Carolina Curriculum a division of Carolina Biological Supply Company
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1 Carolina Curriculum a division of Carolina Biological Supply Company Correlation to Indiana Academic Standards Mathematics Grades Math Out of the Box W W W. C A R O L I N A C U R R I C U L U M. C O M
2 The following pages pertain to Math Out of the Box 1-5 modules that have been aligned with the Indiana Academic Standards for Mathematics, for First through Fifth grades. For your reference, we have provided the aligned strands, module titles, and lessons within that module and corresponding page numbers. Each major standard heading is highlighted in orange. Math Out of the Box is a K 5, inquiry-based math curriculum developed by Clemson University's College of Engineering and Science. Based on the NCTM Principles and Standards for School Mathematics, Math Out of the Box is filled with engaging, hands-on activities Page 2 of 48
3 PROFICIENCY STATEMENT Count, read, write, order, rename and compare whole numbers to at least 100. Carolina Curriculum Correlation to Grade 1 - Adopted 2009 IN.1.1. Number Sense and Computation Teacher Guide: L01-22 (pp 5-217), Post Assessment L01-04 (pp 41-43), Post Assessment L18-22 (pp ) Teacher Guide: L01-07 (pp 5-81), Post Assessment L04-07 (pp 82-83) PROFICIENCY STATEMENT Name the number that is one more than or one less than any number to at least 100. Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L11-20 (pp ), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126), Post Assessment L17-20 (pp ) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-07 (pp 5-81), Post Assessment L04-07 (pp 82-83) PROFICIENCY STATEMENT Match the ordinal numbers first, second, third, etc. with an ordered set to at least 10 items. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) PROFICIENCY STATEMENT Show equivalent forms of whole numbers to at least 100 as groups of tens and ones. Teacher Guide: L04 (pp 41-50), L05 (pp 51-62) PROFICIENCY STATEMENT Solve problems involving addition and subtraction by modeling addition of numbers to at least 100 (putting together, increasing) and by modeling the inverse operation of subtraction (taking away, comparing, finding the difference) using objects. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L09 (pp ), L12-14 (pp ) PROFICIENCY STATEMENTT Demonstrate fluency with addition facts and the corresponding subtraction facts for totals to at least 20. Teacher Guide: L03-17 (pp ), Post Assessment L05-12 (pp ), Post Assessment L13-17 (pp ) Teacher Guide: L08-14 (pp ), Post Assessment L08-14 (pp ) PROFICIENCY STATEMENT Pose a question and collect and represent data using pictures or picture graphs to answer the question posed. Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L06 (pp 41-45), L20 (pp ) Page 3 of 48
4 PROFICIENCY STATEMENT equations involving addition. Grade 1 IN.1.2. Algebra and Functions Teacher Guide: L03-17 (pp ), Post Assessment L05-12 (pp ), Post Assessment L13-17 (pp ) Teacher Guide: L08-14 (pp ), Post Assessment L08-14 (pp ) PROFICIENCY STATEMENT Create, extend, and give a rule for number patterns using addition. PROFICIENCY STATEMENT Solve problems using the identity principle for addition and subtraction. Teacher Guide: L05-12 (pp ) Teacher Guide: L06-09 (pp 59-96) Teacher Guide: L12 (pp ), L13 (pp ) PROFICIENCY STATEMENT Identify, describe, compare, sort and draw triangles, rectangles, squares and circles in terms of their attributes (position, shape, size and number of vertices). Use simple plane shapes to compose a given shape. Grade 1 IN.1.3. Geometry and Measurement Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01 (pp 7-15), L02 (pp 17-22), L06-12 (pp 41-87), L16 (pp ) PROFICIENCY STATEMENT Estimate and measure the length of an object to the nearest inch and centimeter. Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-06 (pp 7-42), Post Assessment L01-08 (pp 4-5) Teacher Guide: L03 (pp 25-33) PROFICIENCY STATEMENT Give the value of a collection of pennies, nickels and dimes up to $1.00. Developing Measurement Benchmarks: Up and Down Teacher Guide: L09-12 (pp 65-94), Post Assessment L09-12 (pp 62-63) PROFICIENCY STATEMENT PS.1. INDICATOR PS.1.1. Build new mathematical knowledge through problem solving. Grade 1 IN.PS. Problem Solving Teacher Guide: L01-21 (pp 5-208), L22 (pp ) Page 4 of 48
5 Teacher Guide: L01-20 (pp 5-191) INDICATOR PS.1.2. Solve problems that arise in mathematics and in other contexts. Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176), Post Assessment L01-03 (p 4), Post Assessment L04-06 (p 30), Post Assessment L07-10 (p 60), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126), Post Assessment L17-20 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-20 (pp 7-144) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp 7-160) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) INDICATOR PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems. Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-20 (pp 7-144) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-19 (pp 7-156) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) INDICATOR PS.1.4. Monitor and reflect on the process of mathematical problem solving. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) PROFICIENCY STATEMENT PS.2. INDICATOR PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics. Grade 1 IN.PS. Reasoning and Proof Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176), Post Assessment L01-03 (p 4), Post Assessment L04-06 (p 30), Post Assessment L07-10 (p 60), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126),Post Assessment L17-20 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-03 (pp 7-28), L11 (pp 77-81), L15 (pp ) Developing Measurement Benchmarks: Up and Down Page 5 of 48
6 Teacher Guide: L19 (pp ), Post Assessment L13-17 (pp ) INDICATOR PS.2.2. Make and investigate mathematical conjectures. Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176), Post Assessment L01-03 (p 4), Post Assessment L04-06 (p 30), L07-10 (p 60), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126), Post Assessment L17-20 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-20 (pp 7-144) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp INDICATOR PS.2.3. Develop and evaluate mathematical arguments and proofs. INDICATOR PS.2.4. Select and use various types of reasoning and methods of proof. Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-06 (pp 7-45) Developing Algebraic Thinking: Together and Apart Teacher Guide: L04-06 (pp 31-56) Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176), Post Assessment L01-03 (p 4), Post Assessment L04-06 (p 30), Post Assessment L07-10 (p 60), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126),Post Assessment L17-20 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-03 (pp 7-28), L11 (pp 77-81), L15 (pp ) Developing Measurement Benchmarks: Up and Down Teacher Guide: L19 (pp ), Post Assessment L13-17 (pp ) PROFICIENCY STATEMENT PS.3. INDICATOR PS.3.1. Organize and consolidate their mathematical thinking through communication. Grade 1 IN.PS. Communication Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176), Post Assessment L01-03 (p 4), Post Assessment L04-06 (p 30), Post Assessment L07-10 (p 60), Post Assessment L11-13 (p 98), Post Assessment L14-16 (p 126),Post Assessment L17-20 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-20 (pp 7-144) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp 7-160), Post Assessment L01-08 (pp 4-5), Post Assessment L09-12 (pp 62-63) Teacher Guide: L01-22 (pp 5-208), L22 (pp ), Post Assessment L05-12 (pp ) Teacher Guide: L01-20 (pp 5-191), Post Assessment L04-07 (pp 82-83), Post Assessment L15-20 (p 192) Page 6 of 48
7 INDICATOR PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-20 (pp 7-144) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp 7-160), Post Assessment L01-08 (pp 4-5), Post Assessment L09-12 (pp 62-63) Teacher Guide: L01-22 (pp 5-208), L22 (pp ), Post Assessment L05-12 (pp ) Teacher Guide: L01-20 (pp 5-191), Post Assessment L04-07 (pp 82-83) INDICATOR PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others. Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L08 (pp 61-64) Teacher Guide: L01-22 (pp 5-217) INDICATOR PS.3.4. Use the language of mathematics to express mathematical ideas precisely. Teacher Guide: L01-20 (pp 5-191) Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp 5-176) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01-08 (pp 7-64), L10-20 (pp ) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp 7-160), Post Assessment L01-08 (pp 4-5), Post Assessment L09-12 (pp 62-63) Teacher Guide: L01-22 (pp 5-217), Post Assessment L05-12 (pp ) Teacher Guide: L01-20 (pp 5-191), Post Assessment L04-07 (pp 82-83), Post Assessment L15-20 (p 192) PROFICIENCY STATEMENT PS.4. INDICATOR PS.4.1. Recognize and use connections among mathematical ideas. Grade 1 IN.PS. Connections Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L17 (pp ) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) Page 7 of 48
8 INDICATOR PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. INDICATOR PS.4.3. Recognize and apply mathematics in contexts outside of mathematics. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) Developing Algebraic Thinking: Together and Apart Teacher Guide: L02 (pp 13-20), L05 (pp 41-48), L07-17 (pp ) Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L03 (pp 23-28), L04 (pp 29-34) Developing Measurement Benchmarks: Up and Down Teacher Guide: L17 (pp ), L19 (pp ), L20 (pp ) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) PROFICIENCY STATEMENT PS.5. INDICATOR PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas. Grade 1 IN.PS. Representation Developing Algebraic Thinking: Together and Apart Teacher Guide: Unit Pre Assessment (pp xxiv-xxx), L01-20 (pp Developing Geometric Logic: Symmetry and Shapes Teacher Guide: L01 (pp 7-15), L03-08 (pp 23-64), L1-131 (pp 77-97), L16 (pp ), L18-20 (pp ) Developing Measurement Benchmarks: Up and Down Teacher Guide: Unit Pre Assessment (pp xxii-xxix), L01-20 (pp 7-160) Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) INDICATOR PS.5.2. Select, apply, and translate among mathematical representations to solve problems. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) INDICATOR PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena. Teacher Guide: L01-22 (pp 5-217) Teacher Guide: L01-20 (pp 5-191) Page 8 of 48
9 PROFICIENCY STATEMENT PS.6. INDICATOR PS.6.1. Know and apply appropriate methods for estimating the results of computations. INDICATOR PS.6.2. Round numbers to a specified place value. INDICATOR PS.6.3. Use estimation to decide whether answers are reasonable. INDICATOR PS.6.4. Decide when estimation is an appropriate strategy for solving a problem. INDICATOR PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations. INDICATOR PS.6.6. Use properties of numbers and operations to perform mental computation. Grade 1 IN.PS. Estimation and Mental Computation Teacher Guide: L01 (pp 5-14), L02 (pp 15-24), L03 (pp 25-33) Teacher Guide: L13 (pp ), L14 (pp ) Teacher Guide: L13 (pp ), L15 (pp ), L17 (pp ) Teacher Guide: L01 (pp 5-14), L03 (pp 25-36) Developing Measurement Benchmarks: Up and Down Teacher Guide: L01-08 (pp 7-58), Developing Measurement Benchmarks: Up and Down Teacher Guide: L06 (pp 37-42) Teacher Guide: L05-12 (pp ) INDICATOR PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy. Teacher Guide: L05-12 (pp ) PROFICIENCY STATEMENT PS.7. INDICATOR PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum. INDICATOR PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving. Grade 1 IN.PS. Technology Teacher Guide: L20-22 (pp ) Teacher Guide: L20-22 (pp ) Page 9 of 48
10 INDICATOR PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills. Carolina Curriculum Correlation to Teacher Guide: L20-22 (pp ) GRADE LEVEL EXPECTATION PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator. GRADE LEVEL EXPECTATION PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end to itself. Teacher Guide: L08-17 (pp ), Post Assessment L05-12 (pp ), Post Assessment L13-17 (pp ) Teacher Guide: L08-14 (pp ), Post Assessment L08-14 (pp ) Teacher Guide: L20-22 (pp ) Page 10 of 48
11 PROFICIENCY STATEMENT Count, read, write, compare, and plot on a number line whole numbers to at least Grade 2 - Adopted 2009 IN.2.1. Number Sense and Computation Teacher Guide: L14 (pp ), L16 (pp ) PROFICIENCY STATEMENT Count by ones, twos, fives, tens and hundreds to at least 1000, and show the number that is ten more or ten less than any number 10 through 90. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L06 (pp 45-52), L07 (pp 53-56), L08 (pp 63-70), L09 (pp 71-80) Developing Measurement Benchmarks: Large and Small Teacher Guide: L08 (pp 63-72), L10 (pp 81-86), L11 (pp 87-94) Teacher Guide: L11 (pp ), L12 (pp ), L17 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05 (pp 45-50), L07 (pp 61-67), L15 (pp ) PROFICIENCY STATEMENT Match the ordinal numbers, first, second, third, etc. with an ordered set of at least 100 items. Developing Measurement Benchmarks: Large and Small Teacher Guide: L13 (pp ) PROFICIENCY STATEMENT Use words, models, standard form and expanded form to represent place value and to show equivalent forms of whole numbers up to at least 1,000 as groups of hundreds, tens and ones. PROFICIENCY STATEMENT Identify numbers as even or odd by placing that number of objects in two groups of the same size and recognizing that for even numbers no object will be left over and for odd numbers one object will be left over. Teacher Guide: L11-16 (pp ), L18 (pp ), L19-22 (pp ),Post Assessment L11-16 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05 (pp 45-50), L07 (pp 61-67) Teacher Guide: L01 (pp 5-12), L02 (pp 13-19), L03 (pp 21-30) PROFICIENCY STATEMENT Solve problems involving addition and subtraction of whole numbers less than 1000 fluently using a standard algorithmic approach and show the inverse relationship between addition and subtraction. Teacher Guide: L01-10 (pp 5-105), L13 (pp ), L15 (pp ), L17 (pp ), L20 (pp ), L21 (pp ), L22 (pp ), Post Assessment L01-05 (pp 52-54), Post Assessment L06-10 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05-12 (pp ), L15 (pp ), L16 (pp ), Post Assessment L04-10 (pp 94-96) PROFICIENCY STATEMENT Developing Algebraic Thinking: Collecting and Sorting Compare data displayed in tables and Teacher Guide: L11-16 (pp ) picture graphs within the table or graph and Page 11 of 48
12 with data on other tables and graphs to address a single question. PROFICIENCY STATEMENT Write equations to solve single and multistep addition and subtraction word problems. Grade 2 IN.2.2. Algebra and Functions Teacher Guide: L01-05 (pp 5-51) PROFICIENCY STATEMENT Create, extend, and give a rule for number patterns using addition and subtraction. PROFICIENCY STATEMENT Show that the order in which two numbers are added [commutative property] and how the numbers are grouped in addition [associative property] will not change the sum. Use these properties can be used together to show that numbers can be added in any order. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), Post Assessment L08-10 (pp 60-62) Teacher Guide: L17 (pp ) Teacher Guide: L02 (pp 13-19), L03 (pp 21-30), L04 (pp 31-40), L05 (pp 41-51), L09 (pp 89-96), L10 (pp ) PROFICIENCY STATEMENT Recognize, identify and describe attributes of common shapes and solids (e.g., the size and type of shape, the two-dimensional faces of three-dimensional figures, the number of sides, edges and vertices; and location in space). Grade 2 IN.2.3. Geometry and Measurement Developing Geometric Logic: Rows and Columns Teacher Guide: Unit Pre Assessment (pp xxiii-xxix), L01-08 (pp 7-76), Post Assessment L01-06 (p 5), Post Assessment L07-12 (pp 59-64) PROFICIENCY STATEMENT Identify and draw congruent twodimensional shapes in any position. Describe and compare properties of simple and compound figures composed of triangles, rectangles, and squares. PROFICIENCY STATEMENT Measure length in standard units (inch, foot, yard) and metric units (centimeter and meter) and select appropriate units to estimate and measure lengths. Use the relationships between the units to express answers in different units. Use units of linear measurements and relationships Developing Geometric Logic: Rows and Columns Teacher Guide: L10 (pp 83-88), L11 (pp 89-94), L12 (pp ) Teacher Guide: L17 (pp ) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-06 (pp 7-48), L14 (pp ), Post Assessment L01-07 (p 5) Page 12 of 48
13 within a particular system to solve problems. PROFICIENCY STATEMENT Describe relationships of time (seconds in a minute, minutes in an hour, hours in a day, days in week, and days in a year) and tell time on an analog clock to five-minute intervals. Developing Measurement Benchmarks: Large and Small Teacher Guide: L03 (pp 21-28), L04 (pp 29-36), L14 (pp ), L15 (pp ) PROFICIENCY STATEMENT Find the value of a collection of pennies, nickels, dimes, quarters and dollars. Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L08-11 (pp 63-94), Post Assessment L08-11 (pp 60-61) PROFICIENCY STATEMENT PS.1. INDICATOR PS.1.1. Build new mathematical knowledge through problem solving. Grade 2 IN.PS. Problem Solving Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) INDICATOR PS.1.2. Solve problems that arise in mathematics and in other contexts. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01 (pp 5-10), L04-20 (pp ), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Developing Geometric Logic: Rows and Columns Teacher Guide: L01-20 (pp 7-166) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-20 (pp 7-172), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99), Post Assessment L16-20 (pp ) Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) INDICATOR PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems. Developing Geometric Logic: Rows and Columns Teacher Guide: L01-20 (pp 7-166) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-20 (pp 7-172), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99), Post Assessment L16-20 (pp ) Teacher Guide: L01-22 (pp 5-236) Page 13 of 48
14 Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) INDICATOR PS.1.4. Monitor and reflect on the process of mathematical problem solving. Teacher Guide: L01-10 (pp 5-105) PROFICIENCY STATEMENT PS.2. INDICATOR PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics. INDICATOR PS.2.2. Make and investigate mathematical conjectures. Grade 2 IN.PS. Reasoning and Proof Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Developing Geometric Logic: Rows and Columns Teacher Guide: L01 (pp 7-15) INDICATOR PS.2.3. Develop and evaluate mathematical arguments and proofs. INDICATOR PS.2.4. Select and use various types of reasoning and methods of proof. PROFICIENCY STATEMENT PS.3. INDICATOR PS.3.1. Organize and consolidate their mathematical thinking through communication. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L05 (pp 37-44), L06 (pp 45-52), L07 (pp 53-56) Developing Geometric Logic: Rows and Columns Teacher Guide: L17 (pp ), L18 (pp ), L19 (pp ), L20 (pp ) Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Grade 2 IN.PS. Communication Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Page 14 of 48
15 Developing Geometric Logic: Rows and Columns Teacher Guide: Unit Pre Assessment (pp xxiii-xxix), L01-20 (pp 7-166), Post Assessment L01-06 (p 5), Post Assessment L07-12 (pp 59-64), Post Assessment L13-16 (pp ), Post Assessment L17-20 (p 140) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-20 (pp 7-172), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99), Post Assessment L16-20 (pp ) Teacher Guide: L01-22 (pp 5-236), Post Assessment L01-05 (pp 52-54), Post Assessment L06-10 (pp ), Post Assessment L11-16 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172), Post Assessment L01-03 (p 32), Post Assessment L04-10 (pp 94-96), Post Assessment L11-17 (p 150), Post Assessment L18-20 (p 173) INDICATOR PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Developing Geometric Logic: Rows and Columns Teacher Guide: Unit Pre Assessment (pp xxiii-xxix), L01-20 (pp 7-166), Post Assessment L01-06 (p 5), Post Assessment L07-12 (pp 59-64), Post Assessment L13-16 (pp ), Post Assessment L17-20 (p 140) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-20 (pp 7-172), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99), Post Assessment L16-20 (pp ) Teacher Guide: L01-22 (pp 5-236), Post Assessment L01-05 (pp 52-54), Post Assessment L06-10 (pp ), Post Assessment L11-16 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172), Post Assessment L01-03 (p 32), Post Assessment L04-10 (pp 94-96), Post Assessment L11-17 (p 150), Post Assessment L18-20 (p 173) INDICATOR PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L05 (pp 37-44), L06 (pp 45-52), L07 (pp 53-56) Developing Geometric Logic: Rows and Columns Teacher Guide: L17 (pp ), L18 (pp ), L19 (pp ), L20 (pp ) INDICATOR PS.3.4. Use the language of mathematics to express mathematical ideas precisely. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188) Developing Geometric Logic: Rows and Columns Page 15 of 48
16 Teacher Guide: Unit Pre Assessment (pp xxiii-xxix), L01-20 (pp 7-166), Post Assessment L01-06 (p 5), Post Assessment L07-12 (pp 59-64), Post Assessment L13-16 (pp ), Post Assessment L17-20 (p 140) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L01-20 (pp 7-172), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99), Post Assessment L16-20 (pp ) Teacher Guide: L01-22 (pp 5-236), Post Assessment L01-05 (pp 52-54), Post Assessment L06-10 (pp ), Post Assessment L11-16 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172), Post Assessment L01-03 (p 32), Post Assessment L04-10 (pp 94-96), Post Assessment L11-17 (p 150) PROFICIENCY STATEMENT PS.4. INDICATOR PS.4.1. Recognize and use connections among mathematical ideas. INDICATOR PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. INDICATOR PS.4.3. Recognize and apply mathematics in contexts outside of mathematics. Grade 2 IN.PS. Connections Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01 (pp 5-10), L02 (pp 11-16), L03 (pp 17-24), L04 (pp 25-32), L05 (pp 37-44), L06 (pp 45-52), L07-20 (pp ), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128), Post Assessment L17-20 (pp ) Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188), Post Assessment L01-04 (p 4), Post Assessment L05-07 (p 36), Post Assessment L08-10 (pp 60-62), Post Assessment L11-13 (pp 96-97), Post Assessment L14-16 (p 128 Developing Geometric Logic: Rows and Columns Teacher Guide: L01 (pp 7-15), L11 (pp 89-94) Developing Measurement Benchmarks: Large and Small Teacher Guide: L04 (pp 29-36), L09 (pp 73-80), L13 (pp ), L15 (pp ), L17 (pp ), L20 (pp ) Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) Page 16 of 48
17 PROFICIENCY STATEMENT PS.5. INDICATOR PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas. Carolina Curriculum Correlation to Grade 2 IN.PS. Representation Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: Unit Pre Assessment (pp xxiv-xxxiii), L01-20 (pp 5-188) Developing Geometric Logic: Rows and Columns Teacher Guide: Unit Pre Assessment (pp xxiii-xxix), L01-20 (pp 7-166), Post Assessment L13-16 (pp ) Developing Measurement Benchmarks: Large and Small Teacher Guide: Unit Pre Assessment (pp xxiii-xxviii), L04-06 (pp 29-48), L08-20 (pp ), Post Assessment L01-07 (p 5), Post Assessment L08-11 (pp 60-61), Post Assessment L12-15 (pp 98-99) Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) INDICATOR PS.5.2. Select, apply, and translate among mathematical representations to solve problems. Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) INDICATOR PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena. Teacher Guide: L01-22 (pp 5-236) Developing Number Concepts: More and Less Module B Teacher Guide: L01-20 (pp 5-172) PROFICIENCY STATEMENT PS.6. INDICATOR PS.6.1. Know and apply appropriate methods for estimating the results of computations. INDICATOR PS.6.2. Round numbers to a specified place value. Grade 2 IN.PS. Estimation and Mental Computation Developing Number Concepts: More and Less Module B Teacher Guide: L01 (pp 5-14), L02 (pp 15-21), L03 (pp 23-31) Teacher Guide: L13 (pp ), L15 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L01 (pp 5-14), L02 (pp 15-21), L03 (pp 23-31), Post Assessment L01-03 (p 32) INDICATOR PS.6.3. Use estimation to decide whether answers are reasonable. Developing Number Concepts: More and Less Module B Teacher Guide: L04 (pp 37-44) Page 17 of 48
18 INDICATOR PS.6.4. Decide when estimation is an appropriate strategy for solving a problem. INDICATOR PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations. INDICATOR PS.6.6. Use properties of numbers and operations to perform mental computation. Developing Measurement Benchmarks: Large and Small Teacher Guide: L01 (pp 7-14), L02 (pp 15-20), L03 (pp 21-28) Developing Number Concepts: More and Less Module B Teacher Guide: L01 (pp 5-14), L02 (pp 15-21), L03 (pp 23-31) Developing Measurement Benchmarks: Large and Small Teacher Guide: L03 (pp 21-28) Teacher Guide: L20-22 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05 (pp 45-50), L06 (pp 51-59) INDICATOR PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy. PROFICIENCY STATEMENT PS.7. INDICATOR PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum. INDICATOR PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving. Teacher Guide: L20-22 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05 (pp 45-50), L06 (pp 51-59) Grade 2 IN.PS. Technology Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L07 (pp 53-56), L08 (pp 63-70), L09 (pp 71-80) Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L07 (pp 53-56), L08 (pp 63-70), L09 (pp 71-80) INDICATOR PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills. GRADE LEVEL EXPECTATION PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator. Teacher Guide: L01-10 (pp 5-105), L13 (pp ), L15 (pp ), L17 (pp ), L20 (pp ), L21 (pp ), L22 (pp ), Post Assessment L01-05 (pp 52-54), Post Assessment L06-10 (pp ), Post Assessment L17-22 (pp ) Developing Number Concepts: More and Less Module B Teacher Guide: L05-12 (pp ), L15 (pp ), L16 (pp ), L17 (pp ), Post Assessment L04-10 (pp 94-96) Page 18 of 48
19 GRADE LEVEL EXPECTATION PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself. Developing Algebraic Thinking: Collecting and Sorting Teacher Guide: L07 (pp 53-56), L08 (pp 63-70), L09 (pp 71-80) Page 19 of 48
20 PROFICIENCY STATEMENT Count, read, write, compare, and plot on a number line whole numbers up to at least 10,000. PROFICIENCY STATEMENT Interpret and model fractions as parts of a whole, parts of a group, and points and distances on a number line for numbers less than, equal to, or greater than one. Grade 3 - Adopted 2009 IN.3.1. Number Sense and Computation Developing Measurement Benchmarks: Scales and Balances Teacher Guide: L02 (pp 17-24) Teacher Guide: L06-14 (pp ), Post Assessment L09-14 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-05 (pp 5-55), L07 (pp 65-71), Post Assessment L01-04 (pp 40-41) PROFICIENCY STATEMENT Compare and order fractions by using models, benchmark fractions, or common numerators or denominators. PROFICIENCY STATEMENT Use words, models, standard form and expanded form to represent place value and to show equivalent forms of whole numbers up to at least 10,000. Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L02 (pp 13-20), L03 (pp 21-30), L04 (pp 31-39) Teacher Guide: L09-16 (pp ), Post Assessment L09-14 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L06 (pp 57-64) PROFICIENCY STATEMENT Solve problems involving addition and subtraction of whole numbers fluently using a standard algorithmic approach. PROFICIENCY STATEMENT Represent the concept of multiplication of whole numbers with models as repeated addition, equal-sized groups, arrays, area models, and equal ''jumps'' on a number line and explain the result of multiplying by zero. Teacher Guide: L01-05 (pp 5-60), L08 (pp 77-83), L15-24 (pp ), Post Assessment L01-08 (pp 84-86), Post Assessment L15-24 (pp ) Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L08 (pp 87-96), Post Assessment L06-08 (pp 66-67) Teacher Guide: L06 (pp 61-68), L07 (pp 69-76), L25-28 (pp ), L30 (pp ), Post Assessment L01-08 (pp 84-86) PROFICIENCY STATEMENT Represent the concept of division of whole Teacher Guide: L28 (pp ), L29 (pp ), L30 (pp ) numbers with models as successive subtraction, partitioning, sharing, and an inverse of multiplication. Show that division by zero is not possible. PROFICIENCY STATEMENT Construct and analyze frequency tables and bar graphs from data, including data collected through observations, surveys and experiments. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L01 (pp 7-20), L02 (pp 21-28), L13 (pp ), L15-17 (pp ) Developing Number Concepts: Ordering and Arranging Module B Page 20 of 48
21 PROFICIENCY STATEMENT Identify events on a continuum from impossible to unlikely, equally likely, likely or certain. Determine a simple probability in a context using pictures. Teacher Guide: L16 (pp ), L17 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L13-17 (pp ) PROFICIENCY STATEMENT Write and solve equations using (=) to show equivalence and use variables to express mathematical relationships involving multiplication. PROFICIENCY STATEMENT Create, extend, and give a rule for number patterns using multiplication. Grade 3 IN.3.2. Algebra and Functions Teacher Guide: L25 (pp ) Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L08 (pp 87-96), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ) PROFICIENCY STATEMENT Solve problems using the identity principle of multiplication. Teacher Guide: L06 (pp 61-68), L07 (pp 69-76), L25-27 (pp ) PROFICIENCY STATEMENT Identify angles that are right angles and other angles that are greater than or less than a right angle. Grade 3 IN.3.3. Geometry and Measurement Developing Geometric Logic: Shapes and Paths Teacher Guide: L05-08 (pp 47-88) PROFICIENCY STATEMENT Identify, describe and draw points, lines and line segments and use these terms when describing two-dimensional shapes. PROFICIENCY STATEMENT Identify and draw lines of symmetry in geometric shapes and recognize symmetrical shapes in the environment. PROFICIENCY STATEMENT Find the perimeter of polygons. PROFICIENCY STATEMENT Choose and use appropriate units and tools to estimate and measure length and Developing Geometric Logic: Shapes and Paths Teacher Guide: L05-08 (pp 47-88) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L09 (pp 89-97), L16 (pp ), Post Assessment L08-11 (pp 79-80), Post Assessment L16-20 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L04-06 (pp 35-54), Post Assessment L01-06 (pp 5-6) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: L01-06 (pp 7-54), L15 (pp ), L18-19 (pp ) Page 21 of 48
22 weight. Estimate and measure length to 1/4 inch, weight in pounds and kilograms, and temperature in Celsius and Fahrenheit selecting appropriate units for the given situation. Use the relationship between the units to express answers in different units. Teacher Guide: L04 (pp 47-50), L05 (pp 51-60) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L02 (pp 13-20) PROFICIENCY STATEMENT Using an analog clock tell time to the nearest minute. Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L12 (pp ), L13 (pp ), Post Assessment L12-15 (pp ) PROFICIENCY STATEMENT PS.1. INDICATOR PS.1.1. Build new mathematical knowledge through problem solving. Grade 3 IN.PS. Problem Solving Developing Algebraic Thinking: Plotting and Growing Teacher Guide: L01-20 (pp 7-222), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: L02-20 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: L01-11 (pp 7-96), L13 (pp ), L14 (pp ), L16-19 (pp ) Teacher Guide: L01-20 (pp 5-208), L23-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192) INDICATOR PS.1.2. Solve problems that arise in mathematics and in other contexts. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L02-17 (pp ), L20 (pp ), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L05-07 (pp 44-45), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ), Post Assessment L16-20 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01-20 (pp 7-174), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58), Post Assessment L12-15 (pp ), Post Assessment L16-20 (p 139) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L09-14 (pp ), Post Assessment L15-24 (pp 244- Page 22 of 48
23 246), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) INDICATOR PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems. Teacher Guide: L01-30 (pp 5-301), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192) INDICATOR PS.1.4. Monitor and reflect on the process of mathematical problem solving. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L01-20 (pp 7-222), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L05-07 (pp 44-45), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ), Post Assessment L16-20 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01-20 (pp 7-174), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58), Post Assessment L12-15 (pp ), Post Assessment L16-20 (p 139) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L09-14 (pp ), Post Assessment L15-24 (pp ), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) PROFICIENCY STATEMENT PS.2. INDICATOR PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics. INDICATOR PS.2.2. Make and investigate mathematical conjectures. Grade 3 IN.PS. Reasoning and Proof Teacher Guide: L01-08 (pp 5-83) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-04 (pp 5-39) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L16-18 (pp ), L20 (pp ) Page 23 of 48
24 INDICATOR PS.2.3. Develop and evaluate mathematical arguments and proofs. INDICATOR PS.2.4. Select and use various types of reasoning and methods of proof. PROFICIENCY STATEMENT PS.3. INDICATOR PS.3.1. Organize and consolidate their mathematical thinking through communication. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: L05 (pp 57-62), L06 (pp 69-76), L10 (pp ), L13 (pp ), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: L08-11 (pp ) Teacher Guide: L01-08 (pp 5-83) Grade 3 IN.PS. Communication Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L01-20 (pp 7-222), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01-20 (pp 7-174), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) INDICATOR PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L01-20 (pp 7-222), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ) Developing Measurement Benchmarks: Scales and Balances Page 24 of 48
25 Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01-20 (pp 7-174), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) INDICATOR PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others. Developing Geometric Logic: Shapes and Paths Teacher Guide: L08 (pp 81-88), L09 (pp 89-97), L10 (pp ), L11 (pp ) Teacher Guide: L01-08 (pp 5-83) INDICATOR PS.3.4. Developing Algebraic Thinking: Plotting and Growing Use the language of mathematics to express Teacher Guide: L01-04 (pp 7-56), L09-11 (pp ), L13 (pp 149- mathematical ideas precisely. 156), L17-19 (pp ), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01 (pp 7-16), L02 (pp 17-24), L03 (pp 25-34), L04 (pp 35-40), L05 (pp ), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) PROFICIENCY STATEMENT PS.4. INDICATOR PS.4.1. Recognize and use connections among mathematical ideas. Grade 3 IN.PS. Connections Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L03-17 (pp ), L20 (pp ), Post Assessment L01-02 (pp 4-5), Post Assessment L03-05 (pp 32-34), Post Assessment L06-08 (pp 66-67), Post Assessment L09-12 (pp ), Post Assessment L13-14 (pp ), Post Assessment L15-17 (pp ), Post Assessment L18-20 (pp ) Developing Geometric Logic: Shapes and Paths Page 25 of 48
26 Teacher Guide: Unit Pre Assessment (pp xxiv-xxiii), L01-20 (pp 7-201), Post Assessment L01-04 (pp 4-5), Post Assessment L08-11 (pp 79-80), Post Assessment L12-15 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: Unit Pre Assessment (pp xxiii-xxvi), L01 (pp 7-16), L02 (pp 17-24), L03 (pp 25-34), L04 (pp 35-40), L05 (pp ), Post Assessment L01-06 (pp 5-6), Post Assessment L07-11 (p 58) Teacher Guide: L01-30 (pp 5-301), Post Assessment L01-08 (pp 84-86), Post Assessment L25-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192), Post Assessment L01-04 (pp 40-41), Post Assessment L05-07 (pp 72-73), Post Assessment L08-12 (pp ), Post Assessment L13-17 (p 165), Post Assessment L18-20 (p 193) INDICATOR PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: L01-10 (pp 7-122), L12 (pp ), L15-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: L02-20 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: L01-11 (pp 7-96), L13 (pp ), L14 (pp ), L16-19 (pp ) Teacher Guide: L01 (pp 5-18), L02 (pp 19-32), L03 (pp 33-42), L04-30 (pp ) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192) INDICATOR PS.4.3. Recognize and apply mathematics in contexts outside of mathematics. Developing Algebraic Thinking: Plotting and Growing Teacher Guide: Unit Pre Assessment (pp xxiv-xxxviii), L01-05 (pp 7-62), L07-09 (pp ), L11 (pp ), L13-20 (pp ) Developing Geometric Logic: Shapes and Paths Teacher Guide: L01 (pp 7-14), L02 (pp 15-22), L09 (pp 89-97), L12 (pp ), L16 (pp ) Developing Measurement Benchmarks: Scales and Balances Teacher Guide: L03 (pp 25-34), L20 (pp ) Teacher Guide: L01-30 (pp 5-301) Developing Number Concepts: Ordering and Arranging Module B Teacher Guide: L01-20 (pp 5-192) Page 26 of 48
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