2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1

Save this PDF as:

Size: px
Start display at page:

Transcription

1 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1

3 (1) Mathematical process standards. The student uses es to acquire and demonstrate mathematical understanding. The (A) apply mathematics to problems arising in everyday life, society, and the workplace. (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. (E) create and use representations to organize, record, and communicate mathematical ideas. (F) analyze mathematical relationships to connect and communicate mathematical ideas. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 3

4 Counting and Recognizing Whole Numbers standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is (A) count forward and backward to at least 20 with and without objects. (B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. (C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. (D) recognize instantly the quantity of a small group of objects in organized and random arrangements. (E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20. (F) generate a number that is one more than or one less than another number up to at least 20. compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (A) recognize instantly the quantity of structured arrangements. (D) generate a number that is greater than or less than a given whole number up to 120. standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (C) generate a number that is greater than or less than a given whole number up to 1, Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 4

5 Comparing and Ordering Numbers standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is (G) compare sets of objects up to at least 20 in each set using comparative language. (H) use comparative language to describe two numbers up to 20 presented as written numerals. compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (E) use place value to compare whole numbers up to 120 using comparative language. (F) order whole numbers up to 120 using place value and open number lines. standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). compare whole numbers and understand relationships related to place value. The (D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =. standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The (B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =. use rational numbers in a variety of forms. The student is (D) order a set of rational numbers arising from mathematical and real-world contexts. use real numbers in a variety of forms. The student is (D) order a set of real numbers arising from mathematical and real-world contexts. (G) represent the comparison of two numbers to 100 using the symbols >, <, or =. (F) compare and order decimals using concrete and visual models to the hundredths Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 5

6 Representing and Relating Numbers Using Number Lines compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (F) order whole numbers up to 120 using place value and open number lines. standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (E) locate the position of a given whole number on an open number line. (F) name the whole number that corresponds to a specific point on a number line. compare whole numbers and understand relationships related to place value. The (C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers. (3) Number and operations. explain fractional units. The (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. (B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. use rational numbers in a variety of forms. The student is (B) identify a number, its opposite, and its absolute value. (C) locate, compare, and order integers and rational numbers using a number line. use rational numbers in a variety of forms. The student is (A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers. Representing and Classifying Numbers use rational numbers in a variety of forms. The student is (A) extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers. use real numbers in a variety of forms. The student is (B) approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line. use real numbers in a variety of forms. The student is (A) extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 6

7 Composing and Decomposing Numbers: Place Value standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is (I) compose and decompose numbers up to 10 with objects and pictures. compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. (C) use objects, pictures, and expanded and standard forms to represent numbers up to 120. standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. (B) use standard, word, and expanded forms to represent numbers up to 1,200. compare whole numbers and understand relationships related to place value. The (A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. (B) describe the mathematical relationships found in the base-10 place value system through the hundred thousands place. standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The (B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. (E) represent decimals, including tenths and hundredths, using concrete and visual models and money. standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The (A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals. use real numbers in a variety of forms. The student is (C) convert between standard decimal notation and scientific notation Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 7

8 Representing Fraction Concepts (3) Number and operations. standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is (A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. (D) identify examples and non-examples of halves, fourths, and eighths. (C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. (B) explain that the more fractional parts used to make a whole, the smaller the part. the fewer the fractional parts, the larger the part. (3) Number and operations. explain fractional units. The (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. (E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8. (C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. (D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b. (3) Number and operations. generate fractions to solve problems. The student is (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. use rational numbers in a variety of forms. The student is (E) extend representations for division to include fraction notation such as a/b represents the same number as a b where b Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 8

9 Determining Equivalence and Comparing Part-to-Whole Relationships (3) Number and operations. explain fractional units. The (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model. (H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. (3) Number and operations. generate fractions to solve problems. The student is (C) determine if two given fractions are equivalent using a variety of methods. (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <. standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The (G) relate decimals to fractions that name tenths and hundredths. (5) Proportionality. The standards to solve problems involving proportional relationships. The student is (C) use equivalent fractions, decimals, and percents to show equal parts of the same whole Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 9

11 Adding and Subtracting Fractions and Rational Numbers (3) Number and operations. generate fractions to solve problems. The student is (E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. (3) Number and operations. standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The (H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations. (K) add and subtract positive rational numbers fluently. (3) Number and operations. The student process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers (A) add, subtract, multiply, and divide rational numbers fluently Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 11

13 Multiplying Whole Numbers, Decimals, Fractions, and Rational Numbers (6) Number and operations. standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is (A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. (4) Number and operations. standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The (D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. (E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. (F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. (G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. (4) Number and operations. standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is (B) determine products of a number and 10 or 100 using properties of operations and place value understandings. (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. (D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a twodigit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. (H) solve with fluency oneand two-step problems involving multiplication and division, including interpreting remainders. (3) Number and operations. standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The (B) multiply with fluency a three-digit number by a twodigit number using the standard algorithm. (D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models. (3) Number and operations. standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The (E) multiply and divide positive rational numbers fluently. 3) Number and operations. standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The (A) add, subtract, multiply, and divide rational numbers fluently. (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 13

14 Multiplying Whole Numbers, Decimals, Fractions, and Rational Numbers (6) Number and operations. standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is (4) Number and operations. standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The (4) Number and operations. standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is (3) Number and operations. standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The (E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. (I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. (3) Number and operations. standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The E) multiply and divide positive rational numbers fluently. (B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one. 3) Number and operations. standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 14

15 Dividing Whole Numbers, Decimals, Fractions, and Rational Numbers (6) Number and operations. standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is (B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. (4) Number and operations. standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The (H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally. (I) determine if a number is even or odd using divisibility rules. (J) determine a quotient using the relationship between multiplication and division. (K) solve one-step and twostep problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. (4) Number and operations. standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is (E) represent the quotient of up to a four-digit whole number divided by a onedigit whole number using arrays, area models, or equations. (F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. (H) solve with fluency oneand two-step problems involving multiplication and division, including interpreting remainders. (3) Number and operations. standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The (C) solve with proficiency for quotients of up to a fourdigit dividend by a two-digit divisor using strategies and the standard algorithm. (F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models. (G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. (3) Number and operations. standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The (A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values. (E) multiply and divide positive rational numbers fluently. 3) Number and operations. standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The (A) add, subtract, multiply, and divide rational numbers fluently. (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers 2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 15

17 Connecting Counting and Reciting (5) Algebraic reasoning. The mathematical process standards to identify the pattern in the number word list. The student is (A) recite numbers up to at least 100 by ones and tens beginning with any given number. (5) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (A) recite numbers forward and backward from any given number between 1 and 120. (5) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. (7) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (A) determine whether a number up to 40 is even or odd using pairings of objects to represent the number. Connecting Counting and Place Value (5) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120. (7) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Connecting Counting and Divisibility (5) Algebraic reasoning. The standards to analyze and create patterns and relationships. The student is (5) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (4) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (A) identify prime and composite numbers Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 17

18 Representing Problem Situations with the Equal Sign (5) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. (E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). (7) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. (5) Algebraic reasoning. The standards to analyze and create patterns and relationships. The student is (A) represent one- and twostep problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. (B) represent and solve oneand two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. (5) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. (4) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity. (7) Expressions, equations, and relationships. The standards to develop concepts of expressions and equations. The student is (B) distinguish between expressions and equations verbally, numerically, and algebraically. Representing Problem Situations with Equations and Inequalities (9) Expressions, equations, and relationships. The standards to use equations and inequalities to represent situations. The student is (A) write one-variable, onestep equations and inequalities to represent constraints or conditions within problems. (B) represent solutions for one-variable, one-step equations and inequalities on number lines. (C) write corresponding realworld problems given onevariable, one-step equations or inequalities. (10) Expressions, equations, and relationships. The standards to use onevariable equations and inequalities to represent situations. The student is (A) write one-variable, twostep equations and inequalities to represent constraints or conditions within problems. (B) represent solutions for one-variable, two-step equations and inequalities on number lines. (C) write a corresponding real-world problem given a one-variable, two-step equation or inequality. (8) Expressions, equations, and relationships. The standards to use onevariable equations or inequalities in problem situations. The student is (A) write onevariable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants. (B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 18

19 Representing and Solving Problems with Equations and Inequalities (5) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. (G) apply properties of operations to add and subtract two or three numbers. (7) Algebraic reasoning. The standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The (C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. (5) Algebraic reasoning. standards to analyze and create patterns and relationships. The student is (A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. (D) determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. (B) represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. (5) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. (4) Algebraic reasoning. The mathematical process standards to develop concepts of expressions and equations. The student is (B) represent and solve multistep problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity. (10) Expressions, equations, and relationships. The standards to use equations and inequalities to solve problems. The student is (A) model and solve onevariable, one-step equations and inequalities that represent problems, including geometric concepts. (B) determine if the given value(s) make(s) onevariable, one-step equations or inequalities true. (11) Expressions, equations, and relationships. The standards to solve onevariable equations and inequalities. The student is (A) model and solve onevariable, two-step equations and inequalities. (B) determine if the given value(s) make(s) onevariable, twostep equations and inequalities true. (8) Expressions, equations, and relationships. The standards to use onevariable equations or inequalities in problem situations. The student is (C) model and solve onevariable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants (9) Expressions, equations, and relationships. The standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is (A) identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations. (5) Linear functions, equations, and inequalities. The student applies the standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. The (A) solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides. (B) solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides. (3) Linear functions, equations, and inequalities. The student applies the standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is (F) graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist. (G) estimate graphically the solutions to systems of two linear equations with two variables in real-world problems Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 19

20 Simplifying Describing and Simplifying Numerical Expressions Polynomial Expressions (5) Algebraic reasoning. The standards to analyze and create patterns and relationships. The student is (C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24. (4) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (E) describe the meaning of parentheses and brackets in a numeric expression. (F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping. (7) Expressions, equations, and relationships. The standards to develop concepts of expressions and equations. The student is (A) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization. (C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations. (D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. (10) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. The (A) add and subtract polynomials of degree one and degree two; (B) multiply polynomials of degree one and degree two. (D) rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 20

21 Applying Multiple Representations for Foundations of Functions (5) Algebraic reasoning. The standards to analyze and create patterns and relationships. The student is (E) represent real-world relationships using number pairs in a table and verbal descriptions. (5) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. (4) Algebraic reasoning. The standards to develop concepts of expressions and equations. The student is (C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph. (D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph. (4) Proportionality. The standards to develop an understanding of proportional relationships in problem situations. The (A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships. (6) Expressions, equations, and relationships. The standards to use multiple representations to describe algebraic relationships. The (A) identify independent and dependent quantities from tables and graphs. (B) write an equation that represents the relationship between independent and dependent quantities from a table. (C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. (4) Proportionality. The solve problems involving proportional relationships. The (A) represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt. (C) determine the constant of proportionality (k = y/x) within mathematical and real-world problems. (7) Expressions, equations, and relationships. The standards to represent linear relationships using multiple representations. The student is (A) represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b. (5) Proportionality. The student applies standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is (A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx. (E) solve problems involving direct variation. (B) represent linear nonproportional situations with tables, graphs, and equations in the form of y = mx + b, where b 0. (I) write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. (F) distinguish between proportional and nonproportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b 0. (2) Linear functions, equations, and inequalities. the standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The (D) write and solve equations involving direct variation. (B) write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y 1 = m(x - x 1), given one point and the slope and given two points. (C) write linear equations in two variables given a table of values, a graph, and a verbal description Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 21

Chapter 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,

Solve 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

Grade 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

Chapter 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

Such As Statements, Kindergarten Grade 8

Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential

3rd Grade Texas Mathematics: Unpacked Content

3rd 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 must

Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

Unit 3 Multiplication and Division

WEEK DATES TEK DESCRIPTION 9 Oct 19-23 3.4F, 3.4E, 3.4D Unit 3 Multiplication and Division Unit 3 Multiplication and Division 4 district bi-weekly scanned tests 10 Oct 26-30 3.4G 2x1 digit multiplication

Vocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1

1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication

Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

Composing and Decomposing Whole Numbers

Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical

Charlesworth 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

Common Core State Standards for Math Grades K - 7 2012

correlated to the Grades K - 7 The Common Core State Standards recommend more focused and coherent content that will provide the time for students to discuss, reason with, reflect upon, and practice more

Integer 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.

Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8

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: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually

Topic: 1 - Understanding Addition and Subtraction

8 days / September Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step

5 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

Florida Math Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper

Florida Math 0022 Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper Whole Numbers MDECL1: Perform operations on whole numbers (with applications,

Year 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.

Year 1 Add with numbers up to 20 Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. +1 +1 +1 Children should: Have access to a wide

Content 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

Florida 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

Division with Whole Numbers and Decimals

Grade 5 Mathematics, Quarter 2, Unit 2.1 Division with Whole Numbers and Decimals Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Divide multidigit whole numbers

TYPES OF NUMBERS. Example 2. Example 1. Problems. Answers

TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

Primary 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,

Scope 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

Excel Math Fourth Grade Standards for Mathematical Practice

Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these

Knowing and Using Number Facts

Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

Oral and Mental calculation

Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare

Big 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

Grade 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

1) Make Sense and Persevere in Solving Problems.

Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades

Swavesey Primary School Calculation Policy. Addition and Subtraction

Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday

Number: Multiplication and Division

MULTIPLICATION & DIVISION FACTS count in steps of 2, 3, and 5 count from 0 in multiples of 4, 8, 50 count in multiples of 6, count forwards or backwards from 0, and in tens from any and 100 7, 9, 25 and

Current 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 three-dimensional shapes by demonstrating an understanding of:

Addition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on.

Year 1 add with numbers up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourth-grade standards highlight all four operations, explore fractions in greater detail, and

Florida Department of Education/Office of Assessment January 2012. Grade 7 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 7 FCAT 2.0 Mathematics Grade 7 FCAT 2.0 Mathematics Reporting Category Geometry and Measurement Students performing at the mastery

COURSE OF STUDY UNIT PLANNING GUIDE

COURSE OF STUDY UNIT PLANNING GUIDE FOR: MATHEMATICS GRADE LEVEL: FOURTH GRADE PREPARED BY: TERESA KELLY AND TRACY BUCKLEY B.O.E. ADOPTED AUGUST 20, 2015 REVISED AUGUST 2015 ALIGNED TO THE 2014 NJCCCS

Unit 1: Place value and operations with whole numbers and decimals

Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students

Open-Ended Problem-Solving Projections

MATHEMATICS Open-Ended Problem-Solving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEM-SOLVING OVERVIEW The Projection Masters for Problem-Solving

4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS. Vocabulary. answers using mental computation and estimation strategies including rounding.

4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS Critical Area: Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

National Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more

5 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

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

Math, Grades 1-3 TEKS and TAKS Alignment

111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points are adding and subtracting

Year 1 maths expectations (New Curriculum)

Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of

Subtraction. Year 1 subtract from numbers up to 20

Year 1 subtract from up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,

Prentice 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

Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

September: UNIT 1 Place Value Whole Numbers Fluently multiply multi-digit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement

1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)

Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole

Illinois 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

MATHEMATICS LOWER KS2

MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts

Second Grade Math Standards and I Can Statements

Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations of adding to, taking from, putting

Math Content by Strand 1

Math Content by Strand 1 Number and Operations with Whole Numbers Multiplication and Division Grade 3 In Grade 3, students investigate the properties of multiplication and division, including the inverse

Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

Math Common Core Standards Fourth Grade

Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement

CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS

CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS 1 This policy outlines both the mental and written methods that should be taught from Year 1 to Year 6. The policy has been written

Vocabulary Words and Definitions for Algebra

Name: Period: Vocabulary Words and s for Algebra Absolute Value Additive Inverse Algebraic Expression Ascending Order Associative Property Axis of Symmetry Base Binomial Coefficient Combine Like Terms

Standards Correlation: Symphony Math and the National Curriculum in England

Standards Correlation: and the National Curriculum in England National Curriculum Key and Year Key stage 1-year 1: Number-number and place value count to and across 100, forwards and backwards, beginning

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,

Common Core Standards for Mathematics Grade 4 Operations & Algebraic Thinking Date Taught

Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

PowerTeaching i3: Algebra I Mathematics

PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and

My 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

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.

Mathematics. 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

Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

MATHS 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

PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*

Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed

Grade 4 Multi-Digit Multiplication and Division with One Divisor Unit of Instruction

Grade 4 Multi-Digit Multiplication and Division with One Divisor Unit of Instruction This is a progressive unit of instruction beginning with students investigating the concrete area model of fraction

Count back in ones on a numbered number line to take away, with numbers up to 20

SUBTRACTION Stage 1 Subtract from numbers up to 20 Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes etc. and in familiar contexts, and are

Grade 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.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize

Addition and subtraction. Key Stage 1:

Key Stage 1: The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve

The student will be able to... The teacher will... SKILLS/CONCEPTS K

MATHEMATCS Subject Area: Component V: MATHEMATCS WHOLE NUMBER SENSE ndiana Academic Standard 1: Number Sense and Computation Understanding the number system is the basis of mathematics. Students develop

YOU CAN COUNT ON NUMBER LINES

Key Idea 2 Number and Numeration: Students use number sense and numeration to develop an understanding of multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and

Math. MCC5.OA.1 Use parentheses, brackets, or braces in. these symbols. 11/5/2012 1

MCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 11/5/2012 1 MCC5.OA.2 Write simple expressions that record calculations with numbers,

Mathematics. 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

Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics. Eligible Content

Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics Eligible Content Standard Area - CC.2.1: Numbers and Operations Standard - CC.2.1.5.B.1: Apply place value to show an understanding of operations

BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1

Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:

Math 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

Fourth 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

How 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 pre-algebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics

What are the place values to the left of the decimal point and their associated powers of ten?

The verbal answers to all of the following questions should be memorized before completion of algebra. Answers that are not memorized will hinder your ability to succeed in geometry and algebra. (Everything

Problem 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:

Florida Math 0028. Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies - Upper

Florida Math 0028 Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies - Upper Exponents & Polynomials MDECU1: Applies the order of operations to evaluate algebraic

Math Review. for the Quantitative Reasoning Measure of the GRE revised General Test

Math Review for the Quantitative Reasoning Measure of the GRE revised General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important

Year 2 Maths Objectives

Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any two-digit number, forward or

Number: Multiplication and Division with Reasoning

count in multiples of twos, fives and tens (copied from Number and Number: Multiplication and Division with Reasoning MULTIPLICATION & DIVISION FACTS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count in

Pocantico Hills School District Grade 1 Math Curriculum Draft

Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

4 th Grade Mathematics Unpacked Content

4 th Grade Mathematics Unpacked Content This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these

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

Core Florida Math for College Readiness Florida Math for College Readiness provides a fourth-year math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness