MACMILLAN/McGRAWHILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)


 Wilfrid Fletcher
 7 years ago
 Views:
Transcription
1 MACMILLAN/McGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright 2009
2 MACMILLAN/MCGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS, 2009 Washington and, 4.1. Core Content: Multidigit multiplication (Numbers, Operations, Algebra) Students learn basic multiplication facts and efficient procedures for multiplying two and threedigit numbers. They explore the relationship between multiplication and division as they learn related division and multiplication facts in the same fact family. These skills, along with mental math and estimation, allow students to solve problems that call for multiplication. Building on an understanding of how multiplication and division relate to each other, students prepare to learn efficient procedures for division, which will be developed in fifth grade. Multiplication of whole numbers is not only a basic skill, it is also closely connected to Core Content in this grade level on area, and this connection reinforces understanding of both concepts. Multiplication is also central to students study of many other topics in mathematics across the grades, including fractions, volume, and algebra. Performance Expectations Students are expected to: 4.1.A Quickly recall multiplication facts through 10 x 10 and the related division facts Math Connects: pp , , 163, 175, 182, 184, 187, 310 IMPACT Mathematics: pp. T2C, T2D, T3, T4, T B Identify factors and multiples of a number. Math Connects: pp. 176B, , 180, 186, 187, 188 IMPACT Mathematics: pp. T5, T6 4.1.C Represent multiplication of a twodigit number by a twodigit number with place value models. Math Connects: pp. 273B, , 276A, 276B, , 280A, 280B, , 284B, , 287, 288A, 303, 305 IMPACT Mathematics: pp. T27, T D Multiply by 10, 100, and 1,000. Math Connects: pp. 161, 162, 188, 237B, 238, 239, 267, 273B, IMPACT Mathematics: p. T E Compare the values represented by digits in whole numbers using place value. Math Connects: pp. 14G, 14H, 1415, 16, 17A, 17B, 1719, 2021, 22B, 2225, 26A, 29, 30, 31, 33, 4445, 49, 50, 59 IMPACT Mathematics: pp. T27, T28 2
3 4.1.F Fluently and accurately multiply up to a threedigit number by one and twodigit numbers using the standard multiplication algorithm. 4.1.G Mentally multiply twodigit numbers by numbers through 10 and by multiples of H Estimate products to approximate solutions to problems and determine reasonableness of answers. 4.1.I Solve single and multistep word problems involving multidigit multiplication and verify the solutions. 4.1.J Solve single and multistep word problems involving division and verify the solutions. and, Math Connects: pp , 249, , , 264, 265, 266, 267, 270, , , , , 287, , , 299, 301, , 305 IMPACT Mathematics: pp. T2C, T3, T4, T5, T7, T8, T11, T12 Math Connects: pp. 234H, 237B, , 240A, , 242B, , 245, 246A, , 263, 264, 273B, , 276A, 276B, , 280B, , , 301, 305 IMPACT Mathematics: pp. T3, T4, T21, T27, T28, T31 Math Connects: pp , 245, 247, , , 262, 264, , 285, , , , 303 IMPACT Mathematics: pp. T3, T9, T10, T24C, T24D, T27, T28, T95 Math Connects: pp. 237, 238, 239, 240, 242, 243, 244, 252, 254, 258, 259, 260, 269, 273, 274, 275, 276, 277, 284, 285, 286, 288, 290, 296, 298 IMPACT Mathematics: pp. T2D, T7, T8, T12 Math Connects: pp. 148, 151, 152, 156, 160, 162, 313, 314, 315, 316, 318, 322, 323, 326, 327, 328, 332, 333, 334, 336, 337, 338, 341, 342, 343, 351, 355, LA2, LA3, LA4, LA5, LA6, LA7 IMPACT Mathematics: pp. T2, T2D, T7, T8, T9, T10, T Core Content: Fractions, decimals, and mixed numbers (Numbers, Algebra) Students solidify and extend their understanding of fractions (including mixed numbers) to include decimals and the relationships between fractions and decimals. Students work with common factors and common multiples as preparation for learning procedures for fraction operations in grades five and six. When they are comfortable with and knowledgeable about fractions, students are likely to be successful with the challenging skills of learning how to add, subtract, multiply, and divide fractions. 3
4 Performance Expectations Students are expected to: 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number line. 4.2.B Read, write, compare, and order decimals through hundredths. 4.2.C Convert a mixed number to a fraction and vice versa, and visually represent the number. 4.2.D Convert a decimal to a fraction and vice versa, and visually represent the number. 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, lists, and the symbols <, >, or =. and, Math Connects: pp. 574, 576, , 579B, , 582A, , 586A, , 590A, , 593, , 599, , 605, 606, 607, 608, 609, 610, 611, 614, 616, 617, , 630, , 638, 645, 648 IMPACT Mathematics: pp. T45, T46, T46C, T46D, T47, T48, T49, T50, T51, T52, T55 Math Connects: pp. 574H, , , 590B, , 593, 594A, , 602, 603, 606, 607, 609, 611, 612, 613 IMPACT Mathematics: pp. T46C, T46D, T51, T52, T53, T54, T55 Math Connects: pp , 570, 571, 572, 573 IMPACT Mathematics: pp. T53, T54 Math Connects: pp. 576, , 579B, , 582A, , 586A, , 590A, 593, , , 605, 607, 610, 611, R58R59 IMPACT Mathematics: pp. T46C, T46D, T47, T48, T49, T50, T55, T56 Math Connects: pp. 588B, , 590A, 593, 596, 598, 599, , , 605, 608, 611 IMPACT Mathematics: pp. T46C, T46D, T51, T52, T53, T F Write a fraction equivalent to a given fraction. Math Connects: pp , , 552, 553, 555, 566, 569, 571, , 597 IMPACT Mathematics: pp. T33, T34, T34C, T34D, T35, T36, T37, T38, T46D 4
5 and, 4.2.G Simplify fractions using common factors. Math Connects: Opportunities to address: pp , , LA14B, LA14LA17 IMPACT Mathematics: pp. T34C, T41, T42, T H Round fractions and decimals to the nearest whole number. 4.2.I Solve single and multistep word problems involving comparison of decimals and fractions (including mixed numbers), and verify the solutions. Math Connects: pp , 621, , 633, 643, , 649, IMPACT Mathematics: p. T56 Math Connects: pp. 537, 538, 540, 551, 552, 560, 563, 579, 583, 590, 602, 617, 618, 619, 622, 624, 630, 631, 632, 638, 639, 640 IMPACT Mathematics: pp. T38, T40, T Core Content: Concept of area (Geometry/Measurement, Algebra) Students learn how to find the area of a rectangle as a basis for later work with areas of other geometric figures. They select appropriate units, tools, and strategies, including formulas, and use them to solve problems involving perimeter and area. Solving such problems helps students develop spatial skills, which are critical for dealing with a wide range of geometric concepts. The study of area is closely connected to Core Content on multiplication, and connections between these concepts should be emphasized whenever possible. Performance Expectations Students are expected to: 4.3.A Determine congruence of twodimensional figures. Math Connects: pp. 418B, , 421, 422A, 432, 433 IMPACT Mathematics: pp. T99, T100, T100C, T103, T104, T B Determine the approximate area of a figure using square units. Math Connects: pp. 436J, 460, 461, 462, , 476, 477, 479 IMPACT Mathematics: pp. T3, T57, T58, T58C, T58D, T59, T60, T61, T62, T63, T64, T65, T66, T80D 4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work. Math Connects: pp. 293, 436I, 436J, 436, 456B, , 460A, 460B, , 463, , 466A, , 472, 474, 475, 476, 477, 479 5
6 and, Continued from previous page IMPACT Mathematics: pp. T57, T58, T58C, T58D, T59, T60, T61, T D Determine the areas of figures that can be broken down into rectangles. 4.3.E Demonstrate that rectangles with the same area can have different perimeters, and that rectangles with the same perimeter can have different areas. 4.3.F Solve single and multistep word problems involving perimeters and areas of rectangles and verify the solutions. Math Connects: pp. 460B, 477, R67, R68, R69 IMPACT Mathematics: pp. T58, T58C, T62, T63, T64, T65, T66, T100D Math Connects: pp. 456B, 462, IMPACT Mathematics: pp. T58C, T59, T60 Math Connects: pp , 456, 457, 458, 460, 461, 462, , 477 IMPACT Mathematics: pp. T61, T62, T Additional Key Content (Geometry/Measurement, Algebra, Data/Statistics/Probability) Students use coordinate grids to connect numbers to basic ideas in algebra and geometry. This connection between algebra and geometry runs throughout advanced mathematics and allows students to use tools from one branch of mathematics to solve problems related to another branch. Students also extend and reinforce their work with whole numbers and fractions to describe sets of data and find simple probabilities. Students combine measurement work with their developing ideas about multiplication and division as they do basic measurement conversions. They begin to use algebraic notation while solving problems in preparation for formalizing algebraic thinking in later grades. Performance Expectations Students are expected to: 4.4.A Represent an unknown quantity in simple expressions, equations, and inequalities using letters, boxes, and other symbols. Math Connects: pp. 7, 31, 148, 149, 152, , 163, 168, 173, 182, 186, 187, 190, 193A, 193B, , , 198A, 198B, , 202A, 202, 207, 214B, , 217, 218A, , 224, 225, 228, 229, 230, 231, 239, 267, R56R57 IMPACT Mathematics: pp. T13, T14, T22 6
7 4.4.B Solve single and multistep problems involving familiar unit conversions, including time, within either the U.S. customary or metric system. 4.4.C Estimate and determine elapsed time using a calendar, a digital clock, and an analog clock. 4.4.D Graph and identify points in the first quadrant of the coordinate plane using ordered pairs. 4.4.E Determine the median, mode, and range of a set of data and describe what each measure indicates about the data. and, Math Connects: pp. 252, 274, 277, , 444A, 444B, , , , 453, 455, 459, 473, 485, , , , , 528, R62R63 IMPACT Mathematics: pp. T61, T67, T68D, T80, T80C, T81, T83 Math Connects: pp. 482I, 520B, , 524, 530, 531 IMPACT Mathematics: pp. T67, T68, T68C, T68D, T73, T74, T77, T78 Math Connects: pp. 392H, 406B, , 409, 412A, 415, 430, 435, R62R63 IMPACT Mathematics: pp. T90, T95, T96 Math Connects: pp. 98B, , 102A, , 108A, 111, 133, 140, R73, R74R75 IMPACT Mathematics: p. T F Describe and compare the likelihood of events. Math Connects: pp. 128B, , 131, 132, 138, 139, G Determine a simple probability from a context that includes a picture. 4.4.H Display the results of probability experiments and interpret the results. Math Connects: pp , , 128B, , 131, 138, 139, R76 Math Connects: pp. 124B, 124, 125, 126, 127, 128A, 128B, 130, 131, Core Processes: Reasoning, problem solving, and communication Students in grade four solve problems that extend their understanding of core mathematical concepts such as multiplication of multidigit numbers, area, probability, and the relationships between fractions and decimals as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problemsolving skills by making generalizations about the processes used and 7
8 and, applying these generalizations to similar problem situations. These critical reasoning, problemsolving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information. Performance Expectations Students are expected to: 4.5.A Determine the question(s) to be answered given a problem situation. Math Connects: pp , 4041, 4243, 46, 48, 6263, 7677, 7879, 86, 88, , , , 134, 137, , , , 183, 185, , , , 226, 230, , , , 263, 265, , , , 302, 304, , , , 348, 350, , , , 386, 388, , , , 430, 431, , , , 477, , , , 527, 529, , , , 568, 570, , , , 608, 609, , , , 646, B Identify information that is given in a problem and decide whether it is essential or extraneous to the solution of the problem. Math Connects: pp , 4041, 46, 48, 6263, 7677, 86, 88, , , 134, 137, , , 183, 185, , , 226, 230, , , 263, 265, , , 302, 304, , , 348, 350, , , 386, 388, , , 430, 431, , , 477, , , 527, 529, , , 568, 570, , , 608, 609, , , 646, 647 8
9 4.5.C Identify missing information that is needed to solve a problem. 4.5.D Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem. 4.5.E Select and use one or more appropriate strategies to solve a problem and explain why that strategy was chosen. 4.5.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols. Continued on next page and, Math Connects: pp , 226 Math Connects: pp , 48, 7677, 88, , , 134, 137, , 185, , 230, , 265, , , 302, 304, , , 348, 350, , , 386, 388, , , 430, 431, , , 477, , , 527, 529, , , 568, 570, , , 608, 609, , , 646, 647 Math Connects: pp , 48, 7677, 88, , 137, , 185, , 230, , 265, , 304, , 350, , 388, , 431, , 477, , 529, , 570, , 609, , 647 Math Connects: pp , 4041, 4243, 46, 48, 6263, 7677, 7879, 86, 88, , , , 134, 137, , , , 183, 185, , , , 226, 230, , , , 263, 265, , , , 302, 304, , , , 348, 350, , , , 386, 388, , , , 430, 431, , , , 477, , , , 527, 529, 9
10 and, Continued from previous page , , , 568, 570, , , , 608, 609, , , , 646, G Explain why a specific problemsolving strategy or procedure was used to determine a solution. 4.5.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question. 4.5.I Summarize mathematical information, draw conclusions, and explain reasoning. Math Connects: pp , 48, 7677, 88, , 137, , 185, , 230, , 265, , 304, , 350, , 388, , 431, , 477, , 529, , 570, , 609, , 647 Math Connects: pp , 48, 7677, 88, , , 134, 137, , 185, , 230, , 265, , , 302, 304, , , 348, 350, , , 386, 388, , , 430, 431, , , 477, , , 527, 529, , , 568, 570, , , 608, 609, , , 646, 647 Math Connects: pp , 263, , , 527, , , P2P3, P4P5, P6P7, P8P9 10
11 4.5.J Make and test conjectures based on data (or information) collected from explorations and experiments. and, Math Connects: pp , 86, 123, , 348, , ,
Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationGrade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationMajor Work of the Grade
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P5)
Grade 5 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Multidigit multiplication Module M1: Whole
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationStudents are able to represent and solve problems involving multiplication and division.
Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.AT.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationMathematics. What to expect Resources Study Strategies Helpful Preparation Tips Problem Solving Strategies and Hints Test taking strategies
Mathematics Before reading this section, make sure you have read the appropriate description of the mathematics section test (computerized or paper) to understand what is expected of you in the mathematics
More informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationPrentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)
New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 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
More informationCCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks
First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multidigit number, a digit in one place represents 10 times as much
More informationGRADE 5 SKILL VOCABULARY MATHEMATICAL PRACTICES Evaluate numerical expressions with parentheses, brackets, and/or braces.
Common Core Math Curriculum Grade 5 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS Operations and Algebraic Thinking 5.0A What can affect the relationship between numbers? round decimals? compare decimals? What
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationMathematics. Mathematical Practices
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
More informationMy Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationDefinition 8.1 Two inequalities are equivalent if they have the same solution set. Add or Subtract the same value on both sides of the inequality.
8 Inequalities Concepts: Equivalent Inequalities Linear and Nonlinear Inequalities Absolute Value Inequalities (Sections 4.6 and 1.1) 8.1 Equivalent Inequalities Definition 8.1 Two inequalities are equivalent
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School
Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008 Test Preparation Timeline Recommendation: September  November Chapters 15 December
More informationMATHEMATICS. Standard Course of Study and Grade Level Competencies
MATHEMATICS Standard Course of Study and Grade Level Competencies K12 Public Schools of North Carolina State Board of Education Department of Public Instruction TABLE OF CONTENTS ACKNOWLEDGMENTS...1
More informationFlorida Department of Education/Office of Assessment January 2012. Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions
Florida Department of Education/Office of Assessment January 2012 Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 6 FCAT 2.0 Mathematics Reporting Category Fractions, Ratios, Proportional
More information5 th Grade Texas Mathematics: Unpacked Content
5 th Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
More informationFlorida Math 0018. Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies  Lower
Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies  Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including
More informationMATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab
MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring noncourse based remediation in developmental mathematics. This structure will
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationAssessment Anchors and Eligible Content
M07.AN The Number System M07.AN.1 M07.AN.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings
More informationKey Stage 2 Mathematics Programme of Study
Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical to a ariety of contexts and eeryday situations identify the appropriate steps and
More informationModuMath Basic Math Basic Math 1.1  Naming Whole Numbers Basic Math 1.2  The Number Line Basic Math 1.3  Addition of Whole Numbers, Part I
ModuMath Basic Math Basic Math 1.1  Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in
More informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationStandards and progression point examples
Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationFlorida Department of Education Adult General Education Curriculum Framework
Florida Department of Education Adult General Education Curriculum Framework Program Title Program Number 9900000 Course Title Course Number 9900001 CIP Number 1532010200 Grade Equivalent 0.0 8.9 Grade
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More information5.4 Solving Percent Problems Using the Percent Equation
5. Solving Percent Problems Using the Percent Equation In this section we will develop and use a more algebraic equation approach to solving percent equations. Recall the percent proportion from the last
More informationPrentice Hall Connected Mathematics 2, 7th Grade Units 2009
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems
More informationNumeracy and mathematics Experiences and outcomes
Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationMATH 60 NOTEBOOK CERTIFICATIONS
MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5
More informationGrade 6 Mathematics Common Core State Standards
Grade 6 Mathematics Common Core State Standards Standards for Mathematical Practice HOW make sense of problems, persevere in solving them, and check the reasonableness of answers. reason with and flexibly
More informationAnchorage School District/Alaska Sr. High Math Performance Standards Algebra
Anchorage School District/Alaska Sr. High Math Performance Standards Algebra Algebra 1 2008 STANDARDS PERFORMANCE STANDARDS A1:1 Number Sense.1 Classify numbers as Real, Irrational, Rational, Integer,
More informationSolutions of Linear Equations in One Variable
2. Solutions of Linear Equations in One Variable 2. OBJECTIVES. Identify a linear equation 2. Combine like terms to solve an equation We begin this chapter by considering one of the most important tools
More informationCAMI Education linked to CAPS: Mathematics
 1  TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to
More informationManitoba Curriculum. Alignment with Mathletics. Supported by independent evidencebased research and practice. Powerful reporting.
Supported by independent evidencebased research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & PreCalculus
More informationAnnotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
More informationBridging Documents for Mathematics
Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, PostPrimary Primary PostPrimary Card # Strand(s): Number, Measure Number (Strand 3) 25 Strand: Shape and Space Geometry and
More informationMcDougal Littell California:
McDougal Littell California: PreAlgebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California PreAlgebra Components: Pupil Edition (PE), Teacher s Edition (TE),
More informationAddition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationMath  5th Grade. two digit by one digit multiplication fact families subtraction with regrouping
Number and Operations Understand division of whole numbers N.MR.05.01 N.MR.05.02 N.MR.05.03 Understand the meaning of division of whole numbers with and without remainders; relate division to and to repeated
More informationMathematics standards
Mathematics standards Grade 6 Summary of students performance by the end of Grade 6 Reasoning and problem solving Students represent and interpret routine and nonroutine mathematical problems in a range
More informationProblem of the Month: Once Upon a Time
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationContent Standards 5.0 Numbers and Operations Standard Statement... 17 5.1 Number Sense. 18 5.2 Operations on Numbers... 26 5.3 Estimation...
TABLE OF CONTENTS Introduction.... 4 Process Standards....... 8 1.0 Problem Solving....... 9 2.0 Reasoning and Proof..... 12 3.0 Communication......... 13 4.0 Connections.... 15 Content Standards 5.0 Numbers
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationQuestions. Strategies August/September Number Theory. What is meant by a number being evenly divisible by another number?
Content Skills Essential August/September Number Theory Identify factors List multiples of whole numbers Classify prime and composite numbers Analyze the rules of divisibility What is meant by a number
More informationMAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
More informationPreAlgebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio PreAlgebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationThe symbols indicate where the topic is first introduced or specifically addressed.
ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More information