New Hampshire State Standards Alignment Grades One through Twelve

Transcription

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

2 New Hampshire 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 Grades 9-12: High School...75 Grades 9-12: Advanced 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 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span - Number and Operations NH M:N&O:1:1 - Demonstrates Topic 1 - Numbers and conceptual understanding of rational Operations numbers with respect to: whole numbers from 0 to 100 using place value, by applying the concepts of equivalency in composing or decomposing numbers; and in expanded notation using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. Obj Model a number to 100 using tens and ones Obj Recognize a number from a model of tens and ones to 100 Obj Represent a 2-digit number as tens and ones Obj Determine the 2-digit number represented as tens and ones Obj Determine the value of a digit in a 2-digit number Obj Recognize equivalent forms of a 2-digit number using tens and ones Page 1 of 188

6 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:N&O:1:2 - Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (5, 10, 25, 50, 75, 100); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "5 more", "5 less", "10 more", "10 less"; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using investigations, models, representations, or number lines. NH M:N&O:1:3 - Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers (from 0 to 30) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 1 - Read a whole number to 30 Obj. 3 - Determine the word form of a whole number to 30 Obj. 9 - Identify a number to 20 represented by a point on a number line Obj Locate a number to 20 on a number line Obj Determine one more than or one less than a given number Obj Determine ten more than or ten less than a given number 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 Apply the relationship between addition and counting on Obj Add three 1-digit numbers Page 2 of 188

7 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:N&O:1:5 - Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime, and quarter); and by adding collections of like coins together to a sum no greater than $1.00. NH M:N&O:1:6 - Mentally adds and subtracts whole numbers by naming the number that is one or two more or less than the original number; and adds and subtracts whole number facts through ten (addends whose sum is at most 10 and related subtraction facts). Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj Determine the value of a collection of like coins Obj Apply the relationship between addition and counting on Obj Apply the relationship between subtraction and counting back Obj Know basic addition facts to 10 plus 10 Obj Know basic subtraction facts to 20 minus 10 Obj WP: Use basic addition or subtraction facts to solve problems NH M:N&O:1:7 - Makes estimates of the number of objects in a set (up to 30) and revises estimates as objects are counted (e.g., A student estimates the number of pennies in a jar as 28. Then the student counts the first 10 and makes another estimate based on those that have been counted and those that remain in the jar.). NH M:N&O:1:8 - Applies properties of numbers (odd, even, composition, and decomposition [e.g., 5 is the same as 2 + 3]) and field properties (commutative and identity for addition) to solve problems and to simplify computations involving whole numbers. - Geometry and Measurement Topic 1 - Numbers and Operations Obj Identify odd and even numbers less than 100 Obj Add zero to any number less than 100 Page 3 of 188

8 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:G&M:1:1 - Uses properties, Topic 3 - Geometry and attributes, composition, or Measurement decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws polygons and circles in the environment. NH M:G&M:1:3 - Given an example of a three-dimensional geometric shape (rectangular prisms, cylinders, or spheres) finds examples of objects in the environment that are of the same geometric shape (e.g., show a wooden cylinder and students identify common objects of the same shape). Obj Identify a circle, a triangle, a square, or a rectangle Obj Determine the common attributes in a set of geometric shapes Obj Determine the group in which a geometric shape belongs Obj Determine the rule used to sort geometric shapes NH M:G&M:1:4 - Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that have line symmetry. NH M:G&M:1:6 - Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object). Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify a line of symmetry Obj Estimate length in nonstandard units Page 4 of 188

9 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:G&M:1:7 - Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); compares objects visually, with direct comparison, and using non-standard units. Topic 3 - Geometry and Measurement Obj Compare objects using the vocabulary of measurement Obj Compare and order objects by attributes of height or length NH M:G&M:1:8 - Determines elapsed and accrued time as it relates to calendar patterns (days of the week, months of the year), the sequence of events in a day; and recognizes an hour and "on the ½ hour". Topic 3 - Geometry and Measurement NH M:G&M:1:9 - Demonstrates Topic 3 - Geometry and understanding of spatial relationships Measurement using location and position by using positional words (e.g., close by, on the right, underneath, above, beyond) to describe one location in reference to another on a map, in a diagram, and in the environment. Obj Tell time to the hour Obj Tell time to the half hour Obj Order events by time Obj Order the months of the year Obj Determine the day of the week from a date on a calendar Obj Apply the vocabulary of position or direction - Functions and Algebra Page 5 of 188

10 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:F&A:1:1 - Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, by finding a missing element (e.g., 2, 4, 6,, 10), or by translating repeating patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap; or red, yellow, yellow; or 1,2,2). Topic 2 - Algebraic Thinking Obj Extend a repeating picture pattern NH M:F&A:1:4 - Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 2+ = 7) using models, verbal explanations, or written equations. (limited to one operation and limited to use addition or subtraction) - Data, Statistics, and Probability Topic 2 - Algebraic Thinking NH M:DSP:1:1 - Interprets a given Topic 4 - Data Analysis and representation created by the class Statistics (models, tally charts, pictographs with one-to-one correspondence, and tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers. Obj Extend a pictorial growth pattern Obj Determine a missing addend in a basic addition fact number sentence Obj Determine a missing subtrahend in a basic subtraction fact number sentence Obj Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj Determine a missing addend in an addition sentence with three 1-digit numbers Obj WP: Determine a missing addend or subtrahend in a basic addition or subtraction fact number sentence Obj Read a 2-category tally chart Page 6 of 188

11 Accelerated Math Grade 1 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 1 1, Grade Level and Grade Span NH M:DSP:1:2 - Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal. NH M:DSP:1:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, groups use experiments to describes the likelihood or chance of an event (using "more likely," "less likely", or "equally likely"). Obj Answer a question using information from a 2-category tally chart Obj Read a picture graph Obj Answer a question using information from a picture graph Obj Read a pictograph (1 symbol = 1 object) Obj Answer a question using information from a pictograph (1 symbol = 1 object) Page 7 of 188

12 Accelerated Math Grade 2 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 2 2, Grade Level and Grade Span - Number and Operations NH M:N&O:2:1 - *Demonstrates Topic 1 - Number Sense and conceptual understanding of rational Operations numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = ; 34 = ); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = ) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. Obj Model a number using hundreds, tens, and ones to 1,000 NH M:N&O:2:2 - *Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "10 more", "10 less", "100 more", or "100 less"; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. Page 8 of 188 Obj Identify a unit fraction as part of a whole Obj Identify a unit fraction as part of a set of objects Obj Identify a fraction as part of a set of objects Obj Identify a fraction as part of a whole Obj Relate a fraction equal to a whole to a pictorial model

13 Accelerated Math Grade 2 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 2 2, Grade Level and Grade Span NH M:N&O:2:3 - *Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. NH M:N&O:2:5 - *Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). NH M:N&O:2:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); names the number that is 10 more or less than the original number, and mentally adds and subtracts two-digit multiplies of ten (e.g., , 90-30). NH M:N&O:2:7 - Makes estimates of the number of objects in a set (up to 50) by selecting an appropriate method of estimation. NH M:N&O:2:8 - Applies properties Topic 1 - Number Sense and of numbers (odd and even) and field Operations properties (commutative for addition, identity for addition, and associative for addition) to solve problems and to simplify computations involving whole numbers. Obj. 6 - Identify odd and even numbers between 100 and 1,000 Obj. 7 - Solve problems involving the concept of odd and even numbers - Geometry and Measurement Page 9 of 188

14 Accelerated Math Grade 2 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 2 2, Grade Level and Grade Span NH M:G&M:2:1 - *Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-measurable or measurable attributes. Topic 3 - Geometry and Measurement Obj Decompose a plane shape composed of three or more simpler shapes NH M:G&M:2:4 - Demonstrates conceptual understanding of congruency by composing and decomposing two-dimensional objects using models or explanations (e.g., using triangular pattern blocks to construct a figure congruent to the hexagonal pattern block); and uses line symmetry to demonstrate congruent parts within a shape. NH M:G&M:2:6 - *Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons. NH M:G&M:2:7 - *Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify symmetry in a 2- dimensional shape Obj Relate area to the number of square units Obj Measure length in inches Obj Measure length in centimeters Obj Tell time to the quarter hour Obj Tell time to 5-minute intervals Obj WP: Calculate elapsed time NH M:G&M:2:9 - Demonstrates understanding of spatial relationships using location and position by using positional language in two- and threedimensional situations to describe and interpret relative positions (e.g., above the surface of the desk, below the triangle on the paper); and creates and interprets simple maps and names locations on simple coordinate grids. - Functions and Algebra Page 10 of 188

15 Accelerated Math Grade 2 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 2 2, Grade Level and Grade Span NH M:F&A:2:1 - *Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6,, 10). Topic 1 - Number Sense and Operations 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 NH M:F&A:2:4 - *Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 2+ = 7). (limited to one operation and limited to use addition or subtraction) - Data, Statistics, and Probability Topic 2 - Algebraic Thinking Topic 2 - Algebraic Thinking Obj Determine an addition or subtraction number pattern given a rule Obj Determine the rule for an addition or subtraction number pattern Obj Extend a number pattern involving addition Obj Extend a number pattern involving subtraction Obj Extend a pattern given a table of related number pairs 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 NH M:DSP:2:1 - *Interprets a given representation (pictographs with oneto-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions. Topic 4 - Data Analysis and Statistics Obj Read a multi-category tally chart Obj Answer a question using information from a tally chart Page 11 of 188

16 Accelerated Math Grade 2 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 2 2, Grade Level and Grade Span NH M:DSP:2:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal. NH M:DSP:2:4 - *Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?) NH M:DSP:2:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, uses experiments to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," certain or impossible. NH M:DSP:2:6 - In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions. Page 12 of 188

17 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span - Number and Operations NH M:N&O:3:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations. Topic 1 - Number Sense and Operations Obj Determine a pictorial model of a fraction of a whole Obj Determine a pictorial model of a fraction of a set of objects NH M:N&O:3:2 - *Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations. Topic 1 - Number Sense and Operations Obj Identify equivalent fractions using models NH M:N&O:3:3 - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations. Page 13 of 188 Obj WP: Compare equal unit fractions of different-sized wholes

18 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:N&O:3:4 - *Accurately solves Topic 1 - Number Sense and problems involving addition and Operations subtraction with regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money). Obj Add 3- and 4-digit numbers with regrouping Obj Add three 2- to 3-digit whole numbers Obj Add two money amounts less than $1 in decimal notation Obj Subtract two money amounts less than $1 in decimal notation Obj Add or subtract cent amounts to or from whole dollar amounts Obj Add dollars and cents to cents Obj Add dollars and cents to dollars Obj Subtract cents from dollars and cents Obj Subtract dollars from dollars and cents Obj Determine money amounts that total $10 Obj WP: Determine the amount of change from whole dollar amounts NH M:N&O:3:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); adds two-digit and one-digit whole numbers; adds combinations of twodigit and three-digit whole numbers that are multiples of ten (e.g., , , ); subtracts a one-digit whole number from a twodigit whole number (e.g., 37-5); and subtracts two-digit whole numbers that are multiples of ten and threedigit whole numbers that are multiples one hundred (e.g., 50-20, ). Obj WP: Add or subtract money amounts less than $1 Page 14 of 188

19 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:N&O:3:7 - Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. NH M:N&O:3:8 - Applies properties of numbers (odd, even, and multiplicative property of zero for single-digit whole numbers [6 x 0 = 0]) and field properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-digit whole numbers [e.g., 3 x 4 = 4 x 3]) to solve problems and to simplify computations involving whole numbers. - Geometry and Measurement NH M:G&M:3:1 - *Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. Topic 1 - Number Sense and Operations Obj Estimate a sum or difference of whole numbers to 10,000 by rounding Obj Estimate a sum or difference of two 3- to 4-digit whole numbers using front-end estimation Obj Estimate a sum or difference of 2- to 4-digit whole numbers using any method Obj Estimate a sum of three 2- to 4-digit numbers using any method Page 15 of 188

20 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:G&M:3:4 - Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, and rotations (flips, slides, and turns) (e.g., recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing two- and threedimensional objects using models or explanations (e.g., Given a cube, students use blocks to construct a congruent cube.); and by using line symmetry to demonstrate congruent parts within a shape. Topic 3 - Geometry and Measurement Obj Decompose a solid object into simpler parts Obj Identify congruent shapes NH M:G&M:3:5 - Demonstrates conceptual understanding of similarity by identifying similar shapes. NH M:G&M:3:6 - *Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units. NH M:G&M:3:7 - *Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify mirror images Obj Determine a method for finding the perimeter of a shape given the side lengths Obj WP: Determine the perimeter of a rectangular shape given a grid with a reference unit Obj WP: Determine the perimeter of a shape given a model showing all side lengths Obj WP: Determine the area of a rectangular shape given a picture on a grid Obj Measure length to the nearest half inch or quarter inch Obj Convert between inches, feet, and yards Obj Convert between centimeters and meters Page 16 of 188

21 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span Obj Add or subtract compound units of length in inches and feet with conversion Obj WP: Add or subtract compound units of length in inches and feet with conversion Obj Tell time to the minute Obj Convert hours to minutes or minutes to seconds Obj Calculate elapsed time within an hour, given two clocks, without regrouping Obj Calculate elapsed time within an hour, given two clocks, with regrouping Obj WP: Calculate elapsed time within an hour given two clocks Obj WP: Calculate elapsed time within an hour Obj WP: Determine the end time given the start time and the elapsed time within an hour Obj WP: Determine the start time given the end time on a clock and the elapsed time within an hour NH M:G&M:3:9 - Demonstrates Topic 3 - Geometry and understanding of spatial relationships Measurement using location and position by interpreting and giving directions from one location to another (e.g., classroom to the gym, from school to home) using positional words; and between locations on a map or coordinate grid (first quadrant) using positional words or compass directions. Obj WP: Determine the start time given the end time and the elapsed time within an hour Obj Read a thermometer in degrees Fahrenheit or Celsius Obj Determine the directions to a position on a map Obj Determine a location using map coordinates Obj Determine the map coordinates for a location Page 17 of 188

22 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:G&M:3:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, and circles; and builds models of rectangular prisms from three-dimensional representations. - Functions and Algebra NH M:F&A:3:1 - *Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements. Topic 2 - Algebraic Thinking NH M:F&A:3:4 - *Demonstrates Topic 2 - Algebraic Thinking conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions; or by finding the value that will make an open sentence true (e.g., 2+ = 7). (limited to one operation and limited to use addition, subtraction, or multiplication) - Data, Statistics, and Probability NH M:DSP:3:1 - *Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions. Topic 4 - Data Analysis, Statistics, and Probability Obj Extend a number pattern Obj WP: Find the missing number in a table of paired values Obj Determine the missing addend in a number sentence involving 3-digit numbers Obj Determine the missing subtrahend in a number sentence involving 3-digit numbers Obj Answer a question using information from a bar graph with a scale interval of 5 or 10 Obj Read a line plot Obj Answer a question using information from a line plot Obj Answer a question using information from a frequency table Page 18 of 188

23 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:DSP:3:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest. NH M:DSP:3:3a - Organizes and displays data using tables, tally charts, and bar graphs, to answer questions related to the data, to analyze the data to formulate conclusions, to make predictions, or to solve problems. Topic 4 - Data Analysis, Statistics, and Probability NH M:DSP:3:3b - *Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:3:1. NH M:DSP:3:4 - Uses counting techniques to solve problems involving combinations and simple permutations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others). NH M:DSP:3:5a - For a probability Topic 4 - Data Analysis, event in which the sample space may Statistics, and Probability or may not contain equally likely outcomes, predicts the likelihood of an event using "more likely," "less likely," "equally likely," certain, or impossible and tests the prediction through experiments; and determines if a game is fair. NH M:DSP:3:5b - *For a probability Topic 4 - Data Analysis, event in which the sample space may Statistics, and Probability or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely"). Obj Use a bar graph with a scale interval of 5 or 10 to represent data Obj Use a frequency table to represent data Obj Determine if a situation is certain or impossible Obj Determine which event is least likely or most likely to occur Page 19 of 188

24 Accelerated Math Grade 3 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 3 3, Grade Level and Grade Span NH M:DSP:3:6 - In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions. Page 20 of 188

25 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span - Number and Operations NH M:N&O:4:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/5, a/6, a/8, or a/10, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a multiple or factor of the denominator; and decimals as hundredths within the context of money, or tenths within the context of metric measurements (e.g., 2.3 cm) using models, explanations, or other representations. Topic 1 - Number Sense and Operations Obj. 1 - Read a 6-digit whole number Obj. 2 - Determine the word form of a 6-digit whole number Obj. 3 - Determine the value of a digit in a 6-digit whole number Obj. 4 - Determine which digit is in a specified place in a 6-digit whole number Obj. 5 - Determine the whole number represented in expanded form written in powers of ten Obj. 6 - Represent a 6-digit whole number in expanded form using powers of ten Obj. 7 - Convert between proper expanded form and improper expanded form up to a 5-digit whole number Obj. 8 - Convert between standard form and improper expanded form up to a 5-digit whole number Page 21 of 188

26 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:N&O:4:2 - *Demonstrates Topic 1 - Number Sense and understanding of the relative Operations magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations. Obj Determine a set of equivalent fractions Obj Compare fractions on a number line Obj Order fractions on a number line Obj Compare decimal numbers through the hundredths place NH M:N&O:4:3 - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations. NH M:N&O:4:4 - *Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and addition or subtraction of decimals and positive proper fractions with like denominators. (Multiplication limited to 2 digits by 2 digits, and division limited to 1 digit divisors.) Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Order decimal numbers through the hundredths place Obj Add fractions with like denominators no greater than 10 using models Obj Subtract fractions with like denominators no greater than 10 using models Obj. 9 - Add up to 4-digit whole numbers in expanded form Obj Add a 5-digit or greater whole number and a 3-digit or greater whole number Obj Add three multi-digit whole numbers Page 22 of 188

27 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span Obj Subtract a smaller number from a 3- or 4-digit whole number in expanded form Obj Subtract a 3-digit or greater whole number from a 5-digit or greater whole number Obj WP: Add a 5-digit or greater whole number and a 3-digit or greater whole number Obj WP: Add three multi-digit whole numbers Obj WP: Subtract a 3-digit or greater whole number from a 5-digit or greater whole number Obj WP: Solve a 2-step problem involving addition and/or subtraction of multi-digit whole numbers Obj Multiply a 2-digit whole number by a 2-digit whole number Obj Multiply three 1- and 2-digit whole numbers Obj WP: Multiply a 2-digit whole number by a 2-digit whole number Obj Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient Obj Divide a 3-digit whole number by a 1-digit whole number with no remainder in the quotient Obj Divide a 2-digit whole number by a 1-digit whole number with a remainder in the quotient Obj Divide a 3-digit whole number by a 1-digit whole number with a remainder in the quotient Obj WP: Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient Obj WP: Divide a 3-digit whole number by a 1-digit whole number with no remainder in the quotient Obj WP: Divide a 2-digit whole number by a 1-digit whole number with a remainder in the quotient Page 23 of 188

28 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span Obj WP: Divide a 3-digit whole number by a 1-digit whole number with a remainder in the quotient Obj WP: Solve a 2-step whole number problem using more than 1 operation Obj Add fractions with like denominators no greater than 10 Obj Add fractions with like denominators no greater than 10 and simplify the sum Obj WP: Add fractions with like denominators no greater than 10 and simplify the sum Obj Subtract fractions with like denominators no greater than 10 Topic 2 - Algebra Obj Subtract fractions with like denominators no greater than 10 and simplify the difference Obj WP: Subtract fractions with like denominators no greater than 10 and simplify the difference Obj Determine decimal number pairs that total 1 or 10 Obj Add two decimal numbers through hundredths Obj Subtract two decimal numbers through hundredths Obj WP: Add or subtract money amounts greater than $1 Obj WP: Solve a money problem involving 2-steps Obj WP: Add or subtract decimal numbers of the same place through hundredths Obj Evaluate a numeric expression involving two operations Page 24 of 188

29 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:N&O:4:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); multiplies whole number facts to a product of 100, and calculates related division facts; adds two-digit whole numbers, combinations of two-digit and 3- digit whole numbers that are multiples of ten, and 4-digit whole numbers that are multiples of 100 (limited to two addends) (e.g., ; ; ; 1, ,400); and subtracts a one-digit whole number from a two-digit whole number (e.g., 67-9); and subtracts combinations of two-digit and threedigit whole numbers that are multiples of ten (e.g., 50-20, , ). NH M:N&O:4:7 - Makes estimates in Topic 1 - Number Sense and a given situation by identifying when Operations estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. NH M:N&O:4:8 - Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative, and identity) to solve problems and to simplify computations. - Geometry and Measurement Obj WP: Estimate the sum or difference of two whole numbers, all values less than 1,000,000 Obj Estimate a product of whole numbers by rounding Obj Estimate a product of whole numbers using any method Obj WP: Estimate a product of two whole numbers using any method Obj Estimate a decimal number sum or difference by rounding to whole numbers Page 25 of 188

30 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:G&M:4:1 - *Uses properties or Topic 3 - Geometry and attributes of angles (number of Measurement angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90 as more than, less than, or equal to. Obj Identify a shape that has parallel or perpendicular sides NH M:G&M:4:3 - *Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres). NH M:G&M:4.4 - *Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. Topic 3 - Geometry and Measurement NH M:G&M:4:5 - *Demonstrates Topic 3 - Geometry and conceptual understanding of similarity Measurement by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using models or explanations. Obj Classify a triangle by its sides Obj Classify a quadrilateral Obj Relate a polygon to attributes or characteristics Obj Determine the result of a flip, a turn, or a slide Obj Determine the result of a quarter or a half turn Obj Identify similar shapes Page 26 of 188

31 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:G&M:4:6 - *Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units. Topic 3 - Geometry and Measurement Obj Determine the perimeter of a rectangle given a picture showing length and width Obj WP: Determine the perimeter of a rectangle given a picture showing length and width Obj WP: Determine the perimeter of a square or rectangle Obj Determine the area of a polygon on a grid Obj Determine the area of a rectangle given a picture showing the length and width Obj Determine the area of a rectangle given the length and width NH M:G&M:4:7 - *Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Topic 3 - Geometry and Measurement Obj WP: Determine the area of a rectangle Obj Estimate the area of an irregular polygon on a grid Obj Measure length to the nearest eighth of an inch Obj Measure length to the nearest millimeter Obj Convert between customary units of capacity using whole numbers Obj Convert between customary units of weight using whole numbers Obj Convert between metric units of capacity using whole numbers Obj Convert between metric units of mass using whole numbers Obj Convert between millimeters and centimeters or meters using whole numbers Page 27 of 188

32 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span Obj WP: Add or subtract compound units of length requiring customary unit conversion using whole numbers Obj Calculate elapsed time exceeding an hour without regrouping Obj Calculate elapsed time exceeding an hour with regrouping Obj WP: Calculate elapsed time exceeding an hour without regrouping hours Obj WP: Calculate elapsed time exceeding an hour with regrouping hours Obj WP: Determine the end time given the start time and the elapsed time exceeding an hour Obj WP: Determine the start time given the end time and the elapsed time exceeding an hour NH M:G&M:4:9 - Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions between locations on a map or coordinate grid (first quadrant); plotting points in the first quadrant in context (e.g., games, mapping); and finding the horizontal and vertical distances between points on a coordinate grid in the first quadrant. Topic 3 - Geometry and Measurement Obj Read a timetable to answer questions Obj Solve an elapsed-time problem using a calendar Obj Determine a path or location on a grid using compass directions Obj Identify the location of an ordered pair in the first quadrant using compass directions Obj Determine the ordered pair of a point in the first quadrant using compass directions Page 28 of 188

33 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:G&M:4:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, octagons, and circles; and builds models of rectangular prisms from two- or three-dimensional representations. - Functions and Algebra NH M:F&A:4:1 - *Identifies and Topic 2 - Algebra extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables or sequences; and writes a rule in words or symbols to find the next case. Obj Identify a missing term in a multiplication or a division number pattern NH M:F&A:4:2 - Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or comparing situations that represent constant rates of change. 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 Obj Generate a table of paired numbers based on a rule Obj Determine a rule that relates two variables Obj Extend a number pattern in a table of related pairs NH M:F&A:4:3 - *Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using whole numbers. Page 29 of 188

34 Accelerated Math Grade 4 New Hampshire, Math, 2006, Grade Accelerated Math Second Edition Grade 4 4, Grade Level and Grade Span NH M:F&A:4:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions, by simplifying numerical expressions where left to right computations may be modified only by the use of parentheses [e.g., 14 - (2 x 5)] (expressions consistent with the parameters of M:F&A:4-3), and by solving one-step linear equations of the form ax = c, x ± b = c, where a, b, and c are whole numbers with a not equal to 0. - Data, Statistics, and Probability Topic 2 - Algebra Obj Solve a 1-step addition or subtraction equation using a model NH M:DSP:4:1 - *Interprets a given representation (line plots, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. Topic 4 - Data Analysis, Statistics, and Probability Obj Answer a question using information from a circle graph Obj Read a double-bar graph Obj Answer a question using information from a double-bar graph NH M:DSP:4:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range. NH M:DSP:4:3 - Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. Topic 4 - Data Analysis, Statistics, and Probability Obj Answer a question using information from a table Obj Use a double-bar graph to represent data Page 30 of 188