Houghton Mifflin Math Expressions Grade 3 correlated to Illinois Mathematics Assessment Framework
|
|
|
- Owen Washington
- 5 years ago
- Views:
Transcription
1 STATE GOAL 6: NUMBER SENSE Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Calculators Not Allowed Standard 6A Representations and Ordering Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. Read, Write, and Represent Numbers Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 100,000. SAB: 1, 2, 7 10, 12, 13, 15, 17, 31, 123 TG: 2, 12, 13, 14, 17, 18, 21, 22, 29, 30 36, 48 49, 72 73, 97, 266, , 283 H/R: 1, 3, 5, 7, Identify and write (in words and standard form) whole numbers up to 100, Recognize a fraction represented with a pictorial model. SAB: 2, 12, 15, 17 TG: 6 7, 9, 13 14, 18, 23, 30, 34, 78 H/R: 1, 3, 5, 7 SAB: 417, 418, 419, 420, 423, 424, 426, 435, 436, 439, 440, 441, 449, 451, 452, 453, 454, 455, 457, 458, 459, 461, 465, 466, 469, 470 TG: 728, , , 751, 753, 759, 763, 764, 767, , , 790, 797, 799, 800, 801, 802, , 810, , , 829, 831, 832, , 839, 842, 954 H/R: 243, 245, 255, 257, 259, 261, 263, 265, 267, 271, Represent multiplication as repeated addition. SAB: 193, 194, 219, 238, 279 TG: 420, 422, 425, 435, 442, , 493, , 521, , 590, 595, 608, 623 H/R: 105 Order and Compare Numbers Order and compare whole numbers up to 10,000 using symbols (>, <, or =) and words (e.g., greater (more) than, less than, equal to, between). SAB: 131, 132, 514, 515 TG: 8, 193, , 329, 394, 555, H/R: 69, Order and compare decimals expressed using monetary units. Number Line Identify and locate whole numbers and halves on a number line. SAB: 135 TG: 294 H/R: 71 SAB: 470 TG: 422, 462, 711, 840, 846, 909, 973 H/R: 271 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 1 of 12
2 Classifications of Numbers Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than). SAB: 194 TG: 51, 107, 183, 410, 413, 425, 493, 498, 521, 554, 595, 670 Standards 6B, 6C Computation, Operations, Estimation, and Properties 6B: Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 6C: Compute and estimate using mental mathematics, paper and pencil methods, calculators and computers. Number Operations Solve problems and number sentences involving addition and subtraction with regrouping. SAB: 19, 20, 23, 24, 31, 32, 35, 37, 42, 43, 95 TG: 38, 46 52, 54, 60, 66, 71, 72 80, 81, 87 90, 91, 92 94, 98, 99, , 109, 111, 113, 118, 124, , 171, , H/R: 11, 13, 15, 19, 21, Solve problems involving the value of a collection of bills and coins whose total value is $10.00 or less, and make change Model and apply basic multiplication facts (up to 10 10), and apply them to related multiples of 10 (e.g., 3 4=12, 30 4=120). SAB: 11, 25, 26, 27, 28, 29, 34, 38, 41, 133, 134, 135, 137, 138, 139, 140, 141 TG: 14 16, 19, 54, 61, 67 70, 85 86, 89, 95, 110, , 117, 124, 291, 298, 303, 304, 309, , 317, 345, 353, 361, 394, 468 H/R: 3, 13, 15, 17, 21, 23, 27, 71, 73, 75, 77 SAB: 193, 194, 199, 200, 201, 202, 203, 205, 207, 215, 216, 217, 219, 220, , 223, 224, 225, 227, 230, 231, , 237, 238, 239, 240, , , 271, 272, 273, 275, 277, 279, 280, 281, 283, 285, 287, 288, 289, , , , 301, 303, 304, 323, 324, 327, 329, 333, 334, 335, 339, 340, , 346, 348, 349, 351, 353, 358, , 365, 367, 369, 375, 378, , , 390, 391, 472, 473, 476 TG: , 429, , 437, 438, 449, , 459, , 469, 470, 477, , 487, , 495, 496, 505, , 513, , 519, 520, 527, , 535, , 545, , , 560, 574, 582, 587, 588, 597, , 605, 606, , 621, , 631, , 641, , 649, , 657, , 663, , 673, , 681, 682, 687, 688, , 700, 727, 850, , , 917, 923 H/R: 105, 107, 111, 115, 121, 125, 131, 135, 139, 169, 171, 177, 179, 183, 187, 191, 201, 203, 205, 209, 211, 215, 217, 219, 223, 227, 229, 231, 233, 235, 275, 277, 279 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 2 of 12
3 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 3 of 12
4 Properties Use the inverse relationships between addition and subtraction to complete basic fact sentences and solve problems (e.g., = 8 and 8 3 = ) 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 Make estimates appropriate to a given situation with whole numbers. SAB: 39, 40, 71, 73, 78, 80 TG: 48 49, , , 116, 164, , 171, , , 187, 205, 207, 211, , 221, 351 H/R: 25 SAB: 288 TG: , H/R: 183 SAB: 124, 128, 129, 130 TG: 270, 276, 860 H/R: 65, 67 Standard 6D Ratios, Proportions, and Percents Solve problems using comparison of quantities, ratios, proportions and percents. Identify and Express Ratios Proportional Reasoning Percents STATE GOAL 7 MEASUREMENT: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. Calculators Not Allowed Standards 7A, 7B, 7C Units, Tools, Estimation, and Applications 7A: Measure and compare quantities using appropriate units, instruments and methods. 7B: Estimate measurements and determine acceptable levels of accuracy. 7C: Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. Elapsed Time Solve problems involving simple elapsed time in compound units (e.g., hours, minutes, days). Measurement Tools 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). SAB: 409, 410, 411, 412 TG: 695, , 726 H/R: 239, 241 SAB: 47, 48, 401, 402, 403, 404, 413, 507, 508, 512, 516, 518, 519, 520, 521, 523, 526, 529, 530, 531, 533, 534 TG: , 131, 162, 702, 718, 726, 910, , , , , , , , , 988 H/R: 35, 237, 241, 291, 293, 295, 297, 299, 301, 303, 307, 309 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 4 of 12
5 Area, Perimeter, and Circumference Solve problems involving the perimeter of a polygon with given side lengths or a given non standard unit (e.g., paperclip) Solve problems involving the area of a figure when whole and half square units are shown within the figure. Estimation Compare and estimate length (including perimeter), area, and weight/mass using referents. Volume and Surface Area Determine the volume of a solid figure that shows cubic units. Measurement Conversions Solve problems involving simple unit conversions within the same measurement system for time and length. SAB: 49, 57, 59, 307, 309, 313, 314, 317, 318, 517, 518 TG: 129, 140, 142, 145, 152, , 566, , , 586, 934, H/R: 31, 35, 193, 195, 197, 297 SAB: 307, 308, 309, 313, 314, 315, 316, 318, 357 TG: , 574, , , 586, 651 H/R: 193, 195, 197 SAB: 507, 513, 517, 523, 532 TG: 131, 913, 915, 921, 924, 925, 931, 932, 934, 937, 951, 952, 966, 972, H/R: 291, 295, 297, 301, 307 SAB: 492 TG: SAB: 511, 514, 515, 519, 520, 527, 529, 531 TG: , , , 931, , 945, 960, 967, 969 H/R: 293, 295, 299, 301, 305 Indirect Measurements and Scale Drawings STATE GOAL 8: ALGEBRA: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. Calculators Not Allowed Standard 8A Representations, Patterns, and Expressions Describe numerical relationships using variables and patterns. Patterns Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence). SAB: 147, 180, 185, 186, 187, 188, 189, 190 TG: 69, 119, 215, 322, 352, 397, 399, , , 418 H/R: 99, 101 Write and Simplify Expressions Write an expression to represent a given situation. SAB: 31, 132, 339, 449 TG: 49 50, 72, 78, 97, 205, 211, 221, 279, , 623, 762, 767, 799, 832 H/R: 69, 269 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 5 of 12
6 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 6 of 12
7 Evaluate Algebraic Expressions Standard 8B Connections Using Tables, Graphs, and Symbols Interpret and describe numerical relationships using tables, graphs and symbols. Describing Change Coordinate System Representations Inequalities Standard 8C, 8D Writing, Interpreting, and Solving Equations 8C: Solve problems using systems of numbers and their properties. 8D: Use algebraic concepts and procedures to represent and solve problems. Calculators Not Allowed Write Equations and Inequalities Represent simple mathematical relationships with number sentences (equations and inequalities). Solve Equations and Inequalities Solve one step addition and subtraction equations that have a missing number or missing operation sign (e.g., 3+ =5, 6 1=7) Solve word problems involving unknown quantities. SAB: 71, 73, 79, 80, 199, 200, 207, 357, 371, 372, 373 TG: 89, 164, 167, 168, 171, 177, , 188, 193, 341, 355, , , , 478, 613, 651, 656, H/R: 223, 229 SAB: 73, 78, 80 TG: 163, 168, 173, , 179, 182, 185, 195, 201, 209, 217 SAB: 13, 16, 19, 20, 23, 33, 43, 72, 73, 77, 79, 80, 81, 82, 83, 84, 85, 86, 87, 89, 90, 91, 93, 94, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 200, 201, 209, 210, 225, 232, 233, 241, 274, 303, 329, 330, 336, 337, 345, 347, 350, 352, 370, 371, 372, 373, 376, 377, 383, 384, 389, 425, 428, 430, 432, 434, 464, 471, 474, 475, 524 TG: 24 25, 27, 31, 38 39, 42, 46, 82 84, 98, 114, 118, 120, 152, 166, 175, 178, 180, 184, , 196, , 210, , 228, 340, 346, 354, 362, 394, , 442, 468, 474, , 502, 515, 553, 560, , 617, , 644, 646, , 676, 683, 689, , 700, 745, 752, 758, 764, 766, 830, 848, 850, , , 950 H/R: 5, 7, 9, 11, 13, 17, 19, 21, 23, 29, 41, 43, 45, 47, 49, 51, 53, 55, 85, 87, 89, 91, 115, 121, HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 7 of 12
8 125, 135, 139, 171, 179, 183, 191, 205, 211, 215, 217, 219, 229, 231, 233, 235, 249, 251, 275, 277, 279 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 8 of 12
9 STATE GOAL 9: GEOMETRY Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Calculators Not Allowed Standard 9A Properties of Single Figures and Coordinate Geometry Demonstrate and apply geometric concepts involving points, lines, planes and space. Properties of Single Figures Identify, describe, and sketch two dimensional shapes (triangles, squares, rectangles, pentagons, hexagons, and octagons) according to the number of sides, length of sides, and number of vertices. SAB: 49, 50, 57, 58, 60, 65, 66, 67, 68, 99, 107, 111, 112, 113, 114, 115 TG: , , 143, 148, , 162, 230, 238, 241, , 264 H/R: 35, 37, Identify and describe three dimensional shapes (cubes, spheres, cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). SAB: 479, 481, 483, 487, 488, 489, 490, 491, 492, 493, 495, 497, 499, 501, 502, 504 TG: 874, , , , , 908 H/R: 281, 283, 285, 287, 289 Circles Coordinate Geometry Locate and identify points using numbers and symbols on a grid, and describe how points relate to each other on a grid (e.g., is 2 units below, point A is 3 units to the right of point B). Symmetry Identify whether or not a figure has a line of symmetry, and sketch or identify the line of symmetry. Transformations Identify images resulting from flips (reflections), slides (translations), or turns (rotations). SAB: 537, 538, 539, 540, 543, 544, 545, 546, 547, 548, 549, 550 TG: 990, , , 1010 H/R: 311, 313, 315 SAB: 100, 101, 108 TG: , 239, 264 H/R: 57, 59 SAB: 179, 180, 181, 182, 186 TG: 241, 396, 404, 418 H/R: 97, 99 Lines, Segments, Rays, and Angles Identify parallel lines. SAB: 54, 55, 56 TG: 138, 143, 230 H/R: 33 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 9 of 12
10 Standard 9B Relationships Between and Among Multiple Figures Identify, describe, classify and compare relationships using points, lines, planes and solids. Relationships Between Two and Three Dimensional Objects Identify the two dimensional components of a three dimensional object (e.g., a cube has square faces). SAB: 488 TG: 875, 877, 881, 889, 890, 894, 897, 903 H/R: Identify a three dimensional object from its net. SAB: 479, 481, 483, 493, 495, 497, 499, 502 TG: 874, 888, 894, H/R: 281, 285, 287 Composing and Decomposing Figures Predict the result of putting shapes together (composing) and taking them apart (decomposing). Congruency and Similarity Identify congruent and similar figures by visual inspection. Distance Determine the distance between two points on the number line in whole numbers. SAB: 63, 108, 115 TG: , 151, 239, 249, 264 SAB: 103, 104, 108, 109 TG: 233, 239, 250, 264 H/R: 57, 59 TG: 422, 462, 711, 713, 714, 836, 973 Standard 9C Justifications of Conjectures and Conclusions Construct convincing arguments and proofs to solve problems. This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. Standard 9D Trigonometry Use trigonometric ratios and circular functions to solve problems. This standard is not assessed on the state assessment until grade 11. STATE GOAL 10: DATA ANALYSIS, STATISTICS, AND PROBABILITY Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty-using concepts of probability. Calculators Not Allowed Standards 10A, 10B Data Analysis and Statistics 10A: Organize, describe and make predictions from existing data. 10B: Formulate questions, design data collection methods, gather and analyze data and communicate findings. Read and Interpret Displays Read and interpret data represented in a pictograph, bar graph, Venn diagram (with two circles), tally chart, or table. SAB: 145, 146, 147, 149, 150, 151, 153, 154, 167, 168, 169, 171, 172, 173, 189, 348, 351, 390, 427, 429, 431 TG: 80, 90, 318, 326, 334, 370, , , 394, 410, 475, 517, 525, 543, 638, 645, 647, 662, 672, 680, 690, 695, 741, 751, 756, 762, HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 10 of 12
11 H/R: 79, 81, 83, 93, 95, 209, 227, 251 HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 11 of 12
12 Complete and Create Displays Complete missing parts of a pictograph, bar graph, tally chart, or table for a given set of data. SAB: 146, 147, 150, 154, 189, 390, 431 TG: , , 332, 336, 410, 525, 690, 762 H/R: 81, 83, 209 Line of Best Fit Statistics Determine the mode, given a set of data or a graph. Standard 10C Probability Determine, describe and apply the probabilities of events. Probability Classify events using words such as certain, most likely, equally likely, least likely, possible, and impossible Describe the chances associated with a context presented visually, including using the response format 3 out of 4. TG: 386 TG: 778, 779 TG: 778, 779 Outcomes and Counting Principles HM Math Expressions, / IL Mathematics Assessment Framework 06/23/06 Page 12 of 12
Houghton Mifflin Math Expressions Grade 2 correlated to Illinois Mathematics Assessment Framework
STATE GOAL 6: NUMBER SENSE Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
Houghton Mifflin Math Expressions Grade 1 correlated to Illinois Mathematics Assessment Framework
STATE GOAL 6: NUMBER SENSE Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
Fourth Grade Math Assessment Framework Standard 6A - Representations and Ordering. Local Assessment Items. Resources
Fourth Grade Math Assessment Framework Standard 6A - Representations and Ordering Read, Write, & Represent Numbers 6.4.01 Read, write, recognize, and model equivalent representations of whole numbers and
Illinois State Standards Alignments Grades Three through Six
Illinois State Standards Alignments Grades Three through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
Eighth Grade Math Assessment Framework Standard 6A Representations and Ordering
Eighth Grade Math Assessment Framework Standard 6A Representations and Ordering 6.8.01 Read, write, and recognize equivalent representations of integer powers of 10. Related Textbook pages Related Additional
Performance Level Descriptors. Mathematics
Performance Level Descriptors Grade 3 Well Students rarely, Understand that our number system is based on combinations of 1s, 10s, and 100s (place value, compare, order, decompose, and combine using addition)
Number and Operation Standard #1. Divide multi- digit numbers; solve real- world and mathematical problems using arithmetic.
Number and Operation Standard #1 MN Math Standards Vertical Alignment for Grade 5 Demonstrate mastery of multiplication and division basic facts; multiply multi- digit numbers; solve real- world and mathematical
DIOCESE OF HARRISBURG MATHEMATICS CURRICULUM GRADE 5
5A.Numbers and Operations Read, write, and identify whole numbers to the billions place. a. Demonstrate understanding of place value of whole numbers and decimal numbers. Match standard form to word form
APS Sixth Grade Math District Benchmark Assessment NM Math Standards Alignment
SIXTH GRADE NM STANDARDS Strand: NUMBER AND OPERATIONS Standard: Students will understand numerical concepts and mathematical operations. 5-8 Benchmark N.: Understand numbers, ways of representing numbers,
Kindergarten Math Priorities
Kindergarten Math Priorities o Count, read, write #1-20 o Compare whole numbers o Recognize words to 10 o Represent numbers using physical models o Represent number facts to 20 o Add o Count by 2 s, 10
Third Grade Mathematics
Third Grade Mathematics By the end of grade three, students develop understandings of multiplication and division of whole numbers. They use properties to develop increasingly more sophisticated strategies
Mathematics Curriculum Grade 3
3A.Numbers and Operations Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems 3A.1 3A.2 3A.3 Apply place-value concepts and numeration
Does Not Meet State Standard Meets State Standard
Exceeds the Standard Solves real-world and mathematical problems using addition, subtraction, and multiplication; understands that the size of a fractional part is relative to the size of the whole. Exceeds
GRADE 3 GRADE-LEVEL GOALS
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
Montana City School GRADE 5
Montana City School GRADE 5 Montana Standard 1: Students engage in the mathematical processes of problem solving and reasoning, estimation, communication, connections and applications, and using appropriate
Houghton Mifflin MATHEMATICS Level 5 correlated to NCTM Standard
s 2000 Number and Operations Standard Understand numbers, ways of representing numbers, relationships among numbers, and number systems understand the place-value structure of the TE: 4 5, 8 11, 14 17,
Mathematics Fourth Grade Performance Standards
Mathematics Fourth Grade Performance Standards Strand 1: Number and Operations Content Standard: Students will understand numerical concepts and mathematical operations. Benchmark 1: Understand numbers,
Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms Kindergarten Grade 2 Grades 3-5
Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms 2.1 Numbers and words can be used to count and represent quantities or position. The position of a digit in any number determines
Prentice Hall Mathematics: Course Correlated to: Colorado Model Content Standards and Grade Level Expectations (Grade 8)
Colorado Model Content Standards and Grade Level Expectations (Grade 8) Standard 1: Students develop number sense and use numbers and number relationships in problemsolving situations and communicate the
ADW GRADE 3 Math Standards, revised 2017 NUMBER SENSE (NS)
NUMBER SENSE (NS) Students understand the relationships among the numbers, quantities and place value in whole numbers up to 1,000. They understand the relationship among whole numbers, simple fractions
Mathematics - LV 6 Correlation of the ALEKS course Mathematics MS/LV 6 to the State of Texas Assessments of Academic Readiness (STAAR) for Grade 6
Mathematics - LV 6 Correlation of the ALEKS course Mathematics MS/LV 6 to the State of Texas Assessments of Academic Readiness (STAAR) for Grade 6 Number, Operation, and Quantitative Reasoning. 6.1.A:
3rd Quarter MATHEMATICS Pointers to Review S.Y
Grade 1 Grouping Count groups of equal quantity using concrete objects up to 50 and writes an equivalent expression. e.g. 2 groups of 5 Visualizes, represents, and separates objects into groups of equal
Prentice Hall Mathematics: Pre-Algebra 2004 Correlated to: Colorado Model Content Standards and Grade Level Expectations (Grade 8)
Colorado Model Content Standards and Grade Level Expectations (Grade 8) Standard 1: Students develop number sense and use numbers and number relationships in problemsolving situations and communicate the
Alabama State Standards correlated to Merit Software Math Programs
Alabama State Standards correlated to Merit Software Math Programs The Classroom Improvement Section is responsible for the development, implementation, and assessment of the minimum curriculum content
Everyday Mathematics
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
Grade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: Number Sense, Concepts, and Operations knows word names and standard numerals
Prentice Hall Mathematics: Course Correlated to: Colorado Model Content Standards and Grade Level Expectations (Grade 6)
Colorado Model Content Standards and Grade Level Expectations (Grade 6) Standard 1: Students develop number sense and use numbers and number relationships in problemsolving situations and communicate the
8 TH GRADE MATHEMATICS CHECKLIST Goals 6 10 Illinois Learning Standards A-D Assessment Frameworks Calculators Allowed on ISAT
8 TH GRADE MATHEMATICS CHECKLIST Goals 6 10 Illinois Learning Standards A-D Assessment Frameworks Calculators Allowed on ISAT ISAT test questions are derived from this checklist. Use as a curriculum guide.
Warren County Public Schools 6 th Grade Math KCC 4.1 Unit Title Program of Studies Core Content 4.1 I Can Targets Critical Resources Vocabulary
Estimation Algebraic Thinking Problem Solving These skills should be embedded throughout each unit. MA-6-NPO-S-E2 estimate large and small quantities of objects. MA-6-NPO-S-E1 estimate and mentally compute
Big Ideas. Objects can be transferred in an infinite number of ways. Transformations can be described and analyzed mathematically.
Big Ideas Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms. Objects can be transferred in an infinite number of
5 th Grade Math Curriculum
Aug./May Problem of the Day Solve grade appropriate problem on a daily basis -Individual solving of problems -Group discussion Math vocabulary Define terminology used in daily lessons -Chapter review Problem
Standard 1 Students will expand number sense to include integers and perform operations with whole numbers, simple fractions, and decimals.
Stretch Standard 1 Students will expand number sense to include integers and perform operations with whole numbers, simple fractions, and decimals. Objective 1: Represent whole numbers and decimals from
MATHEMATICS Grade 4 Standard: Number, Number Sense and Operations. Organizing Topic Benchmark Indicator Number and Number Systems
Standard: Number, Number Sense and Operations A. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals. 2. Use place value structure of
I can fluently multiply within 100 using strategies and properties. (i.e., associative property of multiplication; basic facts) I/E R R
FOURTH GRADE BROKEN ARROW MATH 1 2 3 Operations and Algebraic Thinking: Use the four operations with whole numbers to solve problems *BA 1 I can explain how a multiplication equation can be used to compare.
Houghton Mifflin MATHSTEPS Level 5 correlated to Chicago Academic Standards and Framework Grade 5
State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including basic arithmetic operations, number patterns, ratios and proportions. CAS A. Describe, express, and represent whole numbers,
Number/Computation. addend Any number being added. digit Any one of the ten symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9
14 Number/Computation addend Any number being added algorithm A step-by-step method for computing array A picture that shows a number of items arranged in rows and columns to form a rectangle associative
MCAS/DCCAS Mathematics Correlation Chart Grade 6
MCAS/DCCAS Mathematics Correlation Chart Grade 6 MCAS Finish Line Mathematics Grade 6 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Number Sense Lesson 1: Whole Number and Decimal Place
Grade 7 Mathematics STAAR/TEKS 2014
Old PS 13A 13B 13C 13D 14A 14B 15A 15B -- Moved Revised New 1A 1B 1C 1D 1E 1F 1G Grade 7 Mathematics STAAR/TEKS 2014 The student uses mathematical processes to acquire and demonstrate mathematical understanding.
Proven to Raise Achievement for Struggling Students Grades 2 12
Nevada State Standards Proven to Raise Achievement for Struggling Students Grades 2 12 RTI tel 800.225.5750 epsbooks.com fax 888.440.2665 Standard 1.0 Grade 2 Numbers, Number Sense, and Computation: To
Mathematics RIT Score:
Mathematics RIT Score: 201-210 Number Sense and Operations Whole Numbers Understand the concept of division using pictorial representation Use front-end estimation strategy for multiplication and division
First Trimester Second Trimester Third Trimester
STANDARD 1 Number Sense: Develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics
Kentucky State Standards Alignment Kindergarten through Grade Twelve
Kentucky State Standards Alignment Kindergarten through Grade Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States
Mathematics Assessment Anchor Glossary Grades 3 & 4
Mathematics Assessment Anchor Glossary Grades 3 & 4 The definitions for this glossary were taken from one or more of the following sources: Webster s Dictionary, various mathematics dictionaries, the PA
Understanding Addition and Subtraction Strategies Unit
Understanding Addition and Subtraction Strategies Unit PA EC: M3.D.1.1.1 E: Extend or find a missing element in a pattern of numbers. *Pattern must show 3 repetitions *When multiples are used limit to
ROCHESTER COMMUNITY SCHOOL MATHEMATICS SCOPE AND SEQUENCE, K-5 STRAND: NUMERATION
STRAND: NUMERATION Shows one-to-one correspondence for numbers 1-30 using objects and pictures Uses objects and pictures to show numbers 1 to 30 Counts by 1s to 100 Counts by 10s to 100 Counts backwards
Middle School Math Course 3 Correlation of the ALEKS course Middle School Math 3 to the Illinois Assessment Framework for Grade 8
Middle School Math Course 3 Correlation of the ALEKS course Middle School Math 3 to the Illinois Assessment Framework for Grade 8 State Goal 6: Number Sense 6.8.01: 6.8.02: 6.8.03: 6.8.04: 6.8.05: = ALEKS
Summary Of Topics covered in Year 7. Topic All pupils should Most pupils should Some pupils should Learn formal methods for
Summary Of Topics covered in Year 7 Topic All pupils should Most pupils should Some pupils should Learn formal methods for Have a understanding of computing multiplication Use the order of basic number
1 of 5 9/22/2009 11:03 AM Map: Pearson's Math Grade 4 2007-2008 Type: Projected Grade Level: 4 School Year: 2007-2008 Author: Jessica Parrella District/Building: Minisink Valley CSD/Intermediate School
Praxis Elementary Education: Mathematics Subtest (5003) Curriculum Crosswalk. Required Course Numbers. Test Content Categories.
Page 1 I. Numbers and Operations (40%) A. Understands the place value system 1. Writes numbers using base-10 numerals, number names, and expanded form 2. Composes and decomposes multi-digit numbers 3.
Name Date Grade Mathematics K
Name Date Grade Mathematics Number Sense & Operations Place value, reading, writing, and representing numbers (K.N.1, K.N.2, 2.N.1, 3.N.1, 3.N.2, 4.N.1, 5.N.2, 6.N.2, 7.N.1, 7.N.2) Powers of ten (Exponents)
Scope and Sequence for the New Jersey Core Curriculum Content Standards
Scope and Sequence for the New Jersey Core Curriculum Content Standards The following chart provides an overview of where within Prentice Hall Course 3 Mathematics each of the Cumulative Progress Indicators
Anadarko Public Schools MATH Power Standards
Anadarko Public Schools MATH Power Standards Kindergarten 1. Say the number name sequence forward and backward beginning from a given number within the known sequence (counting on, spiral) 2. Write numbers
Math Lesson Plan 3rd Grade Curriculum Total Activities: 168
TimeLearning Online Learning for Homeschool and Enrichment www.timelearning.com Languages Arts, Math and more Multimedia s, Interactive Exercises, Printable Worksheets and Assessments Student Paced Learning
Math Lesson Plan 3rd Grade Curriculum Total Activities: 190
TimeLearning Online Learning for Homeschool and Enrichment www.timelearning.com Languages Arts, Math and more Multimedia s, Interactive Exercises, Printable Worksheets and Assessments Student Paced Learning
Mathematics Curriculum Grade 7
7A.Numbers and Operations 7A 1 Convert between fractions, decimals, and percents understanding of numbers, ways of representing numbers, relationships among numbers and number systems 7A.1 7A.2 7A.3 Represent
Correlation of the ALEKS courses Algebra 1 and High School Geometry to the Wyoming Mathematics Content Standards for Grade 11
Correlation of the ALEKS courses Algebra 1 and High School Geometry to the Wyoming Mathematics Content Standards for Grade 11 1: Number Operations and Concepts Students use numbers, number sense, and number
MATH EXPRESSIONS GRADE 4 SCOPE AND SEQUENCE
UNIT 1: SOLVE MULTIPLICATION AND DIVISION WORD PROBLEMS Estimated time frame: 12 days (9 lessons + assessment) Algebra & Functions: Correlate story situations with expressions or equations (may use numbers
Benchmark N.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. K.N.1.
Numbers & Operations Priority Standards Benchmark N.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. K.N.1.1 Demonstrate an understanding of the place-value
Mathematics LV 5 (with QuickTables)
Mathematics LV 5 (with QuickTables) This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence
Maryland State Standards Alignment Grades One through Twelve
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
Math Curriculum Guide PK-8
Math Curriculum Guide July 2013 PK-8 Archdiocese of Oklahoma City Department of Catholic Education P.O. Box 32180 7501 Northwest Expressway Oklahoma City, Oklahoma 73123-0380 405.721.4202 PreK through
Use Math to Solve Problems and Communicate. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Number Sense M.1.1 Connect and count number words and numerals from 0-999 to the quantities they represent. M.2.1 Connect and count number words and numerals from 0-1,000,000 to the quantities they represent.
1.1 Count, read, and write whole numbers to
Correlation of Moving with Math Foundations-by-Topic Grade 3 To California Standards NUMBER SENSE 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
Content Map For Mathematics
Content Strand: Number Sense, Numeration, & Operations 6-MA-1 Recognize and make estimatesuse estimating strategies when appropriate. 6-MA-2 Use place value from thousandths to hundredmillions to millionths
APS Seventh Grade Math District Benchmark Assessment NM Math Standards Alignment
APS Seventh Grade Math District Benchmark NM Math Standards Alignment SEVENTH GRADE NM STANDARDS Strand: NUMBER AND OPERATIONS Standard: Students will understand numerical concepts and mathematical operations.
3rd Grade Mathematics
3rd Grade Mathematics 2012-2013 MONTH CONTENT/ THEME CORE GOALS/SKILLS WRITTEN ASSESSMENT TEN MINUTE MATH VOCABULARY September 17 days Trading Stickers, Combining Coins Unit 1 *NOT CC NUMBERS AND Addition,
TEKS/STAAR Connections 2014 Grade 1 Grade 2
/STAAR Connections 2014 Grade 1 Grade 2 Place Value Place Value 2A Recognize instantly the quantity of structured arrangements. 2B Use concrete and pictorial models to compose and 2A Use concrete and pictorial
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations Missouri Department of Elementary and Secondary Education Spring 06 Number Sense NS Kindergarten Grade Grade Grade 3 Grade 4 Grade
Age Related Maths Expectations
Step 1 Times Tables Addition Subtraction Multiplication Division Fractions Decimals Percentage & I can count in 2 s, 5 s and 10 s from 0 to 100 I can add in 1 s using practical resources I can add in 1
Note: Levels A-I respresent Grade Levels K-8; Florida - Grade 7 -Math Standards /Benchmarks PLATO Courseware Covering Florida - Grade 7 - Math
Note: Levels A-I respresent Grade Levels K-8; - Grade 7 -Math Standards /Benchmarks 2005 PLATO Courseware Covering - Grade 7 - Math Number Sense, Concepts, and Operations Standard 1: The student understands
Central Valley School District Math Curriculum Map Grade 8. August - September
August - September Decimals Add, subtract, multiply and/or divide decimals without a calculator (straight computation or word problems) Convert between fractions and decimals ( terminating or repeating
First Grade Mathematical I Can Statements
NUMBERS AND OPERATIONS 1.1.1 I can count forward to 100 with and without manipulatives. I can count backward from 20 with and without manipulatives. 1.1.2 I can read numbers to 100 using multiple strategies,
West Linn-Wilsonville School District Mathematics Curriculum Content Standards Grades K-5. Kindergarten
Mathematics Curriculum s Kindergarten K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets. Read and write whole numbers to 10. Connect numbers,
Mathematics LV 3 (with QuickTables)
Mathematics LV 3 (with QuickTables) This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence
MATH EXPRESSIONS GRADE 5 SCOPE AND SEQUENCE
UNIT 1: MULTIPLICATION AND DIVISION WORD PROBLEMS Math Expressions (teach all lessons) 10 --- 15 days (assuming a 60 minute lesson) Algebra & Functions: Solve for a missing number (blank, question mark,
9-1 GCSE Maths. GCSE Mathematics has a Foundation tier (Grades 1 5) and a Higher tier (Grades 4 9).
9-1 GCSE Maths GCSE Mathematics has a Foundation tier (Grades 1 5) and a Higher tier (Grades 4 9). In each tier, there are three exams taken at the end of Year 11. Any topic may be assessed on each of
GTPS Curriculum Grade 6 Math
14 days 4.16A2 Demonstrate a sense of the relative magnitudes of numbers. 4.1.6.A.7 Develop and apply number theory concepts in problem solving situations. Primes, factors, multiples Common multiples,
Pacemaker Basic Math. Correlated to. Alaska Math Grade Level Expectations Seventh Grade
Pacemaker Basic Math Alaska Math Grade Level Expectations Seventh Grade Numeration Performance Standards M1.3.1 Read, write, model, and order real numbers, explaining scientific notation, exponents, and
MERBEIN P-10 COLLEGE MATHS SCOPE & SEQUENCE
MERBEIN P-10 COLLEGE MATHS SCOPE & SEQUENCE Year Number & Algebra Measurement & Geometry Statistics & Probability P Numbers to 20 Location Data collection Counting and comparing groups Length Ordinal numbers
DIOCESE OF HARRISBURG MATHEMATICS CURRICULUM GRADE 8
MATHEMATICS CURRICULUM GRADE 8 8A Numbers and Operations 1. Demonstrate an numbers, ways of representing numbers, relationships among numbers and number systems. 2. Compute accurately and fluently. a.
FAIRVIEW ELEMENTARY SCHOOL
FAIRVIEW ELEMENTARY SCHOOL Subject Area: MATH CURRICULUM MAP Teacher: Kathy Thompson Date: 2009-2010 Month Unit Core Content Assessment Type Resources Aug. Unit 1: USE WHOLE NUMBERS Ch. 1 Place Value,
Mathematics Curriculum Grade 6
supplementary 6A. Numbers and Operations numbers, ways of representing numbers, relationships among numbers and number systems. 6A.1 6A.2 6A.3 6A.4 Demonstrate number sense for fractions, mixed numbers,
Houghton Mifflin MATHSTEPS Level 7 correlated to Chicago Academic Standards and Framework Grade 7
State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including basic arithmetic operations, number patterns, ratios and proportions. CAS A. Describe and apply concepts of real numbers,
Appendix 14C: TIMSS 2015 Eighth Grade Mathematics Item Descriptions Developed During the TIMSS 2015 Benchmarking
Appendix 14C: TIMSS 2015 Eighth Grade Mathematics Item Descriptions Developed During the TIMSS 2015 Benchmarking Items at Low International Benchmark (400) Number M04_01 M07_01 Recognizes a 7-digit number
TIPS4Math Grades 4 to 6 Overview Grade 4 Grade 5 Grade 6 Collect, Organize, and Display Primary Data (4+ days)
Collect, Organize, and Display Primary Data (4+ days) Collect, Organize, Display and Interpret Categorical Data (5+ days) 4m88 Collect data by conducting a survey or an experiment to do with the 4m89 Collect
MATHEMATICS Grade 7 Advanced Standard: Number, Number Sense and Operations
Standard: Number, Number Sense and Operations Number and Number Systems A. Use scientific notation to express large numbers and numbers less than one. 1. Use scientific notation to express large numbers
Illinois Math Assessment Framework, Grade 7. correlated to
Illinois Math Assessment Framework, Grade 7 correlated to Grade 7 correlated to Chapter 1 Variables, Expressions, and Integers (pp. 1 61) Lesson 1.1 (pp. 5 9) Expressions and Variables Evaluate and write
Math Lesson Plan 6th Grade Curriculum Total Activities: 302
TimeLearning Online Learning for Homeschool and Enrichment www.timelearning.com Languages Arts, Math and more Multimedia s, Interactive Exercises, Printable Worksheets and Assessments Student Paced Learning
Solving inequalities Expanding brackets and simplifying the result Graphing quadratic functions in simple cases Interpreting real-life graphs, e.g.
Grade C Descriptors Estimation and division by a number less than 1 Calculating compound interest - no rounding necessary Using a calculator in complex situations Multiplication and division by a number
Prentice Hall. Connected Mathematics 2, 7th Grade Units Mississippi Mathematics Framework 2007 Revised, Grade 7
Prentice Hall Connected Mathematics 2, 7th Grade Units 2006 C O R R E L A T E D T O Mississippi Mathematics Framework 2007 Revised, Grade 7 NUMBER AND OPERATIONS 1. Apply concepts of rational numbers and
Correlation of Ontario Mathematics 2005 Curriculum to. Addison Wesley Mathematics Makes Sense
Correlation of Ontario Mathematics 2005 Curriculum to Addison Wesley Math Makes Sense 3 Number Sense and Numeration Overall Expectations By the end of Grade 3, students will: read, represent, compare,
Geometry. Instructional Activities:
GEOMETRY Instructional Activities: Geometry Assessment: A. Direct Instruction A. Quizzes B. Cooperative Learning B. Skill Reviews C. Technology Integration C. Test Prep Questions D. Study Guides D. Chapter
1. POSITION AND SORTING Kindergarten
MATH CURRICULUM KINDERGARTEN 1. POSITION AND SORTING Kindergarten A. Position and Location 1. use the words inside and outside to describe the position of objects. 2. use the words over, under, and on
Objective 1 : The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
Essential Mathematics (with QuickTables) Correlation of the ALEKS course Essential Mathematics to the Texas Assessment of Knowledge and Skills (TAKS) for Grade 6 Objective 1 : The student will demonstrate
Grades 3-5 Special Education Math Maps First Grading Period
First Grading Period 3-4 M E. Tell time to the nearest minute. 3-4 PFA B. Use patterns to make predictions, identify relationships, and solve problems. 3-4 NSO F. Count money and make change using both
Middle School Math Course 3
Middle School Math Course 3 Correlation of the ALEKS course Middle School Math Course 3 to the Texas Essential Knowledge and Skills (TEKS) for Mathematics Grade 8 (2012) (1) Mathematical process standards.
Paceamker Basic Math. Correlated to. Alaska Math Grade Level Expectations For Eighth Grade
Paceamker Basic Math Alaska Math Grade Level Expectations 1 Numeration Performance Standards M1.3.1 Read, write, model, and order real numbers, explaining scientific notation, exponents, and percents.
New Hampshire State Standards Alignment Grades One through Twelve
New Hampshire 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
Mathematics K-8 Content Standards
Mathematics K-8 Content Standards Kindergarten K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets. K.1.1 Read and write whole numbers to 10.
Scope and Sequence for the Maryland Voluntary State Curriculum for Mathematics
Scope and Sequence for the Maryland Voluntary State Curriculum for Mathematics The following chart provides an overview of where within Prentice Hall Course 1 Mathematics each of the Objectives of the