics
• Level 2 is Grade range - the set of grade levels to which the standard applies
• Level terms and definitions:
• Pre-K-2 - pre-kindergarten, kindergarten, first grade, second grade
• 3-5 - third grade, fourth grade and fifth grade
• 6-8 - sixth grade, seventh grade and eighth grade
• 9-12 - high school grades nine, ten, eleven and twelve
• Level 3 is Topic - the major conceptual mathematical content area
• Level terms and definitions:
• Number and operations - arithmetic manipulations
• Algebra - properties and relationships between entities that are represented in symbolic form
• Geometry - properties and relationships of points, lines, angles, surfaces and solids
• Measurement - the assignment of a numerical value to an attribute of an object
• Data analysis and probability - numerical or statistical information that can be used to make decisions
• Problem solving - methods and abilities to use mathematical reasoning to arrive at unknown solutions
• Reasoning and proof - the ability to make a hypothesis and apply mathematical logic (inductive reasoning) to arrive at conclusions
• Communication - the ability to express and share mathematical concepts
• Connections - the ability to recognize common themes across different mathematical concepts or other subjects
• Representation - the ability to illustrate mathematical concepts
• Level 4 is Major themes - ideas and skills within topical areas
• Level 5 is Abilities - identifies and describes the mathematical knowledge, understanding, and skills that students should acquire; see the allowed combination of terms below; the abilities part of the term is the phrase after the last colon

Term and definitions

• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Count with understanding and recognize 'how many' in sets of objects - self-explanatory [DLESE term id: 01x]
• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Use multiple models to develop initial understandings of place value and the base-ten number system - self-explanatory [DLESE term id: 01y]
• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections - self-explanatory [DLESE term id: 01z]
• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers - self-explanatory [DLESE term id: 020]
• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Connect number words and numerals to the quantities they represent, using various physical models and representations - self-explanatory [DLESE term id: 021]
• NCTM:Pre-K-2:Number and operations:Understand numbers, ways of representing numbers, relationships among numbers, and number systems:Understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2 - self-explanatory [DLESE term id: 022]
• NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations - self-explanatory [DLESE term id: 023]
• NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand the effects of adding and subtracting whole numbers - self-explanatory [DLESE term id: 024]
• NCTM:Pre-K-2:Number and operations:Understand meanings of operations and how they relate to one another:Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally - self-explanatory [DLESE term id: 025]
• NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Develop and use strategies for whole-number computations, with a focus on addition and subtraction - self-explanatory [DLESE term id: 026]
• NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Develop fluency with basic number combinations for addition and subtraction - self-explanatory [DLESE term id: 027]
• NCTM:Pre-K-2:Number and operations:Compute fluently and make reasonable estimates:Use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators - self-explanatory [DLESE term id: 028]
• NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Sort, classify, and order objects by size, number, and other properties - self-explanatory [DLESE term id: 029]
• NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another - self-explanatory [DLESE term id: 02a]
• NCTM:Pre-K-2:Algebra:Understand patterns, relations, and functions:Analyze how both repeating and growing patterns are generated - self-explanatory [DLESE term id: 02b]
• NCTM:Pre-K-2:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Illustrate general principles and properties of operations, such as commutativity, using specific numbers - self-explanatory [DLESE term id: 02c]
• NCTM:Pre-K-2:Algebra:Represent and analyze mathematical situations and structures using algebraic symbols:Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations - self-explanatory [DLESE term id: 02d]
• NCTM:Pre-K-2:Algebra:Use mathematical models to represent and understand quantitative relationships:Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols - self-explanatory [DLESE term id: 02e]
• NCTM:Pre-K-2:Algebra:Analyze change in various contexts:Describe qualitative change, such as a student's growing taller - self-explanatory [DLESE term id: 02f]
• NCTM:Pre-K-2:Algebra:Analyze change in various contexts:Describe quantitative change, such as a student's growing two inches in one year - self-explanatory [DLESE term id: 02g]
• NCTM:Pre-K-2:Geometry:Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships:Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes - self-explanatory [DLESE term id: 02h]
• NCTM:Pre-K-2:Geometry:Analyze characteristics and properti