Michigan State Standards Alignment Grades One through Twelve

Transcription

1 Michigan 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 Michigan 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 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

4

5 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 MI N - Number and Operations - Count, write, and order numbers MI N.ME Count to 110 by 1's, Topic 1 - Numbers and 2's, 5's, and 10's, starting from any Operations number in the sequence; count to 500 by 100's and 10's; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd. MI N.ME Read and write numbers to 110 and relate them to the quantities they represent. MI N.ME Order numbers to 110; compare using phrases such as "same as", "more than", "greater than", "fewer than"; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 6 - Count on by ones from a number less than 100 Obj Count by 2s to 50 starting from a multiple of 2 Obj Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Obj Answer a question involving an ordinal number up to "tenth" 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 Obj. 4 - Determine the word form of a whole number from 31 to 100 Obj. 5 - Count objects to 20 Obj Count objects grouped in tens and ones Obj Compare sets of objects using words MI N.ME Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. Page 1 of 216 Topic 1 - Numbers and Operations 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 Determine one more than or one less than a given number Obj Determine ten more than or ten less than a given number

6 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 MI N.ME Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller. Topic 1 - Numbers and Operations MI N.ME Count backward by Topic 1 - Numbers and 1's starting from any number between Operations 1 and Explore place value MI N.ME Compose and decompose numbers through 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones. - Add and subtract whole numbers MI N.ME List number facts (partners inside of numbers) for 2 through 10, e.g., 8 = = = = 4 + 4; 10 = = Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations 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. 7 - Count back by ones from a number less than 20 Obj. 8 - Count back by ones from a number between 20 and 100 Obj Recognize a number from a model of tens and ones to 100 Obj Determine equivalent forms of a number, up to 10 Obj Determine equivalent forms of a number, up to 10 MI N.MR Compare two or more sets in terms of the difference in number of elements. MI N.MR Model addition and subtraction for numbers through 30 for a given contextual situation using objects or pictures; explain in words; record using numbers and symbols; solve. Page 2 of 216 Topic 2 - Algebraic Thinking Topic 1 - Numbers and Operations Obj Complete an addition and subtraction fact family Obj Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj Determine equivalent forms of a number, up to 10 Obj Determine the missing portion in a partially screened (hidden) collection of up to 10 objects Obj Relate a picture model to a basic addition fact Obj Determine the basic addition fact shown by a picture model

7 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 Obj Relate a picture model to a basic subtraction fact Obj Determine the basic subtraction fact shown by a picture model Obj Apply the relationship between addition and counting on Obj Apply the relationship between subtraction and counting back Obj Determine equivalent addition or subtraction expressions involving words or symbols Obj WP: Use basic addition or subtraction facts to solve problems MI N.MR Understand the Topic 1 - Numbers and inverse relationship between addition Operations and subtraction, e.g., subtraction "undoes" addition: if = 8, we know that 8-3 = 5 and 8-5 = 3; recognize that some problems involving combining, "taking away," or comparing can be solved by either operation. Topic 2 - Algebraic Thinking MI N.FL Know all the addition facts up to , and solve the related subtraction problems fluently. Topic 1 - Numbers and Operations Obj Apply the inverse relationship between addition facts and subtraction facts Obj WP: Determine a missing addend or subtrahend in a basic addition or subtraction fact number sentence Obj Know basic addition facts to 10 plus 10 MI N.MR Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: + 2 = 7 and 10 - = 6. Page 3 of 216 Topic 2 - Algebraic Thinking Obj Know basic subtraction facts to 20 minus 10 Obj WP: Use basic addition or subtraction facts to solve problems 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 WP: Determine a missing addend or subtrahend in a basic addition or subtraction fact number sentence

8 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 Obj WP: Determine a basic addition or subtraction fact number sentence for a given situation MI N.FL Add three one-digit Topic 1 - Numbers and Obj Add three 1-digit numbers numbers. Operations MI N.FL Calculate mentally Topic 1 - Numbers and sums and differences involving: a two-operationdigit number and a one-digit number without regrouping; a two-digit number and a multiple of 10. MI N.FL Compute sums and differences through 30 using number facts and strategies, but no formal algorithm. Topic 1 - Numbers and Operations Obj Add multiples of 10, sums to 90 Obj Subtract multiples of 10 up to 90 Obj Add a 2-digit and a 1-digit number without regrouping Obj Subtract a 1-digit number from a 2-digit number without regrouping Obj WP: Add or subtract a 1- and 2-digit number without regrouping 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 MI M - Measurement - Estimate and measure length MI M.UN Measure the lengths of objects in non-standard units, e.g., pencil lengths, shoe lengths, to the nearest whole unit. MI M.UN Compare measured lengths using the words shorter, shortest, longer, longest, taller, tallest, etc. - Tell time MI M.UN Tell time on a twelve-hour clock face to the hour and half-hour. - Work with money MI M.UN Identify the different denominations of coins and bills. Page 4 of 216 Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 1 - Numbers and Operations Obj Estimate length in nonstandard units Obj Compare objects using the vocabulary of measurement Obj Compare and order objects by attributes of height or length Obj Tell time to the hour Obj Tell time to the half hour Obj Determine the value of a collection of like coins

9 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 MI M.UN Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel. MI M.UN Tell the amount of money: in cents up to $1, in dollars up to $100. Use the symbols $ and. Topic 1 - Numbers and Operations Obj Determine the value of a collection of mixed coins Obj Determine the value of a collection of like coins MI M.PS Add and subtract money in dollars only or in cents only. Obj Determine the value of a collection of mixed coins - Solve problems MI M.PS Solve one-step word problems using addition and subtraction of length, money and time, including "how much more/less", without mixing units. MI G - Geometry - Create and describe shapes MI G.GS Create common twodimensional and three-dimensional shapes, and describe their physical and geometric attributes, such as color and shape. MI G.LO Describe relative position of objects on a plane and in space, using words such as above, below, behind, in front of. - Create and describe patterns involving geometric objects MI G.SR Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. MI G.SR Distinguish between repeating and growing patterns. Topic 3 - Geometry and Measurement Topic 2 - Algebraic Thinking MI G.SR Predict the next Topic 2 - Algebraic Thinking element in a simple repeating pattern. Obj Apply the vocabulary of position or direction Obj Extend a repeating picture pattern Obj Extend a pictorial growth pattern Obj Extend a repeating picture pattern Page 5 of 216

10 Accelerated Math Grade 1 Michigan, Math, 2006, First Grade, Accelerated Math Second Edition Grade 1 MI G.SR Describe ways to get to the next element in simple repeating patterns. MI D - Data and Probability - Use pictographs MI D.RE Collect and organize data to use in pictographs. MI D.RE Read and interpret pictographs. MI D.RE Make pictographs of given data using both horizontal and vertical forms of graphs; scale should be in units of one and include symbolic representations, e.g., "smiley face" represents one child. Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Obj Read a picture graph Obj Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj Answer a question using information from a picture graph Obj Read a pictograph (1 symbol = 1 object) Obj Use a pictograph to represent groups of objects (1 symbol = 1 object) Obj Answer a question using information from a pictograph (1 symbol = 1 object) Obj Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj Answer a question using information from a picture graph Page 6 of 216

11 Accelerated Math Grade 2 Michigan, Math, 2006, Second Grade, MI N - Number and Operations - Count, write, and order whole numbers MI N.ME Count to 1000 by 1's, 10's and 100's starting from any number in the sequence. MI N.ME Read and write numbers to 1000 in numerals and words, and relate them to the quantities they represent. MI N.ME Compare and order numbers to 1000; use the symbols > and <. Accelerated Math Second Edition Grade 2 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 3 - Complete a skip pattern starting from a multiple of 2, 5, or 10 Obj. 5 - Count on by 100s from any number Obj. 1 - Read a whole number to 1,000 Obj. 2 - Determine the word form of a whole number to 1,000 Obj Compare whole numbers to 1,000 using words Obj Compare whole numbers to 1,000 using the symbols <, >, and = MI N.ME Count orally by 3's and 4's starting with 0, and by 2's, 5's, and 10's starting from any whole number. 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 - Understand place value MI N.ME Express numbers through 999 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials. Topic 1 - Number Sense and Operations 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 Model a number using hundreds, tens, and ones to 1,000 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 Obj Determine the 3-digit number represented as hundreds, tens, and ones Page 7 of 216

12 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, - Add and subtract whole numbers MI N.FL Decompose 100 into addition pairs, e.g., , Topic 1 - Number Sense and Operations Obj Determine a number pair that totals 100 MI N.MR Find the distance between numbers on the number line, e.g., how far is 79 from 26? MI N.MR Find missing values in open sentences, e.g., 42 + = 57; use relationship between addition and subtraction. MI N.MR Given a contextual situation that involves addition and subtraction using numbers through 99: model using objects or pictures; explain in words; record using numbers and symbols; solve. Topic 2 - Algebraic Thinking Topic 2 - Algebraic Thinking 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 Obj WP: Use an open sentence to represent a given situation MI N.FL Add fluently two numbers through 99, using strategies including formal algorithms; subtract fluently two numbers through 99. Topic 1 - Number Sense and Operations Obj Add two 2-digit numbers with regrouping, given a model Obj Add a 2-digit number to a 1- digit number with regrouping Obj Add two 2-digit numbers with 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 MI N.FL Estimate the sum of Topic 1 - Number Sense and two numbers with three digits. Operations MI N.FL Calculate mentally sums and differences involving: threedigit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds. - Understand meaning of multiplication and division Obj Estimate the sum of two 2- digit numbers Page 8 of 216

13 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, MI N.MR Understand Topic 1 - Number Sense and multiplication as the result of counting Operations the total number of objects in a set of equal groups, e.g., 3 x 5 gives the number of objects in 3 groups of 5 objects, or 3 x 5 = = 15. Obj Use a multiplication sentence to represent the sum of equal groups MI N.MR Represent multiplication using area and array models. MI N.MR Understand division ( ) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division "undoes" multiplication, e.g., 2 x 3 = 6 can be rewritten as 6 2 = 3 or 6 3 = 2. Topic 1 - Number Sense and Operations Obj Represent repeated addition as multiplication Obj Relate a multiplication sentence to an array model Obj Relate a multiplication sentence to an array model MI N.MR Given a situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve. MI N.MR Develop strategies for fluently multiplying numbers up to 5 x 5. Page 9 of 216 Topic 1 - Number Sense and Operations Obj Determine the sum of equal groups using pictures Obj Use a repeated addition sentence to represent the sum of equal groups Obj Use a multiplication sentence to represent the sum of equal groups Obj Represent repeated addition as multiplication Obj WP: Multiply a 1-digit number by 2, 5, or 10 Obj Divide objects into equal groups using pictures Obj Determine the remainder when dividing objects into equal groups Obj Determine the number of equal groups of objects excluding the remainder Obj WP: Divide objects into equal groups by sharing

14 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, - Work with unit fractions MI N.ME Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model 1/2, 1/3, and 1/4 by folding strips. MI N.ME Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Identify a unit fraction as part of a whole Obj Identify a unit fraction as part of a whole MI N.ME Place 0 and halves, e.g., 1/2, 1 1/2, 2 1/2, on the number line; relate to a ruler. MI N.ME For unit fractions from 1/12 to 1/2 understand the inverse relationship between the size of a unit fraction and the size of the denominator; compare unit fractions from 1/12 to 1/2. MI N.ME Recognize that fractions such as 2/2, 3/3, and 4/4 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations are equal to the whole (one). MI M - Measurement - Measure, add, and subtract length MI M.UN Measure lengths in Topic 3 - Geometry and meters, centimeters, inches, feet, and Measurement yards approximating to the nearest whole unit and using abbreviations: cm, m, in, ft, yd. MI M.PS Compare lengths; add and subtract lengths (no conversion of units). - Understand the concept of area MI M.UN Measure area using non-standard units to the nearest whole unit. MI M.TE Find the area of a rectangle with whole number side lengths by covering with unit squares and counting, or by using a grid of unit squares; write the area as a product. - Tell time and solve time problems Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Compare unit fractions using pictorial models Obj Relate a fraction equal to a whole to a pictorial model Obj Measure length in inches Obj Measure length in centimeters Obj Relate area to the number of square units Obj Relate area to the number of square units Page 10 of 216

15 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, MI M.UN Using both A.M. and P.M., tell and write time from the clock face in 5 minute intervals and from digital clocks to the minute; include reading time: 9:15 as ninefifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before the next hour, e.g., 8:50 as eight-fifty and ten to nine. Show times by drawing hands on clock face. Topic 3 - Geometry and Measurement MI M.UN Use the concept of Topic 3 - Geometry and duration of time, e.g., determine what Measurement time it will be half an hour from 10:15. - Record, add and subtract money Obj Tell time to the quarter hour Obj Tell time to 5-minute intervals Obj WP: Calculate elapsed time MI M.UN Read and write amounts of money using decimal notations, e.g., $1.15. MI M.PS Add and subtract money in mixed units, e.g., $ cents and $ $3, but not $ $ Read thermometers MI M.UN Read temperature using the scale on a thermometer in degrees Fahrenheit. - Solve measurement problems MI M.PS Solve simple word problems involving length and money. MI M.TE Determine perimeters of rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter. MI G - Geometry - Identify and describe shapes Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 3 - Geometry and Measurement Obj Determine the value of a collection of bills and coins Obj Convert money amounts in words to amounts in symbols Obj WP: Add or subtract a collection of bills or coins Obj Add money values using cents or dollars with regrouping Obj Subtract money values using cents or dollars with one regrouping Obj Read a thermometer in degrees Fahrenheit Page 11 of 216

16 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, MI G.GS Identify, describe, and compare familiar twodimensional and three-dimensional shapes, such as triangles, rectangles, squares, circles, semicircles, spheres, and rectangular prisms. MI G.GS Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes. MI G.GS Distinguish between curves and straight lines and between curved surfaces and flat surfaces. MI G.SR Classify familiar plane and solid objects, e.g., square, rectangle, rhombus, cube, pyramid, prism, cone, cylinder, and sphere, by common attributes such as shape, size, color, roundness, or number of corners and explain which attributes are being used for classification. MI G.TR Recognize that shapes that have been slid, turned, or flipped are the same shape, e.g., a square rotated 45 is still a square. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Identify figures that are the same size and shape Obj Name a 3-dimensional geometric shape Obj Decompose a plane shape composed of three or more simpler shapes - Use coordinate systems MI G.LO Find and name locations using simple coordinate systems such as maps and first quadrant grids. MI D - Data and Probability - Create, interpret, and solve problems involving pictographs MI D.RE Make pictographs using a scale representation, using scales where symbols equal more than one. MI D.RE Read and interpret pictographs with scales, using scale factors of 2 and 3. Page 12 of 216 Topic 3 - Geometry and Measurement Topic 4 - Data Analysis and Statistics Topic 4 - Data Analysis and Statistics Obj Follow directions on a simple map Obj Use a pictograph to represent data (1 symbol = more than 1 object) Obj Read a pictograph (1 symbol = more than 1 object) Obj Answer a question using information from a pictograph (1 symbol = more than 1 object)

17 Accelerated Math Grade 2 Michigan, Math, 2006, Second Accelerated Math Second Edition Grade 2 Grade, MI D.RE Solve problems using information in pictographs; include scales such as each "box" represents 2 apples; avoid partial cases. Topic 4 - Data Analysis and Statistics Obj Answer a question using information from a pictograph (1 symbol = more than 1 object) Page 13 of 216

18 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, MI N - Number and Operations - Understand and use number notation and place value MI N.ME Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. Accelerated Math Second Edition Grade 3 Topic 1 - Number Sense and Operations Obj. 1 - Read a 4- or 5-digit whole number MI N.ME Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place. Recognize and use expanded notation for numbers using place value through 9,999, e.g., 2,517 is ; 4 hundreds and 2 ones is 402. MI N.ME Compare and order numbers up to 10, Count in steps, and understand even and odd numbers Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 2 - Determine the word form of a 4- or 5-digit whole number 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. 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 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. 9 - Determine an equivalent form of a 4-digit whole number using thousands, hundreds, tens, and ones 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 14 of 216

19 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI N.ME Count orally by 6's, 7's, 8's, and 9's starting with 0, making the connection between repeated addition and multiplication. MI N.ME Know that even numbers end in 0, 2, 4, 6,or 8; name a whole number quantity that can be shared in two equal groups or grouped into pairs with no remainders; recognize even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9, and work with patterns involving even and odd numbers. - Add and subtract whole numbers MI N.FL Add and subtract fluently two numbers through 999 with regrouping and through 9,999 without regrouping. MI N.FL Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimates. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations MI N.FL Use mental strategies to fluently add and subtract two-digit numbers. - Multiply and divide whole numbers MI N.MR Use multiplication Topic 1 - Number Sense and and division fact families to Operations understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 8 = 3 or 24 3 = 8; express a multiplication statement as an equivalent division statement. Obj Add three 2- to 3-digit whole numbers Obj Subtract 3- and 4-digit numbers with regrouping Obj WP: Add or subtract 3- and 4-digit whole numbers with regrouping Obj Estimate a sum or difference of two 3- to 4-digit whole numbers using front-end estimation Obj WP: Estimate a sum or difference of two 3- or 4-digit whole numbers using any method Obj Complete a multiplication and division fact family Page 15 of 216

20 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI N.MR Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements to represent those situations. MI N.FL Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships. MI N.MR Find solutions to open sentences, such as 7 x = 42 or 12 = 4, using the inverse relationship between multiplication and division. MI N.FL Mentally calculate simple products and quotients up to a three-digit number by a one-digit number involving multiples of 10, e.g., 500 x 6, or MI N.MR Solve division problems involving remainders, viewing the remainder as the "number left over"; interpret based on problem context, e.g., when we have 25 children with 4 children per group then there are 6 groups with 1 child left over. - Problem-solving with whole numbers Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking 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 WP: Determine a multiplication or division sentence for a given situation 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 Determine the missing multiplicand in a number sentence involving basic facts Obj Determine the missing dividend or divisor in a number sentence involving basic facts Obj Multiply a 1-digit whole number by a multiple of 10 to 100 Page 16 of 216

21 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI N.MR Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including "product" and "quotient"), and mathematical statements; solve. - Understand simple fractions, relation to the whole, and addition and subtraction of fractions Topic 2 - Algebraic Thinking Obj WP: Determine a multiplication or division sentence for a given situation MI N.ME Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator". MI N.ME Recognize, name, and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. MI N.ME Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8. MI N.ME Understand that any fraction can be written as a sum of unit fractions, e.g., ¾ = ¼ + ¼ + ¼. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations 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 Obj Identify equivalent fractions using models Obj Identify a fraction represented by a point on a number line Obj Locate a fraction on a number line Obj Compare fractions using models Obj Order fractions using models MI N.MR Recognize that addition and subtraction of fractions with equal denominators can be modeled by joining or taking away segments on the number line. - Understand simple decimal fractions in relation to money Page 17 of 216

22 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI N.ME Understand and relate decimal fractions to fractional parts of a dollar, e.g., ½ dollar = $0.50; ¼ dollar = $0.25. MI M - Measurement - Measure and use units for length, weight, temperature and time MI M.UN Know and use common units of measurements in length, weight, and time. MI M.UN Measure in mixed units within the same measurement system for length, weight, and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. MI M.UN Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. MI M.UN Know benchmark temperatures such as freezing (32 F, 0 C); boiling (212 F, 100 C); and compare temperatures to these, e.g., cooler, warmer. - Understand meaning of area and perimeter and apply in problems Topic 3 - Geometry and Measurement Obj Tell time to the minute MI M.UN Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. MI M.UN Use square units in calculating area by covering the region and counting the number of square units. MI M.UN Distinguish between units of length and area and choose a unit appropriate in the context. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Determine a method for finding the perimeter of a shape given the side lengths 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 Page 18 of 216

23 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI M.UN Visualize and describe the relative sizes of one square inch and one square centimeter. - Estimate perimeter and area MI M.TE Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters. - Solve measurement problems MI M.PS Add and subtract lengths, weights, and times using mixed units within the same measurement system. MI M.PS Add and subtract money in dollars and cents. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 1 - Number Sense and Operations Obj Estimate the area of a shape composed of rectangles given a reference square Obj Add or subtract compound units of length in inches and feet with no conversion Obj WP: Add or subtract compound units of length in inches and feet with no conversion 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 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 MI M.PS Solve applied problems involving money, length, and time. Page 19 of 216 Topic 1 - Number Sense and Operations Obj WP: Add or subtract money amounts less than $1 Obj Determine money amounts that total $10

24 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 Obj WP: Determine the amount of change from whole dollar amounts Topic 3 - Geometry and Measurement Obj WP: Add or subtract money amounts less than $1 Obj WP: Add or subtract compound units of length in inches and feet with conversion 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 MI M.PS Solve contextual problems about perimeters of rectangles and areas of rectangular regions. MI G - Geometry - Recognize the basic elements of geometric objects MI G.GS Identify points, line segments, lines, and distance. MI G.GS Identify perpendicular lines and parallel lines in familiar shapes and in the classroom. MI G.GS Identify parallel faces of rectangular prisms in familiar shapes and in the classroom. Topic 3 - Geometry and Measurement Obj WP: Determine the start time given the end time and the elapsed time within an hour Obj Identify parallel, perpendicular, and intersecting lines - Name and explore properties of shapes Page 20 of 216

25 Accelerated Math Grade 3 Michigan, Math, 2006, Third Grade, Accelerated Math Second Edition Grade 3 MI G.GS Identify, describe, compare, and classify twodimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square, and rhombus, based on their component parts (angles, sides, vertices, line segment) and on the number of sides and vertices. MI G.SR Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes, e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles. - Explore and name threedimensional solids MI G.GS Identify, describe, build, and classify familiar threedimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices). MI G.SR Represent front, top, and side views of solids built with cubes. MI D - Data and Probability - Use bar graphs MI D.RE Read and interpret bar graphs in both horizontal and vertical forms. MI D.RE Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph. MI D.RE Solve problems using information in bar graphs, including comparison of bar graphs. Topic 3 - Geometry and Measurement Topic 4 - Data Analysis, Statistics, and Probability Topic 4 - Data Analysis, Statistics, and Probability Obj Identify a picture of a 3- dimensional shape Obj Name a 3-dimensional shape from a picture Obj Use a bar graph with a scale interval of 5 or 10 to represent data Obj Answer a question using information from a bar graph with a scale interval of 5 or 10 Obj Answer a question using information from a bar graph with a scale interval of 5 or 10 Page 21 of 216

26 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, MI N - Number and Operations - Understand and use number notation and place value MI N.ME Read and write numbers to 1,000,000; relate them to the quantities they represent; compare and order. MI N.ME Compose and decompose numbers using place value to 1,000,000's, e.g., 25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones. MI N.ME Understand the magnitude of numbers up to 1,000,000; recognize the place values of numbers and the relationship of each place value to the place to its right, e.g., 1,000 is 10 hundreds. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations - Use factors and multiples MI N.ME Find all factors of any whole number through 50, list factor pairs, and determine if a onedigit number is a factor of a given whole number. MI N.ME List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number. MI N.MR Know that some numbers including 2, 3, 5, 7, and 11 have exactly two factors (1 and the number itself) and are called prime numbers. MI N.MR Use factors and multiples to compose and decompose whole numbers. - Add and subtract whole numbers MI N.FL Add and subtract Topic 1 - Number Sense and whole numbers fluently. Operations Page 22 of 216 Accelerated Math Second Edition Grade 4 Obj. 1 - Read a 6-digit whole number Obj. 2 - Determine the word form of 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. 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 Add a 5-digit or greater whole number and a 3-digit or greater whole number

27 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, Accelerated Math Second Edition Grade 4 Obj Add three multi-digit whole numbers 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 - Multiply and divide whole numbers MI N.ME Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = = 63. MI N.FL Multiply fluently any whole number by a one-digit number and a three-digit number by a twodigit number; for a two-digit by onedigit multiplication use distributive property to develop meaning for the algorithm. Topic 1 - Number Sense and Operations Obj Multiply a 1- or 2-digit whole number by a multiple of 10, 100, or 1,000 Obj Apply the distributive property to the multiplication of a 2- digit number by a 1- or 2-digit number Obj Apply the distributive property to multiply a multi-digit number by a 1-digit number Obj Multiply a 3- or 4-digit whole number by a 1-digit whole number Obj Multiply a 2-digit whole number by a 2-digit whole number Obj Multiply a 3-digit whole number by a 2-digit whole number Obj WP: Multiply a multi-digit whole number by a 1-digit whole number Obj WP: Multiply a 2-digit whole number by a 2-digit whole number Page 23 of 216

28 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, Accelerated Math Second Edition Grade 4 Obj WP: Multiply a 3-digit whole number by a 2-digit whole number MI N.FL Divide numbers up to four-digits by one-digit numbers and by 10. Topic 1 - Number Sense and Operations Obj Divide a multi-digit whole number by 10 or 100 with no remainder 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 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 MI N.FL Find the value of the unknowns in equations such as a 10 = 25; 125 b = 25. MI N.MR Use the relationship between multiplication and division to simplify computations and check results. MI N.MR Solve contextual problems involving whole number multiplication and division. Topic 1 - Number Sense and Operations Obj Multiply a 1- or 2-digit whole number by a multiple of 10, 100, or 1,000 Obj Multiply a 3- or 4-digit whole number by a 1-digit whole number Obj Multiply a 2-digit whole number by a 2-digit whole number Obj Multiply a 3-digit whole number by a 2-digit whole number Obj WP: Multiply a multi-digit whole number by a 1-digit whole number Obj WP: Multiply a 2-digit whole number by a 2-digit whole number Page 24 of 216

29 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, Accelerated Math Second Edition Grade 4 Obj WP: Multiply a 3-digit whole number by a 2-digit whole number Obj Divide a multi-digit whole number by 10 or 100 with no remainder 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 Obj WP: Divide a 3-digit whole number by a 1-digit whole number with a remainder in the quotient - Read, interpret and compare decimal fractions MI N.ME Read and interpret decimals up to two decimal places; relate to money and place value decomposition. Topic 1 - Number Sense and Operations Obj Read a decimal number through the hundredths place Obj Determine the word form of a decimal number through the hundredths place Obj Determine the decimal number equivalent to a fraction with a denominator of 10 or 100 Obj Determine a fraction equivalent to a decimal, using a denominator of 10 or 100 Page 25 of 216

30 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, Accelerated Math Second Edition Grade 4 MI N.ME Know that terminating decimals represents fractions whose denominators are 10, 10 x 10, 10 x 10 x 10, etc., e.g., powers of 10. MI N.ME Locate tenths and Topic 1 - Number Sense and hundredths on a number line. Operations MI N.ME Read, write, interpret, and compare decimals up to two decimal places. Topic 1 - Number Sense and Operations Obj Identify a decimal number to tenths represented by a point on a number line Obj Locate a decimal number to tenths on a number line Obj Read a decimal number through the hundredths place Obj Determine the word form of a decimal number through the hundredths place Obj Determine the decimal number equivalent to a fraction with a denominator of 10 or 100 Obj Determine a fraction equivalent to a decimal, using a denominator of 10 or 100 Obj Compare decimal numbers through the hundredths place MI N.MR Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. - Understand fractions MI N.ME Understand fractions as parts of a set of objects. MI N.MR Explain why equivalent fractions are equal, using models such as fraction strips or the number line for fractions with denominators of 12 or less, or equal to 100. MI N.MR Locate fractions with denominators of 12 or less on the number line; include mixed numbers. Page 26 of 216 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Determine the decimal number equivalent to a fraction with a denominator of 10 or 100 Obj Determine a fraction equivalent to a decimal, using a denominator of 10 or 100 Obj Determine the fraction equivalent to a decimal number model Obj Identify a mixed number represented by a point on a number line Obj Locate a mixed number on a number line

31 Accelerated Math Grade 4 Michigan, Math, 2006, Fourth Grade, Accelerated Math Second Edition Grade 4 MI N.MR Understand the relationships among halves, fourths, and eighths and among thirds, sixths, and twelfths. MI N.ME Know that fractions of the form m/n where m is greater than n, are greater than 1 and are called improper fractions; locate improper fractions on the number line. MI N.MR Write improper fractions as mixed numbers, and understand that a mixed number represents the number of "wholes" and the part of a whole remaining, e.g., 5/4 = 1 + 1/4 = 1 1/4. MI N.MR Compare and order up to three fractions with denominators 2, 4, and 8, and 3, 6, and 12, including improper fractions and mixed numbers. - Add and subtract fractions MI N.MR Add and subtract fractions less than 1 with denominators through 12 and/or 100, in cases where the denominators are equal or when one denominator is a multiple of the other, e.g., 1/12 + 5/12 = 6/12; 1/6 + 5/12 = 7/12; 3/10-23/100 = 7/100. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj Identify an improper fraction represented by a point on a number line Obj Locate an improper fraction on a number line Obj Identify an improper fraction represented by a point on a number line Obj Locate an improper fraction on a number line Obj Identify a mixed number represented by a model Obj Identify an improper fraction represented by a model of a mixed number 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 Page 27 of 216