Illinois State Standards Alignments Grades Three through Eleven

Size: px
Start display at page:

Transcription

1 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 countries. P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715)

3 P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715) Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) Sincerely, Renaissance Sales and Funding Staff iii

4

5 Grade 3 Illinois, Math, 2005, Grade 3, IL 6 - Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. IL 6A - Representations and Ordering - Read, Write, and Represent Numbers IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of whole numbers and their place values up to 100,000. Skill 13 - N08 - Hundreds: Identify place value of digits Skill 14 - N09 - Hundreds: Write numerals in expanded form Skill 17 - N13 - Thousands: Identify place value of digits Skill 18 - N14 - Thousands: Write numerals in expanded form Skill 21 - N18 - Ten thousands, hundred thousands, millions, billions: Identify place value of digits Skill 22 - N19 - Ten thousands, hundred thousands, millions, billions: Write numerals in expanded form IL Identify and write (in words and standard form) whole numbers up to 100,000. IL Recognize a fraction represented with a pictorial model. IL Represent multiplication as repeated addition. - Order and Compare Numbers IL Order and compare whole numbers up to 10,000 using symbols (>, <, or =) and words (e.g., greater (more) than, less than, equal to, between). Page 1 of 58 Skill Area 3 - Numeration Concepts Skill Area 3 - Numeration Concepts Skill 3 - NA3 - Ones: Relate numerals and number words Skill 8 - N03 - Tens: Relate numeral and number word Skill 12 - N07 - Hundreds: Relate numeral and number word Skill 16 - N12 - Thousands: Relate numeral and number word Skill 20 - N17 - Ten thousands, hundred thousands, millions, billions: Relate numeral and number word Skill 6 - N01 - Tens: Place numerals (10-99) in order of value

6 Grade 3 Illinois, Math, 2005, Grade 3, IL Order and compare decimals expressed using monetary units. - Number Line IL Identify and locate whole numbers and halves on a number line. - Classifications of Numbers IL Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than). IL 6B 6C - Computation, Operations, Estimation, and Properties Skill Area 3 - Numeration Concepts Skill Area 3 - Numeration Concepts Skill 11 - N06 - Hundreds: Place numerals in order of value Skill 15 - N11 - Thousands: Place numerals in order of value Skill 5 - N00 - Ones: Locate numbers on a number line Skill 6 - N01 - Tens: Place numerals (10-99) in order of value Skill 9 - N04 - Tens: Identify one more/one less across decades Skill 15 - N11 - Thousands: Place numerals in order of value - Number Operations IL Solve problems and number sentences involving addition and subtraction with regrouping. Skill Area 4 - Computation Processes Skill 8 - C08 - Addition beyond basic facts with regrouping (2d+1d, 2d+2d) Skill Area 9 - Word Problems IL Solve problems involving the value of a collection of bills and coins whose total value is \$10.00 or less, and make change. IL Model and apply basic Skill Area 4 - Computation multiplication facts (up to 10 10), and Processes apply them to related multiples of 10 (e.g., 3 4=12, 30 4=120). Page 2 of 58 Skill 9 - C09 - Subtraction beyond basic facts with regrouping (2d-1d, 2d- 2d) Skill 10 - C10 - Addition beyond basic facts with double regrouping (3d+2d, 3d+3d) Skill 11 - C11 - Subtraction beyond basic facts with double regrouping (3d-2d, 3d-3d) Skill 4 - W08 - Word problems: Addition beyond basic facts with regrouping (2d+1d, 2d+2d) Skill 5 - W09 - Word problems: Subtraction beyond basic facts with regrouping (2d-1d, 2d-2d) Skill 12 - C12 - Multiplication basic facts

7 Grade 3 Illinois, Math, 2005, Grade 3, - Properties IL Use the inverse relationships between addition and subtraction to complete basic fact sentences and solve problems (e.g., = 8 and 8-3 = ). IL Solve problems involving the multiplicative identity of one (e.g., 3 1 =3) and the additive identity of zero (e.g., 3+0 =3). - Estimation IL Make estimates appropriate to a given situation with whole numbers. IL 6D - Ratios, Proportions, and Percents - Identify and Express Ratios - Proportional Reasoning - Percents IL 7 - Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Skill Area 9 - Word Problems Skill Area 3 - Numeration Concepts Skill Area 7 - Measurement Skill 6 - W12 - Word problems: Multiplication of basic facts Skill 10 - N05 - Tens: Understand the concept of zero Skill 10 - M02 - Customary measures: Estimating linear measures IL 7A 7B 7C - Units, Tools, Estimation, and Applications - Elapsed Time IL Solve problems involving simple elapsed time in compound units (e.g., hours, minutes, days). - Measurement Tools IL Select and use appropriate standard units and tools to measure length (to the nearest inch or cm), time (to the nearest minute), and temperature (to the nearest degree). - Area, Perimeter, and Circumference IL Solve problems involving the perimeter of a polygon with given side lengths or a given non-standard unit (e.g., paperclip). Skill Area 6 - Geometry Skill 15 - M08 - Estimating linear measure in metric units. Skill 11 - G03 - Perimeter: square Skill 12 - G04 - Perimeter: rectangle Skill 13 - G05 - Perimeter: triangle Page 3 of 58

8 Grade 3 Illinois, Math, 2005, Grade 3, IL Solve problems involving the area of a figure when whole and half square units are shown within the figure. - Estimation IL Compare and estimate length (including perimeter), area, and weight/mass using referents. - Volume and Surface Area IL Determine the volume of a solid figure that shows cubic units. - Measurement Conversions IL Solve problems involving simple unit conversions within the same measurement system for time and length. - Indirect Measurements and Scale Drawings IL 8 - Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. IL 8A - Representations, Patterns, and Expressions - Patterns IL Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence). Skill Area 7 - Measurement Skill Area 6 - Geometry Skill 9 - M01 - Customary measures: Inches, feet, yards Skill 9 - G01 - Identify numeric patterns - Write and Simplify Expressions Skill Area 10 - Algebra Skill 1 - A00 - Can skip count by 2, 5, 10 in ascending order IL Write an expression to represent a given situation. - Evaluate Algebraic Expressions IL 8B - Connections Using Tables, Graphs, and Symbols - Describing Change - Coordinate System - Representations - Inequalities IL 8C 8D - Writing, Interpreting, and Solving Equations - Write Equations and Inequalities Page 4 of 58

9 Grade 3 Illinois, Math, 2005, Grade 3, IL Represent simple mathematical relationships with number sentences (equations and inequalities). - Solve Equations and Inequalities IL Solve one-step addition Skill Area 10 - Algebra and subtraction equations that have a missing number or missing operation sign (e.g., 3 + = 5, 6 1 = 7). IL Solve word problems involving unknown quantities. IL 9 - Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. IL 9A - Properties of Single Figures and Coordinate Geometry - Properties of Single Figures IL Identify, describe, and Skill Area 6 - Geometry sketch two-dimensional shapes (triangles, squares, rectangles, pentagons, hexagons, and octagons) according to the number of sides, length of sides, and number of vertices. IL Identify and describe three-skildimensional shapes (cubes, spheres, Area 6 - Geometry cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). - Circles - Coordinate Geometry IL Locate and identify points using numbers and symbols on a grid, and describe how points relate to each other on a grid (e.g., "heart symbol" is 2 units below "sun symbol", point A is 3 units to the right of point B). - Symmetry IL Identify whether or not a Skill Area 6 - Geometry figure has a line of symmetry, and sketch or identify the line of symmetry. - Transformations IL Identify images resulting Skill Area 6 - Geometry from flips (reflections), slides (translations), or turns (rotations). Page 5 of 58 Skill 2 - A01 - Simple number sentence Skill 6 - GA6 - Recognize elements of basic shapes Skill 7 - GA7 - Identify common solid shapes Skill 5 - GA5 - Understand basic symmetry Skill 3 - GA3 - Identify common plane shapes when rotated

10 Grade 3 Illinois, Math, 2005, Grade 3, - Lines, Segments, Rays, and Angles IL Identify parallel lines. Skill Area 6 - Geometry Skill 21 - G14 - Identify parallel lines IL 9B - Relationships Between and Among Multiple Figures - Relationships Between Two- and Three-Dimensional Objects IL Identify the twodimensional components of a threedimensional object (e.g., a cube has square faces). IL Identify a threedimensional object from its net. - Composing and Decomposing Figures IL Predict the result of putting shapes together (composing) and taking them apart (decomposing). - Congruency and Similarity IL Identify congruent and similar figures by visual inspection. - Distance IL Determine the distance between two points on the number line in whole numbers. IL 9C - Justifications of Conjectures and Conclusions IL 9D - Trigonometry IL 10 - Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. IL 10A 10B - Data Analysis and Statistics - Read and Interpret Displays IL Read and interpret data represented in a pictograph, bar graph, Venn diagram (with two circles), tally chart, or table. - Complete and Create Displays Skill Area 8 - Data Analysis and Statistics Skill 1 - SA1 - Read tally charts Skill 2 - S00 - Read simple pictographs Skill 3 - S01 - Read table Skill 4 - S02 - Read bar graph Skill 6 - S04 - Interpret table Skill 7 - S05 - Interpret bar graph Page 6 of 58

11 Grade 3 Illinois, Math, 2005, Grade 3, IL Complete missing parts of a pictograph, bar graph, tally chart, or table for a given set of data. - Line of Best Fit - Statistics IL Determine the mode, given a set of data or a graph. IL 10C - Probability - Probability IL Classify events using words such as certain, most likely, equally likely, least likely, possible, and impossible. IL Describe the chances associated with a context presented visually, including using the response format "3 out of 4." - Outcomes and Counting Principles Page 7 of 58

12 Grade 4 Illinois, Math, 2005, Grade 4, IL 6 - Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. IL 6A - Representations and Ordering - Read, Write, and Represent Numbers IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of whole numbers and their place values up to 1,000,000. Skill 13 - N08 - Hundreds: Identify place value of digits Skill 14 - N09 - Hundreds: Write numerals in expanded form Skill 17 - N13 - Thousands: Identify place value of digits Skill 18 - N14 - Thousands: Write numerals in expanded form Skill 21 - N18 - Ten thousands, hundred thousands, millions, billions: Identify place value of digits Skill 22 - N19 - Ten thousands, hundred thousands, millions, billions: Write numerals in expanded form IL Identify and write (in words and standard form) whole numbers up to 1,000,000. Skill Area 3 - Numeration Concepts IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of fractions; divide regions or sets to represent a fraction. IL Represent multiplication as repeated addition. - Order and Compare Numbers IL Order and compare whole numbers up to 100,000. Skill Area 3 - Numeration Concepts Skill 12 - N07 - Hundreds: Relate numeral and number word Skill 16 - N12 - Thousands: Relate numeral and number word Skill 23 - N21 - Fractions and decimals: Convert fraction to equivalent fraction Skill 15 - N11 - Thousands: Place numerals in order of value Skill 19 - N16 - Ten thousands, hundred thousands, millions, billions: Place numerals in order of value IL Order and compare decimals through hundredths. Page 8 of 58

13 Grade 4 Illinois, Math, 2005, Grade 4, IL Order and compare fractions having like denominators with or without models. - Number Line IL Identify and locate whole numbers, halves, and fourths on a number line. - Classifications of Numbers IL Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than). IL 6B 6C - Computation, Operations, Estimation, and Properties Skill Area 3 - Numeration Concepts Skill Area 3 - Numeration Concepts Skill 5 - N00 - Ones: Locate numbers on a number line Skill 9 - N04 - Tens: Identify one more/one less across decades - Number Operations IL Solve problems and Skill Area 4 - Computation number sentences involving addition Processes and subtraction with regrouping and multiplication (up to three-digit by onedigit). Skill Area 9 - Word Problems Skill 8 - C08 - Addition beyond basic facts with regrouping (2d+1d, 2d+2d) Skill 9 - C09 - Subtraction beyond basic facts with regrouping (2d-1d, 2d- 2d) Skill 10 - C10 - Addition beyond basic facts with double regrouping (3d+2d, 3d+3d) Skill 11 - C11 - Subtraction beyond basic facts with double regrouping (3d-2d, 3d-3d) Skill 14 - C14 - Multiplication beyond basic facts, no regrouping (2dx1d) Skill 18 - C18 - Addition of whole numbers: any difficulty Skill 19 - C19 - Subtraction whole numbers: any difficulty Skill 4 - W08 - Word problems: Addition beyond basic facts with regrouping (2d+1d, 2d+2d) Skill 5 - W09 - Word problems: Subtraction beyond basic facts with regrouping (2d-1d, 2d-2d) Skill 8 - W14 - Word problems: Multiplication beyond basic facts, no regrouping (2dx1d) Skill 12 - W18 - Word problems: Addition of whole numbers, any difficulty Page 9 of 58

14 Grade 4 Illinois, Math, 2005, Grade 4, IL Solve problems involving the value of a collection of bills and coins whose total value is \$ or less, and make change. IL Model and apply basic multiplication and division facts (up to 12 12), and apply them to related multiples of 10 (e.g., 3 9=27, 30 9=270, 6 3=2, 600 3=200). Skill 13 - W19 - Word problems: Subtraction of whole numbers, any difficulty IL Model situations involving addition and subtraction of fractions with like denominators. - Properties IL Solve problems involving the commutative and distributive properties of operations on whole numbers [e.g., = 7 + 8, 27 5 = (20 5) + (7 5)]. IL Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4 3=12, 12 3= ). - Estimation IL Make estimates appropriate to a given situation with whole numbers. IL 6D - Ratios, Proportions, and Percents - Identify and Express Ratios - Proportional Reasoning - Percents IL 7 - Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. IL 7A 7B 7C - Units, Tools, Estimation, and Applications - Elapsed Time IL Solve problems involving elapsed time in compound units (e.g., 1 hour and 40 minutes) that occur in the same half day (a.m. only or p.m. only). Page 10 of 58 Skill Area 7 - Measurement Skill 10 - M02 - Customary measures: Estimating linear measures Skill 15 - M08 - Estimating linear measure in metric units.

15 Grade 4 Illinois, Math, 2005, Grade 4, - Measurement Tools IL Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature. - Area, Perimeter, and Circumference IL Solve problems involving the perimeter of a polygon with given side lengths and the area of a square, rectangle, or irregular shape composed of rectangles using diagrams, models, and grids or by measuring (may include sketching a figure from its description). - Estimation IL Compare and estimate length (including perimeter), area, volume, and weight/mass using referents. - Volume and Surface Area IL Determine the volume of a solid figure that shows cubic units. - Measurement Conversions IL Solve problems involving unit conversions within the same measurement system for time, length, and weight/mass. - Indirect Measurements and Scale Drawings IL 8 - Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. IL 8A - Representations, Patterns, and Expressions - Patterns IL Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence). - Write and Simplify Expressions Page 11 of 58 Skill Area 6 - Geometry Skill Area 6 - Geometry Skill 11 - G03 - Perimeter: square Skill 12 - G04 - Perimeter: rectangle Skill 13 - G05 - Perimeter: triangle Skill 14 - G06 - Area: square Skill 9 - G01 - Identify numeric patterns

16 Grade 4 Illinois, Math, 2005, Grade 4, IL Write an expression using letters or symbols to represent an unknown quantity. - Evaluate Algebraic Expressions IL Evaluate algebraic expressions with a whole number variable value (e.g., evaluate 3 + m when m = 4). IL 8B - Connections Using Tables, Graphs, and Symbols - Describing Change IL Identify or represent situations with well-defined patterns using words, tables, and graphs (e.g., represent temperature and time in a line graph). - Coordinate System - Representations IL Translate between different representations (table, written, or pictorial) of whole number relationships. - Inequalities IL 8C 8D - Writing, Interpreting, and Solving Equations - Write Equations and Inequalities IL Represent simple mathematical relationships with number sentences (equations and inequalities). - Solve Equations and Inequalities IL Solve for the unknown in an equation with one operation (e.g., 10= +3+2, -1=3). IL Solve word problems involving unknown quantities. IL 9 - Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. IL 9A - Properties of Single Figures and Coordinate Geometry - Properties of Single Figures Skill Area 10 - Algebra Skill Area 10 - Algebra Skill Area 9 - Word Problems Skill 3 - A02 - Translate word problem to equation Skill 2 - A01 - Simple number sentence Skill 31 - W42 - Word problems: Ratios Page 12 of 58

17 Grade 4 Illinois, Math, 2005, Grade 4, IL Identify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and right angles. IL Identify and describe three-skildimensional shapes (cubes, spheres, Area 6 - Geometry cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). IL Differentiate between polygons and non-polygons - Circles - Coordinate Geometry IL Graph, locate, identify points, and describe paths using ordered pairs (first quadrant). - Symmetry IL Identify whether or not a figure has one or more lines of symmetry, and sketch or identify all lines of symmetry. - Transformations IL Identify images resulting from flips (reflections), slides (translations), or turns (rotations). Skill 7 - GA7 - Identify common solid shapes - Lines, Segments, Rays, and Angles IL Identify and sketch parallel Skill Area 6 - Geometry and perpendicular lines. IL Identify and sketch right angles. IL 9B - Relationships Between and Among Multiple Figures - Relationships Between Two- and Three-Dimensional Objects IL Identify the twodimensional components of a threedimensional object. IL Identify a threedimensional object from its net. - Composing and Decomposing Figures IL Predict the result of composing or decomposing shapes or figures. Page 13 of 58 Skill 21 - G14 - Identify parallel lines Skill 23 - G16 - Identify perpendicular lines

18 Grade 4 Illinois, Math, 2005, Grade 4, - Congruency and Similarity IL Identify congruent and similar figures by visual inspection. - Distance IL Determine the distance between two points on the number line in whole numbers. IL 9C - Justifications of Conjectures and Conclusions IL 9D - Trigonometry IL 10 - Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. IL 10A 10B - Data Analysis and Statistics - Read and Interpret Displays IL Read and interpret data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), tally chart, table, line graph, or circle graph. - Complete and Create Displays IL Create a pictograph, bar graph, tally chart, or table for a given set of data. - Line of Best Fit - Statistics IL Determine the mode and range, given a set of data or a graph. IL 10C - Probability - Probability IL Classify events using words such as certain, most likely, equally likely, least likely, possible, and impossible. IL Describe the chances associated with a context presented visually, including using the response format "3 out of 4" or ¾. - Outcomes and Counting Principles Skill Area 8 - Data Analysis and Statistics Skill 2 - S00 - Read simple pictographs Skill 4 - S02 - Read bar graph Skill 6 - S04 - Interpret table Skill 7 - S05 - Interpret bar graph Skill 8 - S06 - Interpret pie graph Page 14 of 58

19 Grade 5 Illinois, Math, 2005, Grade 5, IL 6 - Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. IL 6A - Representations and Ordering - Read, Write, and Represent Numbers IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of whole numbers and their place values up to 100,000,000. Skill 21 - N18 - Ten thousands, hundred thousands, millions, billions: Identify place value of digits Skill 22 - N19 - Ten thousands, hundred thousands, millions, billions: Write numerals in expanded form IL Read, write, recognize, model, and interpret numerical expressions from a given description or situation. IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of fractions, including improper fractions and mixed numbers. IL Recognize, translate between, and model multiple representations of decimals, fractions less than one (halves, quarters, fifths, and tenths), and percents (0%, 25%, 50%, 75%, and 100%). IL Read, write, recognize, and model decimals and their place values through thousandths. IL Represent multiplication as repeated addition. - Order and Compare Numbers IL Order and compare whole numbers up to 1,000,000. Skill Area 3 - Numeration Concepts Skill Area 3 - Numeration Concepts Skill 23 - N21 - Fractions and decimals: Convert fraction to equivalent fraction Skill 30 - N28 - Fractions and decimals: Convert improper fraction to mixed number Skill 27 - N25 - Fractions and decimals: Identify place value of digits in decimals Skill 19 - N16 - Ten thousands, hundred thousands, millions, billions: Place numerals in order of value IL Order and compare decimals through hundredths. Page 15 of 58

20 Grade 5 Illinois, Math, 2005, Grade 5, IL Order and compare fractions having like or unlike denominators with or without models. - Number Line IL Identify and locate whole numbers, halves, fourths, and thirds on a number line. - Classifications of Numbers IL Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than, square numbers). IL 6B 6C - Computation, Operations, Estimation, and Properties Skill Area 3 - Numeration Concepts Skill 41 - N39 - Advanced concepts: Can determine greatest common factor Skill 42 - N40 - Advanced concepts: Can determine least common multiple - Number Operations IL Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers. Skill Area 4 - Computation Processes Skill 10 - C10 - Addition beyond basic facts with double regrouping (3d+2d, 3d+3d) Page 16 of 58 Skill Area 9 - Word Problems Skill 11 - C11 - Subtraction beyond basic facts with double regrouping (3d-2d, 3d-3d) Skill 16 - C16 - Multiplication with regrouping (2dx1d, 2dx2d) Skill 17 - C17 - Division with remainders (2d/1d, 3d/1d) Skill 18 - C18 - Addition of whole numbers: any difficulty Skill 19 - C19 - Subtraction whole numbers: any difficulty Skill 20 - C21 - Division of whole numbers: any difficulty Skill 4 - W08 - Word problems: Addition beyond basic facts with regrouping (2d+1d, 2d+2d) Skill 5 - W09 - Word problems: Subtraction beyond basic facts with regrouping (2d-1d, 2d-2d) Skill 8 - W14 - Word problems: Multiplication beyond basic facts, no regrouping (2dx1d) Skill 9 - W15 - Word problems: Division beyond basic facts, no remainders (2d/1d)

21 Grade 5 Illinois, Math, 2005, Grade 5, Skill 10 - W16 - Word problems: Multiplication with regrouping (2dx1d, 2dx2d) Skill 11 - W17 - Word problems: Division with remainders (2d/1d, 3d/1d) Skill 12 - W18 - Word problems: Addition of whole numbers, any difficulty Skill 13 - W19 - Word problems: Subtraction of whole numbers, any difficulty Skill 14 - W20 - Word problems: Multiplication of whole numbers, any difficulty Skill 15 - W21 - Word problems: Division of whole numbers, any IL Solve problems and number sentences involving addition and subtraction of decimals through hundredths (with or without monetary labels). IL Model situations involving addition and subtraction of fractions. - Properties IL Solve problems involving the commutative, distributive, and identity properties of operations on whole numbers (e.g., = 46 37, 270 5= (200 5) + (70 5)]. - Estimation IL Make estimates appropriate to a given situation with whole numbers, fractions, and decimals. IL 6D - Ratios, Proportions, and Percents - Identify and Express Ratios IL Identify and express ratios using appropriate notation (i.e., a/b, a to b), and identify equivalent ratios. Skill Area 4 - Computation Processes Skill Area 9 - Word Problems difficulty Skill 31 - C33 - Addition of decimals, place change (e.g ) Skill 32 - C35 - Subtraction of decimals, place change (e.g. 5-.4) Skill 23 - W33 - Word problems: Addition of decimals, place change (e.g ) Skill 24 - W35 - Word problems: Subtraction of decimals, place change (e.g. 5-.4) Page 17 of 58

22 Grade 5 Illinois, Math, 2005, Grade 5, - Proportional Reasoning IL Solve problems involving proportional relationships, including unit pricing (e.g., one apple costs 20, so four apples cost 80 ). - Percents IL Read, write, recognize, and model percents (0%, 25%, 50%, 75%, and 100%). IL 7 - Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. IL 7A 7B 7C - Units, Tools, Estimation, and Applications - Elapsed Time IL Solve problems involving elapsed time in compound units. - Measurement Tools IL Select and use appropriate standard units and tools to measure length (to the nearest ¼ inch or mm), mass/weight, capacity, and angles. Skill Area 4 - Computation Processes Skill Area 9 - Word Problems Skill 38 - C41 - Proportions Skill 39 - C42 - Ratios Skill 31 - W42 - Word problems: Ratios - Area, Perimeter, and Circumference IL Solve problems involving the perimeter and area of a triangle, rectangle, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). Skill Area 6 - Geometry Skill 12 - G04 - Perimeter: rectangle - Estimation IL Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0 to 180 ) using referents. - Volume and Surface Area IL Determine the volume of a right rectangular prism using an appropriate formula or strategy. - Measurement Conversions Page 18 of 58 Skill Area 6 - Geometry Skill 13 - G05 - Perimeter: triangle Skill 15 - G07 - Area: rectangle Skill 16 - G08 - Area: right triangle Skill 18 - G10 - Volume: rectangular prism

23 Grade 5 Illinois, Math, 2005, Grade 5, IL Solve problems involving unit conversions within the same measurement system for time, length, and weight/mass, including compound units (e.g., 5ft 5in, 2lbs 2oz). - Indirect Measurements and Scale Drawings IL Solve problems involving map interpretation (e.g., one inch represents five miles, so two inches represent ten miles). IL 8 - Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. IL 8A - Representations, Patterns, and Expressions - Patterns IL Determine a missing term in a sequence, extend a sequence, and identify errors in a sequence when given a description or sequence. IL Construct and identify a rule that can generate the terms of a given sequence. - Write and Simplify Expressions IL Write an expression using variables to represent unknown quantities. - Evaluate Algebraic Expressions Skill Area 7 - Measurement Skill Area 6 - Geometry Skill 9 - M01 - Customary measures: Inches, feet, yards Skill 9 - G01 - Identify numeric patterns IL Evaluate algebraic expressions with a whole number variable value (e.g., evaluate m + m + 3 when m = 4). IL 8B - Connections Using Tables, Graphs, and Symbols - Describing Change IL Demonstrate, in simple situations, how a change in one quantity results in a change in another quantity (e.g., input-output tables). - Coordinate System - Representations IL Translate between different representations (table, written, or pictorial) of whole number relationships. Page 19 of 58

24 Grade 5 Illinois, Math, 2005, Grade 5, - Inequalities IL 8C 8D - Writing, Interpreting, and Solving Equations - Write Equations and Inequalities IL Represent problems with equations and inequalities. - Solve Equations and Inequalities IL Solve for the unknown in an equation with one operation (e.g., 2+n=20, n 2=6). IL Solve word problems involving unknown quantities. IL 9 - Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. IL 9A - Properties of Single Figures and Coordinate Geometry - Properties of Single Figures IL Classify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and interior angles (right, acute, obtuse). IL Identify and describe three-skildimensional shapes (cubes, spheres, Area 6 - Geometry cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). IL Solve problems using properties of triangles (e.g., sum of interior angles of a triangle is 180 ). - Circles IL Identify, describe, and sketch circles, including radius and diameter. - Coordinate Geometry IL Graph, locate, identify points, and describe paths using ordered pairs (first quadrant). - Symmetry IL Identify whether or not a figure has one or more lines of symmetry, and sketch or identify all lines of symmetry. Page 20 of 58 Skill 7 - GA7 - Identify common solid shapes

25 Grade 5 Illinois, Math, 2005, Grade 5, - Transformations IL Identify, describe, and predict results of reflections, translations, and rotations of twodimensional shapes. - Lines, Segments, Rays, and Angles IL Identify and sketch parallel, perpendicular, and intersecting lines. Skill Area 6 - Geometry Skill 21 - G14 - Identify parallel lines Skill 23 - G16 - Identify perpendicular IL Identify and sketch acute, Skill Area 6 - Geometry right, and obtuse angles. IL 9B - Relationships Between and Among Multiple Figures - Relationships Between Two- and Three-Dimensional Objects IL Identify the twodimensional components of a threedimensional object. IL Identify a threedimensional object from its net. - Composing and Decomposing Figures IL Predict the result of composing or decomposing shapes or figures. - Congruency and Similarity IL Identify congruent and similar figures by visual inspection. IL Determine if figures are similar, and identify relationships between corresponding parts of similar figures. - Distance IL Determine the distance between two points on a horizontal or vertical number line in whole numbers. IL 9C - Justifications of Conjectures and Conclusions IL 9D - Trigonometry IL 10 - Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. IL 10A 10B - Data Analysis and Statistics - Read and Interpret Displays lines Skill 28 - G21 - Classify angles (obtuse, etc.) Page 21 of 58

26 Grade 5 Illinois, Math, 2005, Grade 5, IL Read, interpret, and make predictions from data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, or circle graph. - Complete and Create Displays IL Create a pictograph, bar graph, chart/table, or line graph for a given set of data. - Line of Best Fit - Statistics IL Determine the mode, range, median (with an odd number of data points), and mean, given a set of data or a graph. IL 10C - Probability - Probability IL Solve problems involving the probability of a simple event, including representing the probability as a fraction between zero and one. - Outcomes and Counting Principles IL Apply the fundamental counting principle in a simple problem (e.g., How many different combinations of one-scoop ice cream cones can be made with 3 flavors and 2 types of cones?). Skill Area 8 - Data Analysis and Statistics Skill Area 8 - Data Analysis and Statistics Skill Area 8 - Data Analysis and Statistics Skill 3 - S01 - Read table Skill 4 - S02 - Read bar graph Skill 5 - S03 - Read pie graph Skill 6 - S04 - Interpret table Skill 7 - S05 - Interpret bar graph Skill 8 - S06 - Interpret pie graph Skill 9 - S07 - Statistics: Mean Skill 11 - S11 - Probability: Simple Page 22 of 58

27 Grade 6 Illinois, Math, 2005, Grade 6, IL 6 - Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. IL 6A - Representations and Ordering - Read, Write, and Represent Numbers IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of whole numbers and their place values. Skill 20 - N17 - Ten thousands, hundred thousands, millions, billions: Relate numeral and number word Skill 21 - N18 - Ten thousands, hundred thousands, millions, billions: Identify place value of digits Skill 22 - N19 - Ten thousands, hundred thousands, millions, billions: Write numerals in expanded form IL Read, write, recognize, model, and interpret numerical expressions from a given description or situation. IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of fractions, including improper fractions and mixed numbers. IL Recognize, translate between, and apply multiple representations of decimals, fractions, percents (less than 100%), and mixed numbers (halves, quarters, fifths, and tenths). Skill Area 3 - Numeration Concepts Skill 23 - N21 - Fractions and decimals: Convert fraction to equivalent fraction Skill 30 - N28 - Fractions and decimals: Convert improper fraction to mixed number Skill 24 - N22 - Fractions and decimals: Convert fraction to decimal Skill 25 - N23 - Fractions and decimals: Convert decimal to fraction IL Read, write, recognize, Skill Area 3 - Numeration and model equivalent representations Concepts of decimals and their place values through thousandths. Page 23 of 58 Skill 32 - N30 - Fractions and decimals: Relate decimals to percents Skill 26 - N24 - Fractions and decimals: Read word names for decimals to thousandths

28 Grade 6 Illinois, Math, 2005, Grade 6, IL Represent repeated factors using exponents. - Order and Compare Numbers IL Order and compare whole numbers. Skill Area 3 - Numeration Concepts Skill 27 - N25 - Fractions and decimals: Identify place value of digits in decimals Skill 19 - N16 - Ten thousands, hundred thousands, millions, billions: Place numerals in order of value IL Order and compare decimals through thousandths. IL Order and compare fractions and mixed numbers having like or unlike denominators. - Number Line IL Identify and locate decimals, fractions, and mixed numbers on a number line. - Classifications of Numbers IL Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than, square numbers, primes). IL 6B 6C - Computation, Operations, Estimation, and Properties Skill Area 3 - Numeration Concepts Skill Area 3 - Numeration Concepts Skill 28 - N26 - Fractions and decimals: Identify position of decimals on number line Skill 29 - N27 - Fractions and decimals: Identify position of fractions on number line Skill 40 - N38 - Advanced concepts: Knows meaning of primes and composites Skill 41 - N39 - Advanced concepts: Can determine greatest common factor Skill 42 - N40 - Advanced concepts: Can determine least common multiple - Number Operations IL Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers. Page 24 of 58 Skill Area 4 - Computation Processes Skill 16 - C16 - Multiplication with regrouping (2dx1d, 2dx2d) Skill 17 - C17 - Division with remainders (2d/1d, 3d/1d) Skill 18 - C18 - Addition of whole numbers: any difficulty Skill 19 - C19 - Subtraction whole numbers: any difficulty Skill 20 - C21 - Division of whole numbers: any difficulty

29 Grade 6 Illinois, Math, 2005, Grade 6, Skill Area 9 - Word Problems Skill 9 - W15 - Word problems: Division beyond basic facts, no remainders (2d/1d) Skill 10 - W16 - Word problems: Multiplication with regrouping (2dx1d, 2dx2d) Skill 11 - W17 - Word problems: Division with remainders (2d/1d, 3d/1d) Skill 12 - W18 - Word problems: Addition of whole numbers, any difficulty Skill 13 - W19 - Word problems: Subtraction of whole numbers, any difficulty Skill 14 - W20 - Word problems: Multiplication of whole numbers, any difficulty Skill 15 - W21 - Word problems: Division of whole numbers, any difficulty Skill 22 - W2S - Word problems: IL Solve problems and number sentences involving addition, subtraction, and multiplication of decimals. IL Solve problems involving addition and subtraction of fractions and mixed numbers, and express answers in simplest form. Skill Area 4 - Computation Processes Skill Area 9 - Word Problems Skill Area 4 - Computation Processes Two-step Skill 31 - C33 - Addition of decimals, place change (e.g ) Skill 32 - C35 - Subtraction of decimals, place change (e.g. 5-.4) Skill 33 - C36 - Multiplication of decimals Skill 23 - W33 - Word problems: Addition of decimals, place change (e.g ) Skill 24 - W35 - Word problems: Subtraction of decimals, place change (e.g. 5-.4) Skill 25 - W36 - Word problems: Multiplication of decimals Skill 21 - C22 - Addition of fractions: like single digit denominators Skill 22 - C23 - Subtraction of fractions: like single digit denominators Skill 23 - C24 - Addition of fractions: unlike single digit denominators Page 25 of 58 Skill 24 - C25 - Subtraction of fractions: unlike single digit denominators

30 Grade 6 Illinois, Math, 2005, Grade 6, Skill 27 - C28 - Addition of mixed numbers Skill 28 - C29 - Subtraction of mixed IL Identify and apply order of operations to simplify numeric expressions involving whole numbers. - Properties IL Solve problems involving the commutative, distributive, and associative properties of operations on whole numbers [e.g., (5 7) 2 = 5 (7 2)]. - Estimation IL Make estimates appropriate to a given situation, and analyze what effect the estimation method used has on the accuracy of results. IL 6D - Ratios, Proportions, and Percents - Identify and Express Ratios IL Identify and express ratios using appropriate notation (i.e., a/b, a to b, a:b), identify equivalent ratios, and explain ratios that represent a given situation. - Proportional Reasoning IL Solve problems involving proportional relationships, including unit pricing (e.g., seven apples cost \$1.40, so nine apples cost \$1.80). Skill Area 9 - Word Problems Skill Area 4 - Computation Processes numbers Skill 18 - W24 - Word problems: Addition of fractions, unlike single digit denominators Skill 19 - W25 - Word problems: Subtraction of fractions, unlike single digit denominators Skill 20 - W28 - Word problems: Addition of mixed numbers Skill 21 - W29 - Word problems: Subtraction of mixed numbers Skill 38 - C41 - Proportions - Percents IL Read, write, recognize, and model percents from 0% to 100%. Skill Area 9 - Word Problems Skill 30 - W41 - Word problems: Proportions Page 26 of 58

31 Grade 6 Illinois, Math, 2005, Grade 6, IL Solve number sentences and problems involving percents. Skill Area 5 - Estimation Skill 17 - E38 - Estimation problems: Percent A (10 is what % of 40) Skill 18 - E39 - Estimation problems: Percent B (20% of 50 is what) Skill 19 - E40 - Estimation problems: Percent C (30 is 50% of what) IL 7 - Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. IL 7A 7B 7C - Units, Tools, Estimation, and Applications - Elapsed Time - Measurement Tools IL Select and use appropriate standard units and tools to measure length, mass/weight, capacity, and angles. Skill Area 9 - Word Problems Skill Area 7 - Measurement Skill 27 - W38 - Word problems: Percent A (10 is what % of 40) Skill 28 - W39 - Word problems: Percent B (20% of 50 is what) Skill 29 - W40 - Word problems: Percent C (30 is 50% of what) Skill 15 - M08 - Estimating linear measure in metric units. - Area, Perimeter, and Circumference IL Solve problems involving Skill Area 6 - Geometry the perimeter and area of a triangle, parallelogram, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). - Estimation IL Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0 to 180 ) using referents. - Volume and Surface Area IL Determine the volume of a right rectangular prism using an appropriate formula or strategy. - Measurement Conversions Page 27 of 58 Skill Area 6 - Geometry Skill 14 - G06 - Area: square Skill 15 - G07 - Area: rectangle Skill 16 - G08 - Area: right triangle Skill 18 - G10 - Volume: rectangular prism

32 Grade 6 Illinois, Math, 2005, Grade 6, IL Solve problems involving unit conversions within the same measurement system for time, length, and weight/mass, including compound units (e.g., 5ft 5in, 2lbs 2oz). - Indirect Measurements and Scale Drawings IL Solve problems involving scale drawings and maps. IL 8 - Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. IL 8A - Representations, Patterns, and Expressions - Patterns IL Determine a missing term in a sequence, extend a sequence, and construct and identify a rule that can generate the terms of a given sequence (e.g., 3, 6, 9,... is explained by the rule 3n, for n is greater than or equal to 1). - Write and Simplify Expressions IL Write an expression using variables to represent unknown quantities. - Evaluate Algebraic Expressions IL Evaluate algebraic expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2). IL 8B - Connections Using Tables, Graphs, and Symbols - Describing Change IL Determine a rule having two operations from an input-output table (e.g., multiply by 3 and add 2). - Coordinate System IL Select a table of values that satisfies a linear equation, and recognize the ordered pairs on a rectangular coordinate system. - Representations Page 28 of 58

33 Grade 6 Illinois, Math, 2005, Grade 6, IL Translate between different representations (table, written, or pictorial) of whole number relationships. - Inequalities IL Identify graphs of inequalities on a number line. IL 8C 8D - Writing, Interpreting, and Solving Equations - Write Equations and Inequalities Skill Area 10 - Algebra Skill 10 - A09 - Graph linear inequalities IL Represent problems with equations and inequalities. - Solve Equations and Inequalities Skill Area 10 - Algebra Skill 3 - A02 - Translate word problem to equation IL Solve for the unknown in an equation with one operation (e.g., 8x = 24, m 2=25). IL Solve word problems involving unknown quantities. IL 9 - Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. IL 9A - Properties of Single Figures and Coordinate Geometry - Properties of Single Figures IL Classify, describe, and sketch regular and irregular twodimensional shapes according to the number of sides, length of sides, number of vertices, and interior angles. IL Identify and describe threedimensional shapes (cubes, spheres, cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). IL Solve problems using Skill Area 6 - Geometry properties of triangles and quadrilaterals (e.g., sum of interior angles of a quadrilateral is 360 ). - Circles IL Identify, describe, and sketch circles, including radius, diameter, and chord. - Coordinate Geometry IL Graph, locate, identify points, describe paths, and plot figures using ordered pairs (first quadrant). Page 29 of 58 Skill 29 - G22 - Using parts of a triangle

34 Grade 6 Illinois, Math, 2005, Grade 6, - Symmetry - Transformations IL Identify, describe, and predict results of reflections, translations, and rotations of twodimensional shapes. - Lines, Segments, Rays, and Angles IL Identify and sketch parallel, perpendicular, and intersecting lines. Skill Area 6 - Geometry IL Identify and sketch acute, Skill Area 6 - Geometry right, and obtuse angles. IL 9B - Relationships Between and Among Multiple Figures - Relationships Between Two- and Three-Dimensional Objects IL Identify a threedimensional object from its net. - Composing and Decomposing Figures IL Recognize which attributes (such as shape, perimeter, and area) change or don't change when plane figures are composed, decomposed, or rearranged. - Congruency and Similarity IL Identify congruent and similar figures by visual inspection. IL Determine if figures are similar, and identify relationships between corresponding parts of similar figures. - Distance IL Determine the distance between two points on a horizontal or vertical number line. IL 9C - Justifications of Conjectures and Conclusions IL 9D - Trigonometry IL 10 - Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. Skill 21 - G14 - Identify parallel lines Skill 22 - G15 - Identify intersecting lines Skill 23 - G16 - Identify perpendicular lines Skill 28 - G21 - Classify angles (obtuse, etc.) IL 10A 10B - Data Analysis and Statistics Page 30 of 58

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

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

ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

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

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

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

Number Sense and Operations

Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

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

NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

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,

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

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

Math 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

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.

1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count

numerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals

Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (1-10) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals 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

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,

Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

Mathematics K 6 continuum of key ideas

Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least

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

CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

The Australian Curriculum Mathematics

The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year

-- Martensdale-St. Marys Community School Math Curriculum

-- Martensdale-St. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.

ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers Basic Math 1.2 - The Number Line Basic Math 1.3 - Addition of Whole Numbers, Part I

ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in

Georgia Standards Alignment Grades One through Six

Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.

Manitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.

Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus

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

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

Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

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

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

Standards and progression point examples

Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to

Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

Key Stage 2 Mathematics Programme of Study

Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical to a ariety of contexts and eeryday situations identify the appropriate steps and

Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

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

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

Assessment Anchors and Eligible Content

M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

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

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

Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry 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:

MATHEMATICS. Standard Course of Study and Grade Level Competencies

MATHEMATICS Standard Course of Study and Grade Level Competencies K-12 Public Schools of North Carolina State Board of Education Department of Public Instruction TABLE OF CONTENTS ACKNOWLEDGMENTS...1

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates

Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small

In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

FOREWORD. Executive Secretary

FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National

LESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,

Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

Geometry and Measurement

The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for

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

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

Quick Reference ebook

This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed

Geometry Course Summary Department: Math. Semester 1

Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give

Functional Math II. Information CourseTitle. Types of Instruction

Functional Math II Course Outcome Summary Riverdale School District Information CourseTitle Functional Math II Credits 0 Contact Hours 135 Instructional Area Middle School Instructional Level 8th Grade

CCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks

First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much

Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math

Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course

SCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities

SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning

Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

Biggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress

Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation

Higher Education Math Placement

Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City. K to 12 Curriculum Guide MATHEMATICS

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10) January 31, 2012 CONCEPTUAL FRAMEWORK Mathematics

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

Questions. Strategies August/September Number Theory. What is meant by a number being evenly divisible by another number?

Content Skills Essential August/September Number Theory Identify factors List multiples of whole numbers Classify prime and composite numbers Analyze the rules of divisibility What is meant by a number

1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.

1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers

Florida Department of Education/Office of Assessment January 2012. Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 6 FCAT 2.0 Mathematics Reporting Category Fractions, Ratios, Proportional

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

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 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,

The National Curriculum 2014 Programmes of Study for Mathematics

The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have

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

Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades.

Curriculum Map by Geometry Mapping for Math Testing 2007-2008 Pre- s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)

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

Cambridge Primary Mathematics Curriculum Framework (with codes)

Cambridge Primary Mathematics Curriculum Framework (with codes) Contents Introduction Stage 1...1 Stage 2...5 Stage 3...9 Stage 4...14 Stage 5...18 Stage 6...24 Note on codes Each learning objective has

Common Core State Standards for Mathematics Accelerated 7th Grade

A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

Quarter One: August-October

Quarter One: August-October (Chapters 1 3, 5-6, 10) August - December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.

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,

2nd Grade Math Common Core Curriculum

Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum

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

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402-443- 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application

Assessment For The California Mathematics Standards Grade 4

Introduction: Summary of Goals GRADE FOUR By the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare

Grade 3 Core Standard III Assessment

Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse

Algebra Geometry Glossary. 90 angle

lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:

McDougal Littell California:

McDougal Littell California: Pre-Algebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California Pre-Algebra Components: Pupil Edition (PE), Teacher s Edition (TE),

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

Mercer County Schools

Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia

GEOMETRY CONCEPT MAP. Suggested Sequence:

CONCEPT MAP GEOMETRY August 2011 Suggested Sequence: 1. Tools of Geometry 2. Reasoning and Proof 3. Parallel and Perpendicular Lines 4. Congruent Triangles 5. Relationships Within Triangles 6. Polygons

GRADES 7, 8, AND 9 BIG IDEAS

Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for

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:

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

WORK SCHEDULE: MATHEMATICS 2007

, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check

The symbols indicate where the topic is first introduced or specifically addressed.

ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards

CCSS-M Critical Areas: Kindergarten

CCSS-M Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such