Georgia Standards Alignment Grades One through Twelve

Transcription

1 Georgia 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 Georgia 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 Mathematics I: Algebra...76 Accelerated Mathematics Mathematics III...96 Accelerated Mathematics Mathematics I: Geometry Accelerated Mathematics Mathematics 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 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 - Students will understand how to represent numbers, and be able to add and subtract small numbers. GA M1N1 - Students will estimate, model, compare, order, and represent whole numbers up to 100. Topic 1 - Numbers and Obj Compare whole numbers to 100 using words GA M1N1.a - Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using manipulatives and pictures. Topic 1 - Numbers and Obj Count objects grouped in tens and ones GA M1N1.b - Correctly count and represent the number of objects in a set using numerals. Topic 1 - Numbers and Obj Model a number to 100 using tens and ones Obj Recognize a number from a model of tens and ones to 100 Obj Relate a picture model to a basic addition fact Obj Determine the basic addition fact shown by a picture model Obj Relate a picture model to a basic subtraction fact Obj Determine the basic subtraction fact shown by a picture model Obj Determine equivalent addition or subtraction expressions involving words or symbols Obj. 5 - Count objects to 20 Obj Count objects grouped in tens and ones Obj Recognize a number from a model of tens and ones to 100 GA M1N1.c - Compare small sets using the terms greater than, less than, and equal to. GA M1N1.d - Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line. Page 1 of 151 Topic 1 - Numbers and Topic 1 - Numbers and Obj Compare sets of objects using words Obj. 6 - Count on by ones from a number less than 100 Obj. 7 - Count back by ones from a number less than 20

6 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Obj. 8 - Count back by ones from a number between 20 and 100 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 Order whole numbers to 100 in ascending order Obj Order whole numbers to GA M1N1.e - Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels, dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one dollar. GA M1N1.f - Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills; count out a combination of bills needed to purchase items that total up to twenty dollars. GA M1N2 - Students will understand place value notation for the numbers 1 to 99. (Discussions may allude to 3- digit numbers to assist in understanding place value.) GA M1N2.a - Determine to which ten a given number is closest using tools such as a sequential number line or chart. GA M1N2.b - Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value. GA M1N2.c - Decompose numbers from 10 to 99 as the appropriate number of tens and ones. GA M1N3 - Students will add and subtract numbers less than 100, as well as understand and use the inverse relationship between addition and subtraction. Topic 1 - Numbers and 100 in descending order Obj Determine the value of a collection of like coins Obj Determine the value of a collection of mixed coins Page 2 of 151

7 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1N3.a - Identify one more than, one less than, 10 more than, and 10 less than a given number. GA M1N3.b - Skip-count by 2s, 5s, and 10s, forward and backwards; to and from numbers up to 100. Topic 1 - Numbers and Topic 1 - Numbers and 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 Count by 2s to 50 starting from a multiple of 2 GA M1N3.c - Compose/decompose numbers up to 10 (e. g. 3+5=8, 8=5+2+1). GA M1N3.d - Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. Topic 1 - Numbers and Topic 2 - Algebraic Thinking Topic 1 - Numbers and GA M1N3.e - Understand addition Topic 1 - Numbers and and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens. Obj Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Obj Determine equivalent forms of a number, up to 10 Obj Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj Determine the missing portion in a partially screened (hidden) collection of up to 10 objects Obj Relate a picture model to a basic subtraction fact Obj Determine the basic subtraction fact shown by a picture model Obj Relate a number-line model to a basic addition fact Obj Determine the basic addition fact shown by a number-line model Obj Determine the basic subtraction fact shown by a numberline model Obj Relate a number-line model to a basic subtraction fact Obj Apply the relationship between addition and counting on Obj Apply the relationship between subtraction and counting back Page 3 of 151

8 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1N3.f - Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) GA M1N3.g - Apply addition and subtraction to 2 digit numbers without regrouping (e.g , 80-60, , , ). Topic 1 - Numbers and Topic 2 - Algebraic Thinking Topic 1 - Numbers and GA M1N3.h - Solve and create word Topic 1 - Numbers and problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. Obj Know basic addition facts to 10 plus 10 Obj Know basic subtraction facts to 20 minus 10 Obj Complete an addition and subtraction fact family Obj Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj Add three 1-digit numbers Obj Add multiples of 10, sums to 90 Obj Subtract multiples of 10 up to 90 Obj Add zero to any number less than 100 Obj Subtract zero from any number less than 100 Obj Add a 2-digit and a 1-digit number without regrouping Obj Add two 2-digit numbers without regrouping Obj Subtract a 1-digit number from a 2-digit number without regrouping Obj Subtract a 2-digit number from a 2-digit number without regrouping Obj WP: Add or subtract a 1- and 2-digit number without regrouping Obj WP: Add or subtract two 2- digit numbers without regrouping Obj WP: Use basic addition or subtraction facts to solve problems Page 4 of 151

9 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 Obj WP: Add or subtract a 1- and 2-digit number without regrouping Obj WP: Add or subtract two 2- digit numbers without regrouping Topic 2 - Algebraic Thinking Obj WP: Determine a basic addition- or subtraction-fact number sentence for a given situation GA M1N4 - Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams. GA M1N4.a - Use informal strategies to share objects equally between two to five people. GA M1N4.b - Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects.). Topic 2 - Algebraic Thinking Obj Complete a pattern on a 1 to 100 chart GA M1N4.c - Identify, label, and relate fractions (halves, fourths) as equal parts of a collection of objects or a whole using pictures and models. GA M1N4.d - Understand halves and fourths as representations of equal parts of a whole. - Students will measure basic quantitative attributes of concrete objects. GA M1M1 - Students will compare and/or order the length, weight, or capacity of two or more objects by using direct comparison or a nonstandard unit. GA M1M1.a - Directly compare and/or order length, height, weight, and capacity of concrete objects. Topic 3 - Geometry and Measurement Obj Compare objects using the vocabulary of measurement Obj Compare and order objects by attributes of height or length GA M1M1.b - Estimate and measure using a non-standard unit that is smaller than the object to be measured. Page 5 of 151 Topic 3 - Geometry and Measurement Obj Estimate length in nonstandard units

10 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1M1.c - Measure with a tool by creating a "ruled" stick, tape, or container by marking off ten segments of the repeated single unit. GA M1M2 - Students will develop an understanding of the measurement of time. GA M1M2.a - Tell time to the nearest Topic 3 - Geometry and hour and half hour and understand Measurement the movement of the minute hand and how it relates to the hour hand. GA M1M2.b - Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year. GA M1M2.c - Compare and/or order Topic 3 - Geometry and the sequence or duration of events Measurement (e.g., shorter/longer and before/after). Obj Tell time to the hour Obj Tell time to the half hour Obj Order events by time - Students will understand the concepts of basic geometric shapes and spatial relationships of concrete objects. GA M1G1 - Students will study and create various two and threedimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them. GA M1G1.a - Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. GA M1G1.b - Build, represent, name, and describe cylinders, cones, and rectangular prisms. GA M1G1.c - Create pictures and designs using shapes, including overlapping shapes. GA M1G2 - Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement 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 Page 6 of 151

11 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1G3 - Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of). Topic 3 - Geometry and Measurement - Students will pose questions, collect, organize and interpret data about themselves and their surroundings. GA M1D1 - Students will create simple tables and graphs and interpret them. GA M1D1.a - Interpret tally marks, Topic 4 - Data Analysis and picture graphs, and bar graphs. Statistics GA M1D1.b - Pose questions, collect, sort, organize and record data using objects, pictures, tally marks, picture graphs, and bar graphs. Topic 4 - Data Analysis and Statistics Obj Apply the vocabulary of position or direction Obj Read a 2-category tally chart 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) Obj Read a bar graph Obj Answer a question using information from a bar graph Obj Use a 2-category tally chart to represent groups of objects (1 symbol = 1 object) - Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards. Obj Use a picture graph to represent groups of objects (1 symbol = 1 object) Obj Use a pictograph to represent groups of objects (1 symbol = 1 object) GA M1P1 - Students will solve problems (using appropriate technology). GA M1P1.a - Build new mathematical knowledge through problem solving. Page 7 of 151

12 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1P1.b - Solve problems that arise in mathematics and in other contexts. GA M1P1.c - Apply and adapt a variety of appropriate strategies to solve problems. GA M1P1.d - Monitor and reflect on the process of mathematical problem solving. GA M1P2 - Students will reason and evaluate mathematical arguments. GA M1P2.a - Recognize reasoning and proof as fundamental aspects of mathematics. GA M1P2.b - Make and investigate mathematical conjectures. GA M1P2.c - Develop and evaluate mathematical arguments and proofs. GA M1P2.d - Select and use various types of reasoning and methods of proof. GA M1P3 - Students will communicate mathematically. GA M1P3.a - Organize and consolidate their mathematical thinking through communication. GA M1P3.b - Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Topic 1 - Numbers and Obj WP: Use basic addition or subtraction facts to solve problems Obj WP: Add or subtract a 1- and 2-digit number without regrouping Obj WP: Add or subtract two 2- digit numbers without regrouping GA M1P3.c - Analyze and evaluate the mathematical thinking and strategies of others. GA M1P3.d - Use the language of mathematics to express mathematical ideas precisely. GA M1P4 - Students will make connections among mathematical ideas and to other disciplines. GA M1P4.a - Recognize and use connections among mathematical ideas. Topic 1 - Numbers and Obj Determine equivalent addition or subtraction expressions involving words or symbols Page 8 of 151

13 Accelerated Math Grade 1 Georgia, Math, 2004, Grade 1, Accelerated Math Second Edition Grade 1 GA M1P4.b - Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. GA M1P4.c - Recognize and apply mathematics in contexts outside of mathematics. GA M1P5 - Students will represent mathematics in multiple ways. GA M1P5.a - Create and use representations to organize, record, and communicate mathematical ideas. GA M1P5.b - Select, apply, and translate among mathematical representations to solve problems. GA M1P5.c - Use representations to model and interpret physical, social, and mathematical phenomena. Page 9 of 151

14 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 - Students will further develop their understanding of numbers (including fractions) and how to represent them. The students will understand and apply addition, subtraction and multiplication through concrete manipulation and perform basic calculations. GA M2N1 - Students will use multiple representation of numbers to connect symbols to quantities. GA M2N1.a - Represent numbers using a variety of models, diagrams, and number sentences (e.g., 4703 represented as 4, , and units, 47 hundreds + 3, or 4, ). Topic 1 - Number Sense and Topic 1 - Number Sense and GA M2N1.b - Understand the relative Topic 1 - Number Sense and magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones. Obj. 2 - Determine the word form of a whole number to 1,000 Obj Model a number using hundreds, tens, and ones to 1,000 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 Obj Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Obj. 9 - Determine the value of a digit in a 3-digit number GA M2N1.c - Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. Page 10 of 151 Topic 1 - Number Sense and 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 Determine the value of a collection of bills and coins

15 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 GA M2N2 - Students will build fluency with multi-digit addition and subtraction. GA M2N2.a - Correctly add and subtract two whole numbers up to three digits each with regrouping. Topic 1 - Number Sense and Obj Determine a number pair that totals 100 Obj Determine a number pair that totals 1,000 Obj Add two 3-digit numbers without regrouping Obj Add two 2-digit numbers with regrouping, given a model Obj Add money values using cents or dollars with regrouping Obj Add a 2-digit number to a 1- digit number with regrouping Obj Add two 2-digit numbers with regrouping Obj Add three 2-digit numbers with one regrouping, sum less than 100 Obj Add 2- and 3-digit numbers with no more than one regrouping Obj Add two 3-digit numbers with one regrouping Obj Subtract a 3-digit number from a 3-digit number without regrouping Obj Subtract money values using cents or dollars with one regrouping Obj Subtract a 1- or 2-digit number from a 2-digit number with one regrouping Obj Subtract a 1- or 2-digit number from a 3-digit number with one regrouping Obj Subtract a 3-digit number from a 3-digit number with one regrouping Obj WP: Add or subtract numbers without regrouping Obj WP: Add or subtract up to 2- digit numbers with one regrouping GA M2N2.b - Understand and use the inverse relation between addition and subtraction to solve problems and check solutions. Topic 1 - Number Sense and Obj Apply the inverse relationship between addition and subtraction with 2- and 3-digit numbers Page 11 of 151

16 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 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 GA M2N2.c - Use mental math strategies such as benchmark numbers to solve problems. GA M2N2.d - Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum ). Obj WP: Use an open sentence to represent a given situation GA M2N2.e - Estimate to determine if solutions are reasonable for addition and subtraction. GA M2N3 - Students will understand multiplication, multiply numbers, and verify results. GA M2N3.a - Understand multiplication as repeated addition. GA M2N3.b - Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1- digit numbers and construct the multiplication table. GA M2N3.c - Use the multiplication table (grid) to determine a product of two numbers. Topic 1 - Number Sense and Topic 1 - Number Sense and Topic 1 - Number Sense and Obj Estimate the sum of two 2- digit numbers Obj Estimate the difference of two 2-digit numbers Obj Use a repeated addition sentence to represent the sum of equal groups Obj Represent repeated addition as multiplication Obj Determine the sum of equal groups using pictures Obj Relate a multiplication sentence to an array model Page 12 of 151

17 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 GA M2N3.d - Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication. GA M2N4 - Students will understand and compare fractions. GA M2N4.a - Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set. Topic 1 - Number Sense and Topic 1 - Number Sense and Obj Recognize the number of equal groups using pictures 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 Obj Identify a unit fraction as part of a whole GA M2N4.b - Know that when all fractional parts are included, such as three thirds, the result is equal to the whole. GA M2N5 - Students will represent and interpret quantities and relationships using mathematical expressions including equality and inequality signs (=,>,<, not equal to). Topic 1 - Number Sense and Topic 1 - Number Sense and 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 Compare unit fractions using pictorial models Obj Relate a fraction equal to a whole to a pictorial model Obj Compare whole numbers to 1,000 using the symbols <, >, and = GA M2N5.a - Include the use of boxes or to represent a missing value. GA M2N5.b - Represent problem solving situations where addition, subtraction or multiplication may be applied using mathematical expressions. Page 13 of 151 Topic 2 - Algebraic Thinking Topic 2 - Algebraic Thinking Obj Determine equivalent addition expressions involving 2-digit numbers Obj WP: Use an open sentence to represent a given situation Obj WP: Use an open sentence to represent a given situation

18 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 - Students will understand length, time, and temperature and choose an appropriate tool to measure them. GA M2M1 - Students will know the standard units of inch, foot, yard, and metric units of centimeter and meter and measure length to the nearest inch or centimeter. GA M2M1.a - Compare the relationship of one unit to another by measuring objects twice using different units each time. GA M2M1.b - Estimate lengths, and then measure to determine if estimations were reasonable. GA M2M1.c - Determine an appropriate tool and unit for measuring. GA M2M2 - Students will tell time to the nearest five minutes and know relationships of time such as the number of seconds in a minute, minutes in an hour and hours in a day. GA M2M3 - Students will explore temperature. GA M2M3.a - Determine a reasonable temperature for a given situation. GA M2M3.b - Read a thermometer. - Students will understand basic and compound geometric shapes together with the elements from which they are composed. GA M2G1 - Students will describe and classify plane figures (triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute). Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement 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 Read a thermometer in degrees Celsius Obj Read a thermometer in degrees Fahrenheit Page 14 of 151

19 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 GA M2G2 - Students will describe and classify solid geometric figures (prisms, pyramids, cylinders, cones, and spheres) according to such things as the number of edges and vertices and the number and shape of faces and angles. GA M2G2.a - Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type. GA M2G2.b - Recognize the shape of an angle as a right angle, an obtuse, or acute angle. GA M2G3 - Students will describe the change in attributes as two and threedimensional shapes are cut and rearranged. Topic 3 - Geometry and Measurement - Students will pose questions, collect, organize, and interpret data about themselves and their surroundings. GA M2D1 - Students will create simple tables and graphs and interpret their meaning. GA M2D1.a - Create, organize and Topic 4 - Data Analysis and display data using pictographs, Venn Statistics diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and 5. Obj Decompose a plane shape composed of three or more simpler shapes Obj Use a tally chart to represent data GA M2D1.b - Know how to interpret picture graphs, Venn diagrams, and bar graphs. - Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards. Topic 4 - Data Analysis and Statistics Obj Use a bar graph with a y- axis scale by 2s to represent data Obj Read a bar graph with a y- axis scale by 2s Obj Answer a question using information from a bar graph with a y- axis scale by 2s GA M2P1 - Students will solve problems (using appropriate technology). GA M2P1.a - Build new mathematical knowledge through problem solving. Page 15 of 151

20 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 GA M2P1.b - Solve problems that arise in mathematics and in other contexts. Topic 1 - Number Sense and Obj WP: Add or subtract numbers without regrouping Obj WP: Add or subtract up to 2- digit numbers with one regrouping Topic 2 - Algebraic Thinking Obj WP: Determine a missing addend or a missing subtrahend involving 2-digit numbers GA M2P1.c - Apply and adapt a variety of appropriate strategies to solve problems. GA M2P1.d - Monitor and reflect on the process of mathematical problem solving. GA M2P2 - Students will reason and evaluate mathematical arguments. GA M2P2.a - Recognize reasoning and proof as fundamental aspects of mathematics. GA M2P2.b - Make and investigate mathematical conjectures. GA M2P2.c - Develop and evaluate mathematical arguments and proofs. GA M2P2.d - Select and use various types of reasoning and methods of proof. GA M2P3 - Students will communicate mathematically. GA M2P3.a - Organize and consolidate their mathematical thinking through communication. GA M2P3.b - Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. GA M2P3.c - Analyze and evaluate the mathematical thinking and strategies of others. GA M2P3.d - Use the language of mathematics to express mathematical ideas precisely. GA M2P4 - Students will make connections among mathematical ideas and to other disciplines. GA M2P4.a - Recognize and use connections among mathematical ideas. Page 16 of 151 Topic 2 - Algebraic Thinking Topic 1 - Number Sense and Obj WP: Use an open sentence to represent a given situation Obj. 7 - Solve problems involving the concept of odd and even numbers

21 Accelerated Math Grade 2 Georgia, Math, 2004, Grade 2, Accelerated Math Second Edition Grade 2 GA M2P4.b - Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. GA M2P4.c - Recognize and apply mathematics in contexts outside of mathematics. GA M2P5 - Students will represent mathematics in multiple ways. GA M2P5.a - Create and use representations to organize, record, and communicate mathematical ideas. GA M2P5.b - Select, apply, and translate among mathematical representations to solve problems. GA M2P5.c - Use representations to model and interpret physical, social, and mathematical phenomena. Topic 4 - Data Analysis and Statistics Obj Use a tally chart to represent data Obj Use a bar graph with a y- axis scale by 2s to represent data Page 17 of 151

22 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 - Students will use decimal fractions and common fractions to represent parts of a whole. They will also understand the four arithmetic operations for whole numbers and use them in basic calculations, and apply them in problem solving situations. GA M3N1 - Students will further develop their understanding of whole numbers and decimals and ways of representing them. GA M3N1.a - Identify place values from tenths through ten thousands. GA M3N1.b - Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/10 of a single digit whole number) and ways to represent them including word name, standard form, and expanded form. Topic 1 - Number Sense and Topic 1 - Number Sense and 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 GA M3N2 - Students will further develop their skills of addition and subtraction and apply them in problem solving. GA M3N2.a - Use the properties of addition and subtraction to compute and verify the results of computation. GA M3N2.b - Use mental math and estimation strategies to add and subtract. Page 18 of 151 Topic 1 - Number Sense and Obj Determine the result of changing a digit in a 4- or 5-digit whole number Obj Estimate a sum or difference of whole numbers to 10,000 by rounding

23 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 Obj Estimate a sum or difference of two 3- or 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 GA M3N2.c - Solve problems requiring addition and subtraction. GA M3N2.d - Model addition and subtraction by counting back change using the fewest number of coins. Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Obj WP: Estimate a sum or difference of two 3- or 4-digit whole numbers using any method Obj Add 3- and 4-digit whole numbers with regrouping Obj Add three 2- to 3-digit whole numbers Obj Subtract 3- and 4-digit whole numbers with regrouping Obj WP: Add or subtract 3- and 4-digit whole numbers with regrouping 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 GA M3N3 - Students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving. GA M3N3.a - Describe the relationship between addition and multiplication, i.e., multiplication is defined as repeated addition. GA M3N3.b - Know the multiplication facts with understanding and fluency to 10 x 10. Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Obj Know basic multiplication facts to 10 x 10 Obj WP: Multiply using basic facts to 10 x 10 Obj WP: Determine a multiplication or division sentence for a given situation Page 19 of 151

24 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3N3.c - Use arrays and area models to develop understanding of the distributive property and to determine partial products for multiplication of 2- or 3-digit numbers by a 1-digit number. GA M3N3.d - Understand the effect on the product when multiplying by multiples of 10. GA M3N3.e - Apply the identity, commutative and associative properties of multiplication and verify the results. GA M3N3.f - Use mental math and estimation strategies to multiply. GA M3N3.g - Solve problems requiring multiplication. GA M3N4 - Students will understand the meaning of division and develop the ability to apply it in problem solving. GA M3N4.a - Understand the relationship between division and multiplication and between division and subtraction. Topic 1 - Number Sense and Topic 1 - Number Sense and Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Obj Multiply a 1-digit whole number by a multiple of 10 to 100 Obj Multiply a 1-digit whole number by a multiple of 10 to 100 Obj WP: Multiply using basic facts to 10 x 10 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 WP: Determine a multiplication or division sentence for a given situation Obj Complete a multiplication and division fact family 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 Recognize equivalent multiplication or division expressions involving basic facts Page 20 of 151

25 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3N4.b - Recognize that division may be two situations: the first is determining how many equal parts of a given size or amount may be taken away from the whole as in repeated subtraction, and the second is determining the size of the parts when the whole is separated into a given number of equal parts as in a sharing model. Topic 1 - Number Sense and Obj Use a division sentence to represent objects divided into equal groups GA M3N4.c - Recognize problemsolving situations in which division may be applied and write corresponding mathematical expressions. GA M3N4.d - Explain the meaning of a remainder in division in different circumstances. GA M3N4.e - Divide a 2 and 3-digit number by a 1-digit divisor. GA M3N4.f - Solve problems requiring division. GA M3N4.g - Use mental math strategies to divide. GA M3N5 - Students will understand the meaning of decimal fractions and common fractions in simple cases and apply them in problem-solving situations. GA M3N5.a - Identify fractions that are decimal fractions and/or common fractions. Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Topic 1 - Number Sense and Topic 2 - Algebraic Thinking Topic 1 - Number Sense and 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 division facts to Obj WP: Divide using basic facts to Obj WP: Determine a multiplication or division sentence for a given situation 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 WP: Determine a multiplication or division sentence for a given situation Obj WP: Divide using basic facts to Page 21 of 151

26 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3N5.b - Understand that a decimal fraction (i.e. 3/10) can be written as a decimal (i.e. 0.3). GA M3N5.c - Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. GA M3N5.d - Know and use decimal fractions and common fractions to represent the size of parts created by equal divisions of a whole. Topic 1 - Number Sense and Topic 1 - Number Sense and Obj Determine a pictorial model of a fraction of a whole Obj Determine a pictorial model of a fraction of a whole GA M3N5.e - Understand the concept of addition and subtraction of decimal fractions and common fractions with like denominators. GA M3N5.f - Model addition and subtraction of decimal fractions and common fractions with like denominators. GA M3N5.g - Use mental math and estimation strategies to add and subtract decimal fractions and common fractions with like denominators. Topic 1 - Number Sense and GA M3N5.h - Solve problems involving decimal fractions and common fractions with like denominators. - Students will understand and Topic 3 - Geometry and measure time and length. They will Measurement also model and calculate perimeter and area of simple geometric figures. Obj Determine fraction pairs that total 1 Obj Tell time to the minute 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 Page 22 of 151

27 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3M1 - Students will further develop their understanding of the concept of time by determining elapsed time of a full, half, and quarter-hour. GA M3M2 - Students will measure length choosing appropriate units and tools. GA M3M2.a - Use the units kilometer (km) and mile (mi.) to discuss the measure of long distances. Obj WP: Determine the start time given the end time and the elapsed time within an hour GA M3M2.b - Measure to the nearest 1/4 inch, 1/2 inch and millimeter (mm) in addition to the previously learned inch, foot, yard, centimeter, and meter. GA M3M2.c - Estimate length and represent it using appropriate units. GA M3M2.d - Compare one unit to another within a single system of measurement. GA M3M3 - Students will understand and measure the perimeter of geometric figures. GA M3M3.a - Understand the meaning of the linear unit and measurement in perimeter. GA M3M3.b - Understand the concept of perimeter as being the length of the boundary of a geometric figure. GA M3M3.c - Determine the perimeter of a geometric figure by measuring and summing the lengths of the sides. GA M3M4 - Students will understand and measure the area of simple geometric figures (squares and rectangles). Page 23 of 151 Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj Measure length to the nearest half inch or quarter inch Obj Convert between inches, feet, and yards Obj Convert between centimeters and meters Obj WP: Determine the perimeter of a rectangular shape given a grid with a reference unit 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

28 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3M4.a - Understand the meaning of the square unit and measurement in area. GA M3M4.b - Model (by tiling) the area of a simple geometric figure using square units (square inch, square foot, etc.). GA M3M4.c - Determine the area of squares and rectangles by counting, addition, and multiplication with models. - Students will further develop their understanding of characteristics of previously studied geometric figures. GA M3G1 - Students will further develop their understanding of geometric figures by drawing them. They will also state and explain their properties. GA M3G1.a - Draw and classify previously learned fundamental geometric figures and scalene, isosceles, and equilateral triangles. Topic 3 - Geometry and Measurement Obj WP: Determine the area of a rectangular shape given a picture on a grid GA M3G1.b - Identify and compare the properties of fundamental geometric figures. Topic 3 - Geometry and Measurement Obj Identify parallel, perpendicular, and intersecting lines Obj Determine attributes of a triangle or a quadrilateral from a model Obj Relate a model of a triangle or a quadrilateral to a list of attributes GA M3G1.c - Examine and compare angles of fundamental geometric figures. GA M3G1.d - Identify the center, diameter, and radius of a circle. - Students will understand how to express relationships as mathematical expressions. GA M3A1 - Students will use mathematical expressions to represent relationships between quantities and interpret given expressions. GA M3A1.a - Describe and extend numeric and geometric patterns. Topic 3 - Geometry and Measurement Topic 2 - Algebraic Thinking Obj Identify a picture of a 3- dimensional shape Obj Extend a number pattern Page 24 of 151

29 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3A1.b - Describe and explain a quantitative relationship represented by a formula (such as the perimeter of a geometric figure). GA M3A1.c - Use a symbol, such as square and triangle, to represent an unknown and find the value of the unknown in a number sentence. - Students will gather, organize, and display data and interpret graphs. GA M3D1 - Students will create and interpret simple tables and graphs. Topic 2 - Algebraic Thinking 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 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 Recognize equivalent multiplication or division expressions involving basic facts GA M3D1.a - Solve problems by organizing and displaying data in charts, tables, and graphs. GA M3D1.b - Construct and interpret Topic 4 - Data Analysis, line plot graphs, pictographs, Venn Statistics, and Probability diagrams, and bar graphs using scale increments of 1, 2, 5, and Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards. 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 GA M3P1 - Students will solve problems (using appropriate technology). GA M3P1.a - Build new mathematical knowledge through problem solving. Page 25 of 151

30 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3P1.b - Solve problems that arise in mathematics and in other contexts. Topic 1 - Number Sense and Topic 3 - Geometry and Measurement Obj WP: Add or subtract 3- and 4-digit whole numbers with regrouping Obj WP: Multiply using basic facts to 10 x 10 Obj WP: Divide using basic facts to 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 GA M3P1.c - Apply and adapt a variety of appropriate strategies to solve problems. GA M3P1.d - Monitor and reflect on the process of mathematical problem solving. GA M3P2 - Students will reason and evaluate mathematical arguments. Obj WP: Determine the start time given the end time and the elapsed time within an hour 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 GA M3P2.a - Recognize reasoning and proof as fundamental aspects of mathematics. GA M3P2.b - Make and investigate mathematical conjectures. GA M3P2.c - Develop and evaluate mathematical arguments and proofs. GA M3P2.d - Select and use various types of reasoning and methods of proof. Page 26 of 151

31 Accelerated Math Grade 3 Georgia, Math, 2004, Grade 3, Accelerated Math Second Edition Grade 3 GA M3P3 - Students will communicate mathematically. GA M3P3.a - Organize and consolidate their mathematical thinking through communication. GA M3P3.b - Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. GA M3P3.c - Analyze and evaluate the mathematical thinking and strategies of others. GA M3P3.d - Use the language of mathematics to express mathematical ideas precisely. GA M3P4 - Students will make connections among mathematical ideas and to other disciplines. GA M3P4.a - Recognize and use connections among mathematical ideas. GA M3P4.b - Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. GA M3P4.c - Recognize and apply mathematics in contexts outside of mathematics. GA M3P5 - Students will represent mathematics in multiple ways. GA M3P5.a - Create and use representations to organize, record, and communicate mathematical ideas. GA M3P5.b - Select, apply, and translate among mathematical representations to solve problems. GA M3P5.c - Use representations to model and interpret physical, social, and mathematical phenomena. Topic 2 - Algebraic Thinking Topic 4 - Data Analysis, Statistics, and Probability Obj WP: Determine a multiplication or division sentence for a given situation Obj Use a bar graph with a scale interval of 5 or 10 to represent data Page 27 of 151

32 Accelerated Math Grade 4 Georgia, Math, 2004, Grade 4, Accelerated Math Second Edition Grade 4 - Students will further develop their understanding of whole numbers and master the four basic operations with whole numbers by solving problems. They will also understand rounding and when to use it appropriately. Students will further develop their understanding of addition and subtraction of decimal fractions and common fractions with like denominators. GA M4N1. - Students will further develop their understanding of how whole numbers and decimals are represented in the base-ten numeration system. GA M4N1.a - Identify place value names and places from hundredths through one million. GA M4N1.b - Equate a number's word name, its standard form, and its expanded form. GA M4N2 - Students will understand and apply the concept of rounding numbers. Topic 1 - Number Sense and Topic 1 - Number Sense and 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. 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. 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 Obj Read a decimal number through the hundredths place Obj Determine the word form of a decimal number through the hundredths place Page 28 of 151