Maryland State Standards Alignment Grades One through Twelve

Transcription

1 Maryland State Standards Alignment Grades One through Twelve 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)

2 Maryland State Standards Alignment The Report is a standardsoriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator...iii Grade Grade Grade Grade Grade Grade Grade Grade HS - Algebra Geometry...99 Algebra HS - Precalculus HS - Calculus by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. ii

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

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5 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Voluntary State Curriculum, State Department of Education Accelerated Math Second Edition Grade 1 MD Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. MD 1.A - Patterns and Functions MD 1.A.1 - Identify, describe, extend, and create numeric patterns MD 1.A.1.a - Represent and analyze numeric patterns using skip counting by multiples of 2 and 10 starting with any whole number, and using manipulatives and the 100 chart Topic 1 - Numbers and Operations Obj Count by 2s to 50 starting from a multiple of 2 MD 1.A.1.b - Represent and analyze numeric patterns using skip counting backward by 10s starting with a multiple of 10, and using manipulatives MD 1.A.2 - Identify, copy, describe, create and extend non-numeric patterns MD 1.A.2.a - Represent and analyze growing patterns kinesthetically such as: clap/snap, clap/snap/snap, clap/snap/snap/snap,... Obj Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Topic 2 - Algebraic Thinking Obj Determine a pattern on a 1 to 100 chart Obj Complete a pattern on a 1 to 100 chart MD 1.A.2.b - Represent and analyze repeating patterns using no more than 3 different objects in the core of the pattern MD 1.A.2.c - Transfer a repeating pattern from one medium to a different medium using no more than 3 different objects in the core of the pattern MD 1.A.2.d - Identify patterns in realworld situations MD 1.B - Expressions, Equations, and Inequalities MD 1.B.1 - Write and identify expressions Topic 2 - Algebraic Thinking Obj Extend a repeating picture pattern Page 1 of 138

6 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD 1.B.1.a - Represent numeric quantities using concrete and pictorial representations and operational symbols (+, -) with whole numbers to 20 MD 1.B.2 - Identify, write, and solve equations and inequalities MD 1.B.2.a - Represent relationships using the terms greater than, less than, and equal to for quantities up to 100 MD 1.B.2.b - Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers to 20 using pictures and manipulatives Topic 1 - Numbers and Operations Obj Compare whole numbers to 100 using words MD 1.C - Numeric and Graphic Representations of Relationships MD 1.C.1 - Locate points on a number line MD 1.C.1.a - Identify and represent whole numbers up to 50 on a number line using manipulatives and symbols MD Students will apply the properties of one-, two-, or threedimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. MD 2.A - Plane Geometric Figures MD 2.A.1 - Recognize and apply the properties/attributes of plane geometric figures MD 2.A.1.a - Identify, name, and compare triangles, circles, squares, rectangles, and rhombi by their attributes MD 2.A.1.b - Create models of triangles, circles, squares, and rectangles with varied materials MD 2.A.1.c - Combine and subdivide squares and triangles MD 2.B - Solid Geometric Figures MD 2.B.1 - Recognize and use the attributes of solid geometric figures MD 2.B.1.a - Identify and compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms Topic 1 - Numbers and Operations Topic 3 - Geometry and Measurement Obj Locate a number to 20 on a number line Obj Identify a circle, a triangle, a square, or a rectangle Page 2 of 138

7 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD 2.C - Representation of Geometric Figures MD 2.C.1 - Represent plane geometric figures MD 2.C.1.a - Sketch triangles, circles, squares, rectangles, and rhombi MD 2.D - Congruence MD 2.D.1 - Identify congruent figures MD 2.D.1.a - Match congruent figures MD 2.E - Transformations MD 2.E.1 - Recognize a transformation MD 2.E.1.a - Use the direction, location, and position words right and left MD 2.E.1.b - Apply spatial reasoning in activities such as: pattern block MD 2.E.1.c - Identify and demonstrate slides and flips using manipulatives MD 2.E.2 - Analyze geometric figures and pictures MD 2.E.2.a - Demonstrate symmetry in basic shapes and pictures by paper folding and drawing a line of symmetry MD Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools, or technology for determining measurements. MD 3.A - Measurement Units MD 3.A.1 - Read measurement units MD 3.A.1.a - Read a calendar to identify days of the week and months of the year MD 3.A.1.b - Tell time in intervals of hours and half-hours using an analog clock MD 3.A.1.c - Compare the same time on analog and digital clocks MD 3.A.1.d - Read a thermometer to tell temperature to the nearest 10 F Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify a line of symmetry Obj Determine the day of the week from a date on a calendar Obj Tell time to the hour Obj Tell time to the half hour Page 3 of 138

8 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD 3.A.1.e - Compare and order objects by weight using a spring scale and a bathroom scale MD 3.B - Measurement Tools MD 3.B.1 - Measure in customary units MD 3.B.1.a - Measure length of objects and pictures of objects to the nearest inch using a ruler MD 3.B.1.b - Identify and compare units of capacity using cups and gallons MD 3.B.1.c - Compare and order objects by weight in pounds using a spring scale and a bathroom scale MD 3.B.1.d - Describe the attributes of length, weight, and capacity MD Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. MD 4.A - Data Displays MD 4.A.1 - Collect, organize, and display data MD 4.A.1.a - Collect data by conducting surveys MD 4.A.1.b - Collect data on tally charts MD 4.A.1.c - Organize and display data to make picture graphs MD 4.A.1.d - Organize and display data to make single bar graphs MD 4.B - Data Analysis MD 4.B.1 - Analyze data MD 4.B.1.a - Interpret data contained in tables MD 4.B.1.b - Interpret data contained in picture graphs using a variety of categories with 1:1 intervals MD 4.B.1.c - Interpret data contained in single bar graphs Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Obj Use a 2-category tally chart to represent groups of objects (1 symbol = 1 object) Obj Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj Use a bar graph to represent groups of objects Obj Read a picture graph Obj Answer a question using information from a picture graph Obj Read a bar graph Obj Answer a question using information from a bar graph Page 4 of 138

9 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. MD 5.A - Sample Space MD 5.A.1 - Identify possible outcomes MD 5.A.1.a - Recognize that a real life situation may have more than one outcome such as a coin having heads or tails MD Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil, or technology. MD 6.A - Knowledge of Number and Place Value MD 6.A.1 - Apply knowledge of whole numbers and place value MD 6.A.1.a - Use concrete materials to compose and decompose quantities up to 20 MD 6.A.1.b - Identify multiple representations for a number, such as: 12, 6 + 6, dozen MD 6.A.1.c - Demonstrate instant recognition of quantities in patterned sets MD 6.A.1.d - Use the numbers of 5 and 10 as anchors in relationship to other numbers MD 6.A.1.e - Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words Page 5 of 138 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj Represent a 2-digit number as tens and ones Obj Determine the 2-digit number represented as tens and ones Obj Recognize equivalent forms of a 2-digit number using tens and ones Obj Determine equivalent forms of a number, up to 10 Obj. 1 - Read a whole number to 30 Obj. 2 - Read a whole number from 31 to 100 Obj. 3 - Determine the word form of a whole number to 30

10 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education Obj. 4 - Determine the word form of a whole number from 31 to 100 Obj Model a number to 100 using tens and ones Obj Recognize a number from a model of tens and ones to 100 MD 6.A.1.f - Express whole numbers up to 99 using expanded form MD 6.A.1.g - Identify the place value of a digit in a whole number up to 99 Topic 1 - Numbers and Operations Obj Represent a 2-digit number as tens and ones Obj Determine the 2-digit number represented as tens and ones Obj Recognize equivalent forms of a 2-digit number using tens and ones Obj Determine equivalent forms of a number, up to 10 Obj Determine the value of a digit in a 2-digit number MD 6.A.1.h - Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to MD 6.A.1.i - Estimate quantities up to 50 and use the term "about" MD 6.A.1.j - Count to 100 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations MD 6.A.1.k - Count forward and Topic 1 - Numbers and backward starting with numbers other Operations than one Page 6 of 138 Obj Compare sets of objects using words Obj Compare whole numbers to 100 using words Obj Order whole numbers to 100 in ascending order Obj Order whole numbers to 100 in descending order Obj. 5 - Count objects to 20 Obj. 6 - Count on by ones from a number less than 100 Obj Count objects grouped in tens and ones Obj Recognize a number from a model of tens and ones to 100 Obj. 6 - Count on by ones from a number less than 100 Obj. 7 - Count back by ones from a number less than 20 Obj. 8 - Count back by ones from a number between 20 and 100

11 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD 6.A.1.l - Use ordinal numbers to indicate position: first through tenth Topic 1 - Numbers and Operations Obj Answer a question involving an ordinal number up to "tenth" MD 6.A.2 - Apply knowledge of fractions MD 6.A.2.a - Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4 MD 6.A.2.b - Read, write, and represent halves as parts of a set using pictures and models MD 6.A.3 - Apply knowledge of money MD 6.A.3.a - Determine the value of Topic 1 - Numbers and a given set of same currency up to $1 Operations Obj Determine the value of a collection of like coins MD 6.A.3.b - Demonstrate monetary value using real or play coins MD 6.A.3.c - Compare the value of 2 sets of mixed currency up to $1.00 Topic 1 - Numbers and Operations Obj Determine the value of a collection of mixed coins MD 6.C - Number Computation MD 6.C.1 - Analyze number relations and compute MD 6.C.1.a - Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one MD 6.C.1.b - Solve a given word problem based on addition or subtraction situation Page 7 of 138 Topic 1 - Numbers and Operations Obj Determine the missing portion in a partially screened (hidden) collection of up to 10 objects Obj Determine the basic addition fact shown by a picture model Obj Relate a number-line model to a basic addition fact Obj Determine the basic subtraction fact shown by a picture model Obj Determine the basic subtraction fact shown by a numberline model Obj Relate a number-line model to a basic subtraction fact Obj Apply the relationship between addition and counting on Obj Apply the relationship between subtraction and counting back

12 Accelerated Math Grade 1 Maryland, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Voluntary State Curriculum, State Department of Education MD 6.C.1.c - Identify the concept of inverse operation to addition and subtraction Page 8 of 138

13 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Voluntary State Curriculum, State Department of Education Accelerated Math Second Edition Grade 2 MD Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. MD 1.A - Patterns and Functions MD 1.A.1 - Identify, describe, extend, and create numeric patterns MD 1.A.1.a - Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100 MD 1.A.1.b - Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2- digit whole number Topic 1 - Number Sense and Operations Obj. 3 - Complete a skip pattern starting from a multiple of 2, 5, or 10 MD 1.A.1.c - Recognize a function table as a relationship between numbers MD 1.A.1.d - Complete a function table with a given one-operation rule (+, -) using whole numbers MD 1.A.2 - Identify, copy, describe, create, and extend nonnumeric patterns MD 1.A.2.a - Represent and analyze growing patterns that start at the beginning and show no more than 3 levels, and ask for the next level, using symbols, shapes, designs, and pictures MD 1.A.2.b - Represent and analyze repeating patterns using 3 different objects in the core of the pattern MD 1.A.2.c - Transfer a repeating pattern from one medium to 2 different media using no more than 3 different objects in the core of the pattern such as: red, green, red, green,... A, B, A, B,... MD 1.B - Expressions, Equations, and Inequalities MD 1.B.1 - Write and identify expressions MD 1.B.1.a - Represent numeric quantities using operational symbols (+, -) and whole numbers to 25 Page 9 of 138 Topic 2 - Algebraic Thinking Obj Determine a repeating pattern corresponding to the same pattern expressed using different elements

14 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education MD 1.B.2 - Identify, write, and solve equations and inequalities MD 1.B.2.a - Represent relationships Topic 2 - Algebraic Thinking using appropriate relational symbols (>, <, =) and operational symbols (+, - ) with whole numbers to 100 MD 1.B.2.b - Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers up to 50 MD 1.C - Numeric and Graphic Representations of Relationships MD 1.C.1 - Locate points on a number line MD 1.C.1.a - Represent whole numbers up to 100 on a number line Obj WP: Use an open sentence to represent a given situation MD Students will apply the properties of one-, two-, or threedimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. MD 2.A - Plane Geometric Figures MD 2.A.1 - Recognize and apply the properties/attributes of plane geometric figures MD 2.A.1.a - Identify and describe sides and corners MD 2.A.1.b - Identify and describe quadrilaterals such as: squares, rectangles, rhombi MD 2.A.1.c - Identify and describe polygons by the number of sides such as: triangles, squares, rectangles, hexagons, octagons MD 2.A.1.d - Combine and subdivide squares, triangles, and rectangles to identify a new shape MD 2.B - Solid Geometric Figures MD 2.B.1 - Analyze the properties of solid geometric figures MD 2.B.1.a - Compare two- and three-dimensional shapes such as: square to a cube, square and rectangle to a rectangular prism. MD 2.C - Representation of Geometric Figures MD 2.C.1 - Represent plane geometric figures Page 10 of 138 Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify a parallelogram, a trapezoid, a pentagon, a hexagon, or an octagon Obj Identify a parallelogram, a trapezoid, a pentagon, a hexagon, or an octagon Obj Name a 3-dimensional geometric shape

15 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education MD 2.C.1.a - Sketch plane figures MD 2.D - Congruence MD 2.D.1 - Compare congruent figures MD 2.D.1.a - Describe congruent figures as having the same size and shape Topic 3 - Geometry and Measurement MD 2.E - Transformations MD 2.E.1 - Recognize a transformation MD 2.E.1.a - Apply visualization and spatial reasoning in activities such as: tangrams MD 2.E.1.b - Identify and demonstrate slides, flips, and turns MD 2.E.2 - Analyze geometric figures and pictures MD 2.E.2.a - Recognize that basic shapes have several lines of symmetry MD 2.E.2.b - Demonstrate symmetry Topic 3 - Geometry and in basic shapes and pictures by Measurement drawing 2 lines of symmetry Obj Identify figures that are the same size and shape Obj Identify symmetry in a 2- dimensional shape MD Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools, or technology for determining measurements. MD 3.A - Measurement Units MD 3.A.1 - Read customary and metric measurement units MD 3.A.1.a - Read the scale on a ruler to identify length, in inches MD 3.A.1.b - Tell time in intervals of 5 minutes using an analog clock MD 3.A.1.c - Compare the same time on analog and digital clocks MD 3.A.1.d - Read a thermometer to the nearest 5 ( F and C) on a thermometer with a scale of 10 intervals MD 3.A.1.e - Identify and compare the weight of objects to the nearest pound MD 3.B - Measurement Tools MD 3.B.1 - Measure in customary and metric units Page 11 of 138 Topic 3 - Geometry and Measurement Obj Tell time to the quarter hour Obj Tell time to 5-minute intervals

16 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education MD 3.B.1.a - Measure length of objects and pictures of objects using a ruler or tape measure to the nearest inch, centimeter, and foot Topic 3 - Geometry and Measurement Obj Measure length in inches MD 3.B.1.b - Measure capacity of objects using cup, pint, quart, liter, and gallon MD 3.B.1.c - Measure objects to the nearest pound and kilogram MD 3.B.1.d - Select and use appropriate units of measure for length/height, weight, and capacity MD 3.C - Applications in Measurement MD 3.C.1 - Apply measurement concepts MD 3.C.1.a - Develop the concept of perimeter by counting units around a picture or geometric shape MD 3.C.1.b - Develop the concept of area by counting square units within a picture or geometric shape MD 3.C.2 - Calculate to determine equivalent units MD 3.C.2.a - Recognize equivalent units of 12 inches = 1 foot MD Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. MD 4.A - Data Displays MD 4.A.1 - Collect, organize, and display data MD 4.A.1.a - Collect data by conducting surveys MD 4.A.1.b - Collect data in tables MD 4.A.1.c - Organize and display data to make pictographs using scales of 1:1 and 2:1 MD 4.A.1.d - Organize and display data to make single bar graphs MD 4.B - Data Analysis MD 4.B.1 - Analyze data MD 4.B.1.a - Interpret data contained in tables MD 4.B.1.b - Interpret data contained in pictographs using scales of 1:1 and 2:1 Page 12 of 138 Topic 3 - Geometry and Measurement Topic 4 - Data Analysis and Statistics Obj Measure length in centimeters Obj Relate area to the number of square units Obj Use a bar graph with a y- axis scale by 2s to represent data

17 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education MD 4.B.1.c - Interpret data contained in single bar graphs using a variety of categories and intervals of 1, 2, 5, and 10 MD Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. MD 5.A - Sample Space MD 5.A.1 - Identify possible outcomes MD 5.A.1.a - Identify some possible outcomes that make up the sample space such as on a number cube rolling a 2 MD Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil, or technology. Topic 4 - Data Analysis and Statistics Obj Read a bar graph with a y- axis scale by 2s Obj Answer a question using information from a bar graph with a y- axis scale by 2s MD 6.A - Knowledge of Number and Place Value MD 6.A.1 - Apply knowledge of whole numbers and place value MD 6.A.1.a - Use concrete materials to compose and decompose quantities up to 100 MD 6.A.1.b - List multiple representations for a number MD 6.A.1.c - Develop a sense of the size of a number in relation to other numbers MD 6.A.1.d - Use the numbers of 10, 50, and 100 as anchors in relationship to other numbers MD 6.A.1.e - Read, write, and represent whole numbers using models, symbols, and words through 1000 Page 13 of 138 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 1 - Read a whole number to 1,000 Obj. 2 - Determine the word form of a whole number to 1,000 Obj Model a number using hundreds, tens, and ones to 1,000

18 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education Obj Recognize a number from a model of hundreds, tens, and ones to 1,000 Obj Represent a 3-digit number as hundreds, tens, and ones MD 6.A.1.f - Express whole numbers up to 999 using expanded form Topic 1 - Number Sense and Operations Obj Determine the 3-digit number represented as hundreds, tens, and ones Obj Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj Represent a 3-digit number as hundreds, tens, and ones MD 6.A.1.g - Identify the place value of a digit in whole numbers up to 999 Topic 1 - Number Sense and Operations MD 6.A.1.h - Compare and order Topic 1 - Number Sense and whole numbers up to 999 using Operations words and relational symbols (>, <, =) Obj Determine the 3-digit number represented as hundreds, tens, and ones Obj Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 9 - Determine the value of a digit in a 3-digit number Obj Determine which digit is in a specified place in a 3-digit whole number Obj Compare whole numbers to 1,000 using words Obj Compare whole numbers to 1,000 using the symbols <, >, and = MD 6.A.1.i - Estimate quantities up to 100 using a reference point such as 10 and the terminology "about" MD 6.A.1.j - Count forward by 2s, 5s, and 10s starting with numbers other than one Topic 1 - Number Sense and Operations Obj Order whole numbers to 1,000 in ascending order Obj Order whole numbers to 1,000 in descending order Obj. 3 - Complete a skip pattern starting from a multiple of 2, 5, or 10 Obj. 4 - Complete a skip pattern of 2, 5, or 10 starting from any number MD 6.A.1.k - Count backward by 2s, 5s, and 10s from a multiple of that number Page 14 of 138

19 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education MD 6.A.1.l - Use ordinal numbers to indicate position up to thirty-first MD 6.A.2 - Apply knowledge of fractions MD 6.A.2.a - Read, write, and represent fractions as parts of a single region using symbols or models with denominators of 2, 3, or 4 MD 6.A.2.b - Read, write, and represent halves or fourths as parts of a set using symbols, words, and models MD 6.A.3 - Apply knowledge of money MD 6.A.3.a - Determine the value of a given set of mixed currency up to $10 MD 6.A.3.b - Represent money amounts up to $10 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations MD 6.A.3.c - Compare the value of 2 sets of mixed currency up to $10 MD 6.B - Number Theory MD 6.B.1 - Apply number relationships MD 6.B.1.a - Build and describe models of even and odd numbers using concrete materials, and discuss the models MD 6.C - Number Computation MD 6.C.1 - Analyze number relations and compute MD 6.C.1.a - Demonstrate proficiency with addition and subtraction basic facts using a variety of strategies MD 6.C.1.b - Add no more than 3 Topic 1 - Number Sense and whole number addends with no more Operations than 2 digits in each addend and a sum of no more than 100 Obj. 8 - Answer a question using an ordinal number up to "twentieth" Obj Determine the value of a collection of bills and coins Obj Translate between a dollar sign and a cent sign Obj Convert money amounts in words to amounts in symbols Obj Determine a number pair that totals 100 Obj Add two 2-digit numbers with regrouping, given a model Obj Add money values using cents or dollars with regrouping Obj Add a 2-digit number to a 1- digit number with regrouping Obj Add two 2-digit numbers with regrouping Page 15 of 138

20 Accelerated Math Grade 2 Maryland, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 Voluntary State Curriculum, State Department of Education Obj Add three 2-digit numbers with one regrouping, sum less than MD 6.C.1.c - Subtract whole Topic 1 - Number Sense and numbers with no more than 2 digits in Operations the minuend or the subtrahend MD 6.C.1.d - Solve word problems based on addition or subtraction situations MD 6.C.1.e - Write word problems for addition and subtraction situations Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking 100 Obj Subtract money values using cents or dollars with one regrouping Obj Subtract a 1- or 2-digit number from a 2-digit number with one regrouping Obj WP: Add or subtract up to 2- digit numbers with one regrouping Obj WP: Determine a missing addend or a missing subtrahend involving 2-digit numbers MD 6.C.1.f - Add and subtract money Topic 1 - Number Sense and amounts up to $1 Operations MD 6.C.1.g - Apply the concept of Topic 1 - Number Sense and inverse operations to addition and Operations subtraction Topic 2 - Algebraic Thinking Obj Determine cent amounts that total a dollar Obj Apply the inverse relationship between addition and subtraction with 2- and 3-digit numbers Obj Determine a missing addend in a number sentence involving 2-digit numbers Obj Determine a missing subtrahend in a number sentence involving 2-digit numbers Obj WP: Determine a missing addend or a missing subtrahend involving 2-digit numbers MD 6.C.1.h - Build equal groups to model multiplication MD 6.C.1.i - Build groups that share equally for division MD 6.C.2 - Estimation MD 6.C.2.a - Determine the reasonableness of sums and differences Page 16 of 138 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Recognize the number of equal groups using pictures Obj Divide objects into equal groups using pictures Obj Determine the number of equal groups of objects excluding the remainder Obj WP: Divide objects into equal groups by sharing Obj Estimate the sum of two 2- digit numbers Obj Estimate the difference of two 2-digit numbers

21 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Learning Goals and Assessment Limits, State Department of Education MD 1 - *Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. MD 1.A - Patterns and Functions MD 1.A.1 - Identify, describe, extend, and create numeric patterns and functions MD 1.A.1.a - Represent and analyze numeric patterns using skip counting MD 1.A.1.a.1 - *Represent and analyze numeric patterns using skip counting Use 2, 5, 10, or 100 starting with any whole number (0-1000) MD 1.A.1.b - Represent and analyze numeric patterns using skip counting MD 1.A.1.b.1 - *Represent and analyze numeric patterns using skip counting Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0-30) MD 1.A.1.c - Represent and analyze numeric patterns using skip counting backward MD 1.A.1.c.1 - *Represent and analyze numeric patterns using skip counting backward Use 10 or 100 starting with any whole number (0-1000) MD 1.A.2 - Identify, describe, extend, and create non-numeric growing or repeating patterns MD 1.A.2.a - Represent and analyze growing patterns using symbols, shapes, designs, or pictures MD 1.A.2.a.1 - *Represent and analyze growing patterns using symbols, shapes, designs, or pictures Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level MD 1.A.2.b - Represent and analyze repeating patterns using symbols, shapes, designs, or pictures Accelerated Math Second Edition Grade 3 Page 17 of 138

22 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 1.A.2.b.1 - *Represent and analyze repeating patterns using symbols, shapes, designs, or pictures Use no more than 4 objects in the core of the pattern MD 1.B - Expressions, Equations, and Inequalities MD 1.B.1 - Write and identify expressions MD 1.B.1.a - Represent numeric quantities using operational symbols (+, -, x, ) MD 1.B.1.a.1 - *Represent numeric Topic 2 - Algebraic Thinking quantities using operational symbols (+, -, x, ) Use operational symbols (+ or -) and whole numbers (0-50) MD 1.B.2 - Identify, write, solve, and apply equations and inequalities MD 1.B.2.a - Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+, -, x, ) on either side MD 1.B.2.a.1 - *Use operations symbols (+ or -) and whole numbers (0-1000) MD 1.B.2.b - Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, x, ) MD 1.B.2.b.1 - *Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, x, ) Use one operational symbol (+ or -) and whole numbers (0-100) MD 1.C - Numeric and Graphic Representations of Relationships MD 1.C.1 - Locate points on a number line MD 1.C.1.a - Represent whole numbers on a number line MD 1.C.1.a.1 - *Represent whole numbers on a number line Use whole numbers (0-500) MD 1.C.1.b - Represent proper fractions on a number line Obj Determine the operation needed to make a number sentence true Page 18 of 138

23 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 1.C.1.b.1 - *Represent proper fractions on a number line Use fractions that have denominators of 2, 3, or 4 MD 2 - *Students will apply the properties of one-, two-, or threedimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. MD 2.A - Plane Geometric Figures MD 2.A.1 - Analyze the properties of plane geometric figures MD 2.A.1.b - Identify or describe polygons MD 2.A.1.b.1 - *Identify or describe polygons Use triangles, quadrilaterals, pentagons, hexagons, or octagons and the number of sides or vertices MD 2.A.1.c - Identify or describe quadrilaterals MD 2.A.1.c.1 - *Identify or describe quadrilaterals Use squares, rectangles, rhombi, parallelograms, and trapezoids and the length of sides MD 2.A.1.d - Identify triangles, rectangles, or squares as part of a composite figure MD 2.A.1.d.1 - *Identify triangles, rectangles, or squares as part of a composite figure Use a combination of 2 of the stated polygons MD 2.B - Solid Geometric Figures MD 2.B.1 - Analyze the properties of solid geometric figures MD 2.B.1.a - Identify and describe cubes, rectangular prisms, and triangular prisms MD 2.B.1.a.1 - *Identify and describe cubes, rectangular prisms, and triangular prisms Use cubes and the number of edges, faces, vertices, or shape of each face MD 2.D - Congruence MD 2.D.1 - Analyze congruent figures Topic 3 - Geometry and Measurement Obj Determine attributes of a triangle or a quadrilateral from a model Page 19 of 138

24 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 2.D.1.a - Identify and describe geometric figures as congruent MD 2.D.1.a.1 - *Identify and describe geometric figures as congruent Use the same shape and same size MD 2.E - Transformations MD 2.E.1 - Analyze a transformation Topic 3 - Geometry and Measurement Obj Identify congruent shapes MD 2.E.1.a - Identify and describe the results of a slide, flip, and turn MD 2.E.1.a.1 - *Identify and describe the results of a slide, flip, and turn Use horizontal slide, flip over a vertical line, or turn of 900 clockwise around a given point of a geometric figure or picture MD 2.E.2 - Analyze geometric figures and pictures MD 2.E.2.a - Identify and describe symmetry MD 2.E.2.a.1 - *Identify and describe symmetry Use no more than 4 lines of symmetry MD 3 - *Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools, or technology for determining measurements. MD 3.A - Measurement Units MD 3.A.1 - Read customary and metric measurement units MD 3.A.1.a - Estimate and determine length MD 3.A.1.a.1 - *Estimate and determine length Use the nearest centimeter or 1/2 inch MD 3.A.1.b - Tell time in days, hours, minutes, and seconds MD 3.A.1.b.1 - *Tell time in days, hours, minutes, and seconds Use the nearest minute using an analog clock MD 3.A.1.c - Estimate and read temperature MD 3.A.1.c.1 - *Estimate and read temperature Use the nearest degree ( F or C) MD 3.A.1.d - Estimate and determine weight of objects Page 20 of 138 Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify mirror images Obj Tell time to the minute Obj Read a thermometer in degrees Fahrenheit or Celsius

25 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 3.A.1.d.1 - *Estimate and determine weight of objects Use the nearest pound or ounce MD 3.B - Measurement Tools MD 3.B.1 - Measure in customary and metric units MD 3.B.1.a - Measure length of objects and pictures of objects using a ruler, a tape measure, a yardstick, or a meter stick MD 3.B.1.a.1 - *Measure length of objects and pictures of objects using a ruler, a tape measure, a yardstick, or a meter stick Use a ruler and the nearest centimeter or 1/2 inch MD 3.C - Applications in Measurement MD 3.C.1 - Apply measurement concepts MD 3.C.1.a - Estimate and determine the perimeter of geometric figures and pictures on a grid MD 3.C.1.a.1 - *Estimate and determine the perimeter of geometric figures and pictures on a grid Use counting and whole numbers (0-50) MD 3.C.1.b - Estimate and determine the area of geometric figures and pictures on a grid MD 3.C.1.b.1 - *Estimate and determine the area of geometric figures and pictures on a grid Use counting of whole units and whole numbers (0-50) Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement MD 3.C.2 - Calculate equivalent measurements MD 3.C.2.a - Determine equivalent units of length MD 3.C.2.a.1 - *Determine equivalent Topic 3 - Geometry and units of length Use 12 inches = 1 foot Measurement and 3 feet = 1 yard and whole numbers (0-30) Obj WP: Determine the perimeter of a rectangular shape given a grid with a reference unit Obj Determine the area of a shape composed of rectangles given a picture on a grid Obj WP: Determine the area of a rectangular shape given a picture on a grid Obj Convert between inches, feet, and yards Page 21 of 138

26 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 4 - *Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. MD 4.A - Data Displays MD 4.A.1 - Collect, organize, and display data MD 4.A.1.b - Organize and display data to make tables using a variety of categories and sets of data MD 4.A.1.b.1 - *Organize and display data to make tables using a variety of categories and sets of data Use no more than 4 categories from one set of data and whole numbers (0-1000) MD 4.A.1.c - Organize and display data to make pictographs using a variety of scales MD 4.A.1.c.1 - *Organize and display data to make pictographs using a variety of scales Use scales of 2:1, 4:1, or 10:1 and whole numbers (0-100) MD 4.A.1.d - Organize and display data to make single bar graphs using a variety of categories and intervals MD 4.A.1.d.1 - *Organize and display data to make single bar graphs using a variety of categories and intervals Use no more than 4 categories of data with intervals of 1, 2, 5, or 10 and whole numbers (0-100) Topic 4 - Data Analysis, Statistics, and Probability Obj Use a bar graph with a scale interval of 5 or 10 to represent data MD 4.B - Data Analysis MD 4.B.1 - Analyze data MD 4.B.1.a - Interpret data contained in tables using a variety of categories and intervals MD 4.B.1.a.1 - *Interpret data contained in tables using a variety of categories and intervals Use no more than 4 categories from one set of data and whole numbers (0-1000) MD 4.B.1.b - Interpret data contained in pictographs using a variety of categories and intervals Page 22 of 138

27 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 4.B.1.b.1 - *Interpret data contained in pictographs using a variety of categories and intervals Use scales of 2:1, 4:1, or 10:1 and whole numbers (0-100) MD 4.B.1.c - Interpret data contained in single bar graphs using a variety of categories and intervals MD 4.B.1.c.1 - *Interpret data contained in single bar graphs using a variety of categories and intervals Use no more than 4 categories of data, intervals of 1, 2, 5, or 10 and whole numbers (0-100) MD 5 - *Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. Topic 4 - Data Analysis, Statistics, and Probability Obj Answer a question using information from a bar graph with a scale interval of 5 or 10 MD 5.B - Theoretical Probability MD 5.B.1 - Identify the probability of one event MD 5.B.1.a - Describe the probability of an event using words MD 5.B.1.a.1 - *Describe the probability of an event using words Use probability terms of more (or most) likely, less (or least) likely, or equally likely MD 6 - *Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil, or technology. MD 6.A - Knowledge of Number and Place Value MD 6.A.1 - Apply knowledge of whole numbers and place value MD 6.A.1.a - Read, write, and represent whole numbers using symbols, words, and models MD 6.A.1.a.1 - *Read, write, and represent whole numbers using symbols, words, and models Use whole numbers (0-10,000) Topic 4 - Data Analysis, Statistics, and Probability Topic 1 - Number Sense and Operations Obj Determine which event is least likely or most likely to occur Obj. 1 - Read a 4- or 5-digit whole number Page 23 of 138

28 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 6.A.1.b - Express whole numbers in expanded form MD 6.A.1.b.1 - *Express whole numbers in expanded form Use whole numbers (0-10,000) Topic 1 - Number Sense and Operations Obj. 2 - Determine the word form of a 4- or 5-digit whole number Obj. 5 - Represent a 4-digit whole number as thousands, hundreds, tens, and ones Obj. 6 - Determine the 4-digit whole number represented in thousands, hundreds, tens, and ones MD 6.A.1.c - Identify the place value of a digit in a whole number MD 6.A.1.c.1 - *Identify the place value of a digit in a whole number Use whole numbers (0-9,999) Topic 1 - Number Sense and Operations MD 6.A.1.d - Compare, order, and describe whole numbers with or without using relational symbols (<, >, =) MD 6.A.1.d.1 - *Compare, order, and Topic 1 - Number Sense and describe whole numbers with or Operations without using relational symbols (<, >, =) Use no more than four whole numbers (0-10,000) MD 6.A.2 - Apply knowledge of fractions MD 6.A.2.a - Read, write, and represent fractions as parts of a single region using symbols, words, and models MD 6.A.2.a.1 - *Read, write, and represent fractions as parts of a single region using symbols, words, and models Use fractions with denominators of 2, 3, or 4 MD 6.A.2.b - Read, write, and represent fractions as parts of a set using symbols, words, and models Obj. 7 - Represent a 4- or 5-digit whole number in expanded form Obj. 8 - Determine the 4- or 5-digit whole number represented in expanded form Obj. 3 - Determine the value of a digit in a 4- or 5-digit whole number Obj. 4 - Determine which digit is in a specified place in a 4- or 5-digit whole number Obj Compare 4- or 5-digit whole numbers using the symbols <, >, and = Obj Order 4- or 5-digit whole numbers in ascending or descending order Page 24 of 138

29 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 6.A.2.b.1 - *Read, write, and represent fractions as parts of a set using symbols, words, and models Use fractions with denominators of 2, 3, or 4, and use sets of 2, 3, 4 items, respectively MD 6.A.3 - Apply knowledge of money MD 6.A.3.a - Represent money amounts in different ways MD 6.A.3.a.1 - *Represent money amounts in different ways Use money amounts ($0 - $100) MD 6.A.3.b - Determine the value of a given set of mixed currency MD 6.A.3.b.1 - *Determine the value of a given set of mixed currency Use coins and bills ($0 - $100) MD 6.B - Number Theory MD 6.B.1 - Apply number relationships to: MD 6.B.1.a - Identify and describe whole numbers as even or odd MD 6.B.1.a.1 - *Identify and describe whole numbers as even or odd Use whole numbers (0-100) MD 6.C - Number Computation MD 6.C.1 - Analyze number relations and compute MD 6.C.1.a - Add numbers using a variety of strategies MD 6.C.1.a.1 - *Add numbers using a Topic 1 - Number Sense and variety of strategies Use no more Operations than 3 addends, with no more than 3 digits in each addend and whole numbers (0-1000) MD 6.C.1.b - Subtract numbers using a variety of strategies MD 6.C.1.b.1 - *Subtract numbers using a variety of strategies Use no more than 3 digits in the minuend or subtrahend and whole numbers (0-999) MD 6.C.1.f - Represent multiplication and division basic facts using number sentences, pictures, and drawings Obj Add 3- and 4-digit numbers with regrouping Obj Add three 2- to 3-digit whole numbers Page 25 of 138

30 Accelerated Math Grade 3 Maryland, Math, 2004, Grade 3, Core Accelerated Math Second Edition Grade 3 Learning Goals and Assessment Limits, State Department of Education MD 6.C.1.f.1 - *Represent multiplication and division basic facts using number sentences, pictures, and drawings Use basic facts of no more than 9 x 9 = 81 MD 6.C.1.g - Identify and use properties of multiplication MD 6.C.1.g.1 - *Use the properties of commutative, identity, or zero and whole numbers (0-20) Topic 1 - Number Sense and Operations Obj Use a multiplication sentence to represent an area or an array model Obj Use a division sentence to represent objects divided into equal groups Obj Know basic multiplication facts to 10 x 10 Obj Know basic division facts to Obj WP: Multiply using basic facts to 10 x 10 Obj WP: Divide using basic facts to Obj Complete a multiplication and division fact family Page 26 of 138

31 Accelerated Math Grade 4 Maryland, Math, 2004, Grade 4, Core Learning Goals and Assessment Limits, State Department of Education Accelerated Math Second Edition Grade 4 MD 1 - *Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. MD 1.A - Patterns and Functions MD 1.A.1 - Identify, describe, extend, and create numeric patterns and functions MD 1.A.1.a - Represent and analyze numeric patterns using skip counting MD 1.A.1.a.1 - *Represent and analyze numeric patterns using skip counting Use patterns of 3,4,6,7,8, or 9 starting with any whole number (0-100) MD 1.A.1.c - Complete a function table using a oneoperation (+,-, x, with no remainders) rule MD 1.A.1.c.1 - *Complete a function table using a oneoperation (+,-, x, with no remainders) rule Use whole numbers (0-50) MD 1.A.2 - Identify, describe, extend, analyze, and create a non-numeric growing or repeating pattern MD 1.A.2.a - Generate a rule for the next level of the growing pattern Topic 2 - Algebra Topic 2 - Algebra Obj Generate a table of paired numbers based on a rule Obj Extend a number pattern in a table of related pairs Obj Extend a growing pictorial or nonnumeric pattern Obj Identify a missing figure in a growing pictorial or nonnumeric pattern Obj Identify a missing figure in a repeating pictorial or nonnumeric pattern MD 1.A.2.a.1 - *Generate a rule for the next level of the growing pattern Use at least 3 levels but no more than 5 levels MD 1.A.2.b - Generate a rule for a repeating pattern MD 1.A.2.b.1 - *Generate a rule for a repeating pattern Use no more than 4 objects in the core of the pattern MD 1.B - Expressions, Equations, and Inequalities Page 27 of 138

32 Accelerated Math Grade 4 Maryland, Math, 2004, Grade 4, Core Accelerated Math Second Edition Grade 4 Learning Goals and Assessment Limits, State Department of Education MD 1.B.1 - Write and identify expressions MD 1.B.1.a - Represent numeric quantities using operational symbols (+, -, x, with no remainders) MD 1.B.1.a.1 - *Represent numeric quantities using operational symbols (+, -, x, with no remainders) Use whole numbers (0-100) MD 1.B.1.b - Determine equivalent expressions MD 1.B.1.b.1 - *Determine equivalent expressions Use whole numbers (0-100) MD 1.B.2 - Identify, write, solve, and apply equations and inequalities MD 1.B.2.a - Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, x, /) on either side MD 1.B.2.a.1 - *Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, x, /) on either side Use operational symbols (+, -, x and whole numbers (0-200) MD 1.B.2.b - Find the unknown in an equation with one operation MD 1.B.2.b.1 - *Find the unknown in an equation with one operation Use multiplication (x) and whole numbers (0-81) MD 1.C - Numeric and Graphic Representations of Relationships MD 1.C.1 - Locate points on a number line and in a coordinate grid MD 1.C.1.a - Represent mixed numbers and proper fractions on a number line MD 1.C.1.a.1 - *Represent mixed numbers and proper fractions on a number line Use proper fractions with a denominators of 6, 8, or 10 MD 1.C.1.b - Identify positions in a coordinate plane Page 28 of 138