South Dakota Standards Alignment Grades One through Twelve

South Dakota 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 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com

South Dakota 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 1... 1 Grade 2... 7 Grade 3...13 Grade 4...17 Grade 5...24 Grade 6...31 Grade 7...40 Grade 8...49 Grades 9-12...55 2010 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

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com 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) 338-4204. Sincerely, Renaissance Sales and Funding Staff iii

Accelerated Math Grade 1 South Dakota, Math, 2004, First Grade, Content Standards, State SD 1.A - Algebra SD 1.A.1 - Use procedures to transform algebraic expressions. SD 1.A.2 - Use a variety of algebraic concepts and methods to solve equations and inequalities. SD 1.A.2.1 - Students are able to use the concepts and language of more, less, and equal (greater than and less than) to compare numbers and sets (0 to 20). SD 1.A.2.1.a - For numbers 0-20, identify one more/one less. SD 1.A.2.1.b - Write the words less than or more than between two numbers. Example: 18 is more than 4. SD 1.A.2.1.c - Identify a number that is more than/less than a given number. SD 1.A.2.2 - Students are able to solve open addition and subtraction sentences with one unknown ( ) using numbers equal to or less than 10. Example: 4 = 3 +, + 2 = 4 + 1, 5-3 =, 1 = - 2. SD 1.A.3 - Interpret and develop mathematical models. SD 1.A.3.1 - Students are able to write number sentences from problem situations using "+" or "-", and "=" with numbers to ten. Examples: Write a number sentence to represent the problems. 1) Mary had 8 cookies. She gave 2 cookies to Bob. How many cookies does she have left? 2) Mary has 8 cookies. Bob has 2 cookies. How many cookies do they have altogether? Accelerated Math Second Edition Grade 1 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 26 - Compare sets of objects using words Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers SD 1.A.4 - Describe and apply properties and behaviors of relations, functions and inverses. Page 1 of 144

Accelerated Math Grade 1 South Dakota, Math, 2004, First Accelerated Math Second Edition Grade 1 Grade, Content Standards, State SD 1.A.4.1 - Students are able to identify and extend repeating patterns containing multiple elements using objects and pictures. SD 1.A.4.1.a - Describe or demonstrate the next element in repeating patterns, e.g., rhythm, color, and shape. SD 1.A.4.1.b - Find patterns or relations in data organized in tables or charts to determine what should come next. SD 1.A.4.2 - Students are able to determine common attributes in a given group and identify those objects that do not belong. SD 1.G - Geometry SD 1.G.1 - Use deductive and inductive reasoning to recognize and apply properties of geometric figures. Topic 2 - Algebraic Thinking Obj. 66 - Extend a repeating picture pattern Topic 2 - Algebraic Thinking Obj. 68 - Determine a pattern on a 1 to 100 chart Topic 4 - Data Analysis and Statistics Obj. 69 - Complete a pattern on a 1 to 100 chart Obj. 86 - Determine the group in which an object belongs Obj. 87 - Determine the rule used to sort objects SD 1.G.1.1 - Students are able to describe characteristics of plane figures. Example: A circle is round. A triangle has three straight lines. SD 1.G.1.2 - Students are able to sort basic three-dimensional figures. Example: Sphere Cube Cylinder Cone. SD 1.G.2 - Use properties of geometric figures to solve problems from a variety of perspectives. SD 1.G.2.1 - Students are able to describe proximity of objects in space. Examples: Near, far, up, down, below, beside. SD 1.M - Measurement SD 1.M.1 - Apply measurement concepts in practical applications. SD 1.M.1.1 - Students are able to tell time to the half-hour using digital and analog clocks and order a sequence of events with respect to time. Page 2 of 144 Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 81 - Identify a circle, a triangle, a square, or a rectangle Obj. 72 - Apply the vocabulary of position or direction Obj. 76 - Tell time to the hour Obj. 77 - Tell time to the half hour Obj. 78 - Order events by time

Accelerated Math Grade 1 South Dakota, Math, 2004, First Accelerated Math Second Edition Grade 1 Grade, Content Standards, State SD 1.M.1.2 - Find a date on the calendar. SD 1.M.1.3 - Students are able to use different combinations of pennies, nickels, and dimes to represent money amounts to 25 cents. Example: Show different ways to show 15 cents using pennies, nickels, and dimes. SD 1.M.1.3.a - State the value of pennies, nickels, and dimes using money models and pictures. SD 1.M.1.4 - Students are able to estimate weight using non-standard units of measure. Example: The cookie weighs about unifix cubes. SD 1.M.1.5 - Students are able to identify appropriate measuring tools for length, weight, capacity, and temperature. SD 1.M.1.6 - Students are able to compare and order concrete objects by temperature and capacity. Example: Temperature - hotter, colder Capacity - holds more, holds less. SD 1.N - Number Sense SD 1.N.1 - Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. SD 1.N.1.1 - Students are able to read, write, count, and order numerals to 50. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 1 - Numbers and Operations SD 1.N.1.1.a - Say the forward and backward number word sequences in the range 0-50. SD 1.N.1.1.b - Say the number before and after a given number in the range 0-50. SD 1.N.1.1.c - Use one-to-one Topic 1 - Numbers and correspondence. Operations Obj. 80 - Determine the day of the week from a date on a calendar Obj. 73 - Select the appropriate measurement tool for length, weight, temperature, time, or capacity Obj. 7 - Count back by ones from a number less than 20 Obj. 11 - Determine one more than or one less than a given number Obj. 28 - Order whole numbers to 100 in ascending order Obj. 29 - Order whole numbers to 100 in descending order Obj. 5 - Count objects to 20 Page 3 of 144

Accelerated Math Grade 1 South Dakota, Math, 2004, First Accelerated Math Second Edition Grade 1 Grade, Content Standards, State SD 1.N.1.1.d - Keep track of what's been counted. SD 1.N.1.1.e - Associate verbal names and standard numerals with whole numbers to 50. SD 1.N.1.1.f - Count objects in a given set and write the corresponding numeral. SD 1.N.1.1.g - Identify ordinal positions using an ordered set of objects, 1st through 20th. SD 1.N.1.1.h - Associate written word names with whole numbers to 50. Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Obj. 1 - Read a whole number to 30 Obj. 3 - Determine the word form of a whole number to 30 Obj. 5 - Count objects to 20 Obj. 16 - Answer a question involving an ordinal number up to "tenth" Obj. 1 - Read a whole number to 30 SD 1.N.1.2 - Students are able to use unit fraction models to create parts of a whole. SD 1.N.1.2.a - Determine ways in which shapes can be divided into equal pieces, i.e., fractional portions of fourths, halves, and thirds. SD 1.N.2 - Apply number operations with real numbers and other number systems. SD 1.N.2.1 - Students are able to solve addition and subtraction problems with numbers 0 to 20 written in horizontal and vertical formats using a variety of strategies. Example: Doubles Near-doubles One more, one less Making tens Breaking apart numbers Commutative property Using landmark numbers Mental math Relating numbers to money Estimation Inverse operations Compensation Internalized number combinations. Page 4 of 144 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations 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. 59 - Identify a shape divided into equal parts Obj. 46 - WP: Use basic addition or subtraction facts to solve problems Obj. 40 - Apply the relationship between addition and counting on Obj. 41 - Apply the relationship between subtraction and counting back Obj. 42 - Know basic addition facts to 10 plus 10

Accelerated Math Grade 1 South Dakota, Math, 2004, First Accelerated Math Second Edition Grade 1 Grade, Content Standards, State Obj. 43 - Know basic subtraction facts to 20 minus 10 Obj. 44 - Add three 1-digit numbers SD 1.N.3 - Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. SD 1.N.3.1 - Students are able to solve addition and subtraction problems up to 20 in context. SD 1.N.3.1.a - Represent problem situations and solve using concrete objects, pictures, or numbers. SD 1.N.3.1.b - Explain how one arrives at solutions to problems. SD 1.N.3.1.c - Select appropriate operation(s). SD 1.N.3.1.d - Estimate to determine if a given answer is reasonable. SD 1.S - Statistics and Probability Topic 2 - Algebraic Thinking Topic 1 - Numbers and Operations Topic 2 - Algebraic Thinking Obj. 48 - Apply the inverse relationship between addition facts and subtraction facts Obj. 60 - Determine a missing addend in a basic addition-fact number sentence Obj. 61 - Determine a missing subtrahend in a basic subtraction-fact number sentence Obj. 62 - Determine equivalent addition or subtraction expressions involving 1-digit numbers Obj. 63 - Determine a missing addend in an addition sentence with three 1-digit numbers Obj. 64 - WP: Determine a missing addend or subtrahend in a basic addition- or subtraction-fact number sentence Obj. 32 - Relate a picture model to a basic addition fact Obj. 36 - Relate a picture model to a basic subtraction fact Obj. 46 - WP: Use basic addition or subtraction facts to solve problems Obj. 65 - WP: Determine a basic addition- or subtraction-fact number sentence for a given situation Page 5 of 144

Accelerated Math Grade 1 South Dakota, Math, 2004, First Accelerated Math Second Edition Grade 1 Grade, Content Standards, State SD 1.S.1 - Use statistical models to gather, analyze, and display data to draw conclusions. SD 1.S.1.1 - Students are able to display data in simple picture graphs with units of one and bar graphs with intervals of one. Example: modes of transportation to school, pets owned by students, articles of clothing. Topic 4 - Data Analysis and Statistics Obj. 92 - Use a picture graph to represent groups of objects (1 symbol = 1 object) SD 1.S.1.2 - Students are able to Topic 4 - Data Analysis and answer questions from organized Statistics data. Example: What observation can you make from this graph? SD 1.S.2 - Apply the concepts of probability to predict events/outcomes and solve problems. SD 1.S.2.1 - Students are able to recognize whether the outcome of a simple event is possible or impossible. Example: spinners, number cubes, everyday events 1) The spinner is half blue and half yellow. Can you land on green? 2) You have green and yellow cubes in a bag. Can you pull out a green cube? Obj. 98 - Use a bar graph to represent groups of objects Obj. 91 - Read a picture graph Obj. 93 - Answer a question using information from a picture graph Obj. 97 - Read a bar graph Obj. 99 - Answer a question using information from a bar graph Page 6 of 144

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Grade, Content Standards, State SD 2.A - Algebra SD 2.A.1 - Use procedures to transform algebraic expressions. SD 2.A.2 - Use a variety of algebraic concepts and methods to solve equations and inequalities. SD 2.A.2.1 - Students are able to use concepts of equal to, greater than, and less than to compare numbers (0-100). SD 2.A.2.1.a - For numbers 0-100, identify 10 more/10 less. SD 2.A.2.1.b - Write the words less than or greater than between two numbers. Example: 50 is less than 78 SD 2.A.2.1.c - Identify the number that is greater than/less than. SD 2.A.2.2 - Students are able to solve open addition and subtraction sentences with one unknown using numbers equal to or less than 20. Example: 10 = + 8, + 6 = 8 + 1, = 7-3, 10 - = 4. SD 2.A.2.3 - Students are able to balance simple addition and subtraction equations using sums up to 20. Example: 9 + 6 = 10 +. SD 2.A.2.3.a - Use a pan balance and cubes to visually balance equations. SD 2.A.2.3.b - Describe strategies used in adding and subtracting. Example: Part-part-whole SD 2.A.2.3.c - Use the commutative property to solve related equations. Accelerated Math Second Edition Grade 2 SD 2.A.3 - Interpret and develop mathematical models. SD 2.A.3.1 - Students are able to write and solve number sentences from word problems. Example: Write number sentences that go with these story problems. 1) Mary made 9 bracelets. She bought 4 more bracelets. How many bracelets does she have in all? 2) Bob caught 18 fish. He ate 9 for supper. How many are left? Topic 2 - Algebraic Thinking Obj. 69 - WP: Use an open sentence to represent a given situation Page 7 of 144

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Accelerated Math Second Edition Grade 2 Grade, Content Standards, State SD 2.A.4 - Describe and use properties and behaviors of relations, functions and inverses. SD 2.A.4.1 - Students are able to find and extend growing patterns using symbols, objects, and numbers. Topic 2 - Algebraic Thinking Obj. 72 - Extend a number pattern involving addition SD 2.A.4.1.a - Identify even and odd numbers. SD 2.A.4.1.b - Recognize and extend basic number patterns using a 0-99 or 1-100 chart. SD 2.A.4.2 - Students are able to determine likenesses and differences between sets. Example: Use Venn diagrams. SD 2.G - Geometry SD 2.G.1 - Use deductive and inductive reasoning to recognize and apply properties of geometric figures. Obj. 73 - Extend a number pattern involving subtraction SD 2.G.1.1 - Students are able to use the terms side and vertex (corners) to identify plane and solid figures. Example: (but not limited to): Hexagon Circle Square Triangle Sphere Cube. SD 2.G.2 - Use properties of geometric figures to solve problems from a variety of perspectives. SD 2.G.2.1 - Students are able to identify geometric figures regardless of position and orientation in space. Topic 3 - Geometry and Measurement Obj. 84 - Identify figures that are the same size and shape SD 2.M - Measurement SD 2.M.1 - Apply measurement concepts in practical applications. SD 2.M.1.1 - Students are able to tell time to the minute using digital and analog clocks and relate time to daily events. SD 2.M.1.2 - Students are able to use the calendar to solve problems. Topic 3 - Geometry and Measurement Obj. 78 - Tell time to the quarter hour Obj. 79 - Tell time to 5-minute intervals Page 8 of 144

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Accelerated Math Second Edition Grade 2 Grade, Content Standards, State SD 2.M.1.3 - Students are able to determine the value of a collection of like and unlike coins with a value up to $1.00. SD 2.M.1.4 - Students are able to represent and write the value of money using the " " sign and in decimal form using the "$" sign. Topic 1 - Number Sense and Operations SD 2.M.1.5 - Students are able to use whole number approximations for capacity using non-standard units of measure. Example: The jar holds about how many marbles? How many small jars of water will it take to fill a big jar? SD 2.M.1.6 - Students are able to Topic 3 - Geometry and solve everyday problems by Measurement measuring length to the nearest inch or foot. Examples: How long is your shoe? How tall is your chair? Obj. 18 - Translate between a dollar sign and a cent sign Obj. 19 - Convert money amounts in words to amounts in symbols Obj. 76 - Measure length in inches SD 2.M.1.7 - Students are able to locate and name concrete objects that are about the same length, height, weight, capacity, and temperature as a given concrete object. SD 2.N - Number Sense SD 2.N.1 - Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. SD 2.N.1.1 - Students are able to read, write, count, and sequence numerals to 100. SD 2.N.1.1.a - Say the forward and backward number word sequences in the range 0-100. SD 2.N.1.1.b - Say the number before and after a given number in the range 0-100. SD 2.N.1.1.c - Say the forward and backward skip counting sequences in the range 0-100 for twos, fives, and tens. Page 9 of 144 Topic 1 - Number Sense and Operations Obj. 3 - Complete a skip pattern starting from a multiple of 2, 5, or 10 Obj. 4 - Complete a skip pattern of 2, 5, or 10 starting from any number

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Accelerated Math Second Edition Grade 2 Grade, Content Standards, State SD 2.N.1.1.d - Use one-to-one correspondence. SD 2.N.1.1.e - Keep track of what's been counted. SD 2.N.1.1.f - Count objects by groups of twos, fives and tens to 100. SD 2.N.1.1.g - Associate verbal names, written word names, and standard numerals with whole numbers to 100. SD 2.N.1.1.h - Use words, models, and expanded notation to structure numbers as tens and ones to 100. SD 2.N.1.2 - Students are able to identify and represent fractions as parts of a group. SD 2.N.2 - Apply number operations with real numbers and other number systems. SD 2.N.2.1 - Students are able to solve two-digit addition and subtraction problems written in horizontal and vertical formats using a variety of strategies. Example: Doubles Near-doubles One more, one less Making tens Breaking apart numbers Commutative property Using landmark numbers Mental math Relating to money Estimation Inverse operations Compensation. Page 10 of 144 Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking Obj. 59 - Identify a unit fraction as part of a set of objects Obj. 60 - Identify a fraction as part of a set of objects Obj. 24 - Determine a number pair that totals 100 Obj. 29 - Add two 2-digit numbers with regrouping, given a model Obj. 30 - Add money values using cents or dollars with regrouping Obj. 31 - Add a 2-digit number to a 1- digit number with regrouping Obj. 32 - Add two 2-digit numbers with regrouping Obj. 33 - Add three 2-digit numbers with one regrouping, sum less than 100 Obj. 37 - Subtract money values using cents or dollars with one regrouping Obj. 38 - Subtract a 1- or 2-digit number from a 2-digit number with one regrouping Obj. 65 - Determine a missing addend in a number sentence involving 2-digit numbers

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Accelerated Math Second Edition Grade 2 Grade, Content Standards, State SD 2.N.3 - Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. SD 2.N.3.1 - Students are able to solve addition and subtraction problems up to 100 in context. SD 2.N.3.1.a - Represent problem situations and solve using concrete objects, pictures, numbers, tables, or charts. SD 2.N.3.1.b - Explain the strategies used to arrive at a solution to a problem. SD 2.N.3.1.c - Select appropriate operation(s). SD 2.N.3.1.d - Estimate to determine if a given answer is reasonable. Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking Obj. 66 - Determine a missing subtrahend in a number sentence involving 2-digit numbers Obj. 42 - WP: Add or subtract up to 2- digit numbers with one regrouping Obj. 68 - WP: Determine a missing addend or a missing subtrahend involving 2-digit numbers Obj. 69 - WP: Use an open sentence to represent a given situation SD 2.S - Statistics and Probability SD 2.S.1 - Use statistical models to gather, analyze, and display data to draw conclusions. SD 2.S.1.1 - Students are able to use interviews, surveys, and observations to gather data. Examples: Observe the sky conditions for 5 days. Conduct a survey on classmates' eye colors. SD 2.S.1.2 - Students are able to represent data sets in more than one way. Example: bar graphs, frequency tables, pictographs. Topic 4 - Data Analysis and Statistics SD 2.S.1.3 - Students are able to Topic 4 - Data Analysis and answer questions about and generate Statistics explanations of data given in tables and graphs. Page 11 of 144 Obj. 94 - Use a pictograph to represent data (1 symbol = more than 1 object) Obj. 97 - Use a bar graph with a y- axis scale by 2s to represent data Obj. 93 - Read a pictograph (1 symbol = more than 1 object) Obj. 95 - Answer a question using information from a pictograph (1 symbol = more than 1 object)

Accelerated Math Grade 2 South Dakota, Math, 2004, Second Accelerated Math Second Edition Grade 2 Grade, Content Standards, State SD 2.S.1.3.a - Explore features of data sets. Example: range and mode. SD 2.S.2 - Apply the concepts of probability to predict events/outcomes and solve problems. SD 2.S.2.1 - Students are able to list possible outcomes of a simple event and make predictions about which outcome is more or less likely to occur. Examples: The spinner is 1/2 blue, 1/4 yellow, and 1/4 green. On which color are you most likely to land? You have 7 green and 3 yellow cubes in a bag. Which color cube would you be least likely to pull out? Obj. 96 - Read a bar graph with a y- axis scale by 2s Obj. 98 - Answer a question using information from a bar graph with a y- axis scale by 2s Page 12 of 144

Accelerated Math Grade 3 South Dakota, Math, 2004, Third Grade, Content Standards, State Accelerated Math Second Edition Grade 3 SD 3.A - Algebra SD 3.A.1 - Use procedures to transform algebraic expressions. SD 3.A.1.1 - Students are able to explain the relationship between repeated addition and multiplication. Example: Complete the number sentence. 4 + 4 + 4 = 4. SD 3.A.1.2 - Students are able to identify special properties of 0 and 1 with respect to arithmetic operations (addition, subtraction, multiplication). Example: 2 + 0 = 2 2-0 = 2 2 0 = 0 2 1 = 2. SD 3.A.2 - Use a variety of algebraic concepts and methods to solve equations and inequalities. SD 3.A.2.1 - Students are able to select appropriate relational symbols (<, >, =) to compare numbers. Example: Use <, >, or = symbols to compare the numbers. 1) 16 12; 2) 92 129. SD 3.A.2.2 - Students are able to solve problems involving addition and subtraction of whole numbers. SD 3.A.2.2.a - Use concrete materials to model and solve equations (hands-on). SD 3.A.2.2.b - Represent given problem situations using diagrams, models, and symbolic expressions. Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking Obj. 11 - Compare 4- or 5-digit whole numbers using the symbols <, >, and = Obj. 56 - Determine the missing addend in a number sentence involving 3-digit numbers Obj. 57 - Determine the missing subtrahend in a number sentence involving 3-digit numbers SD 3.A.3 - Interpret and develop mathematical models. SD 3.A.3.1 - Students are able to use the relationship between multiplication and division to compute and check results. Example: 3 7 = 21, so 21 7 = 3. SD 3.A.4 - Describe and use properties and behaviors of relations, functions and inverses. SD 3.A.4.1 - Students are able to extend linear patterns. Example: 4, 8, 12,,... Page 13 of 144 Topic 2 - Algebraic Thinking Obj. 64 - Extend a number pattern

Accelerated Math Grade 3 South Dakota, Math, 2004, Third Accelerated Math Second Edition Grade 3 Grade, Content Standards, State SD 3.A.4.2 - Students are able to use number patterns and relationships to learn basic facts. Example: nines tables. SD 3.G - Geometry SD 3.G.1 - Use deductive and inductive reasoning to recognize and apply properties of geometric figures. SD 3.G.1.1 - Students are able to recognize and compare the following plane and solid geometric figures: square, rectangle, triangle, cube, sphere, and cylinder. SD 3.G.1.2 - Students are able to identify points, lines, line segments, and rays. SD 3.G.2 - Use properties of geometric figures to solve problems from a variety of perspectives. SD 3.G.2.1 - Students are able to demonstrate relationships between figures using similarity and congruence. SD 3.G.2.1.a - Identify a line of symmetry in circles, squares, and rectangles. SD 3.M - Measurement SD 3.M.1 - Apply measurement concepts in practical applications. SD 3.M.1.1 - Students are able to read and tell time before and after the hour within five-minute intervals on an analog clock. SD 3.M.1.2 - Students are able to count, compare, and solve problems using a collection of coins and bills. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 97 - Identify a picture of a 3- dimensional shape Obj. 100 - Identify congruent shapes SD 3.M.1.3 - Students are able to identify U.S. Customary units of length (feet), weight (pounds), and capacity (gallons). SD 3.M.1.4 - Students are able to select appropriate units to measure length (inch, foot, mile, yard); weight (ounces, pounds, tons); and capacity (cups, pints, quarts, gallons). Example: Choose the more reasonable measurement for a car. a) 1 ton b) 1 pound. Page 14 of 144

Accelerated Math Grade 3 South Dakota, Math, 2004, Third Accelerated Math Second Edition Grade 3 Grade, Content Standards, State SD 3.M.1.5 - Students are able to measure length to the nearest 1/2 inch. Example: Measure this line segment to the nearest 1/2 inch. SD 3.M.1.5.a - Measure length to the nearest centimeter. SD 3.N - Number Sense SD 3.N.1 - Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. SD 3.N.1.1 - Students are able to place in order and compare whole numbers less than 10,000, using appropriate words and symbols. Example: Use appropriate symbols (<, >, =) to compare the numbers. 1,032 923. SD 3.N.1.2 - Students are able to find multiples of whole numbers 2, 5, and 10. SD 3.N.1.3 - Students are able to name and write fractions from visual representations. SD 3.N.1.3.a - Recognize that fractions and decimals are parts of a whole. SD 3.N.1.3.b - Compare numerical value of fractions having like denominators. SD 3.N.1.3.c - Compare decimals expressed as tenths and hundredths. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 11 - Compare 4- or 5-digit whole numbers using the symbols <, >, and = Obj. 12 - Order 4- or 5-digit whole numbers in ascending or descending order Obj. 44 - Determine a pictorial model of a fraction of a whole Obj. 51 - Compare fractions with like denominators SD 3.N.2 - Apply number operations with real numbers and other number systems. SD 3.N.2.1 - Students are able to add Topic 1 - Number Sense and and subtract whole numbers up to Operations three digits and multiply two digits by one digit. Example: fact families. Obj. 14 - Add three 2- to 3-digit whole numbers Obj. 42 - Multiply a 1-digit whole number by a multiple of 10 to 100 Obj. 43 - Multiply a 2-digit whole number by a 1-digit number Page 15 of 144

Accelerated Math Grade 3 South Dakota, Math, 2004, Third Accelerated Math Second Edition Grade 3 Grade, Content Standards, State SD 3.N.2.1.a - Recall multiplication facts through the tens. Topic 1 - Number Sense and Operations Obj. 35 - Know basic multiplication facts to 10 x 10 SD 3.N.3 - Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. SD 3.N.3.1 - Students are able to round two-digit whole numbers to the nearest tens, and three-digit whole numbers to the nearest hundreds. Obj. 39 - WP: Multiply using basic facts to 10 x 10 Obj. 41 - Complete a multiplication and division fact family SD 3.S5 - Statistics and Probability SD 3.S5.1 - Use statistical models to gather, analyze, and display data to draw conclusions. SD 3.S.1.1 - Students are able to ask and answer questions from data represented in bar graphs, pictographs and tally charts. SD 3.S.1.2 - Students are able to gather data and use the information to complete a scaled and labeled graph. SD 3.S5.2 - Apply the concepts of probability to predict events/outcomes and solve problems. SD 3.S.2.1 - Students are able to describe events as certain or impossible. Example: What is the possibility you will spin and land on green? Topic 4 - Data Analysis, Statistics, and Probability Topic 4 - Data Analysis, Statistics, and Probability Topic 4 - Data Analysis, Statistics, and Probability Obj. 106 - Answer a question using information from a bar graph with a scale interval of 5 or 10 Obj. 112 - Determine a question that can be answered from a data representation Obj. 105 - Use a bar graph with a scale interval of 5 or 10 to represent data Obj. 113 - Determine if a situation is certain or impossible Page 16 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Grade, Content Standards, State SD 4.A - Algebra SD 4.A.1 - Use procedures to transform algebraic expressions. SD 4.A.1.1 - Students are able to simplify whole number expressions involving addition, subtraction, multiplication, and division. Example: Simplify 3(2 x 5). SD 4.A.1.2 - Students are able to recognize and use the commutative property of addition and multiplication. Example: What property is 3 4? SD 4.A.1.2.a - Use models to identify commutative property. Example: area models (3 5 and 5 3). SD 4.A.1.3 - Students are able to relate the concepts of addition, subtraction, multiplication, and division to one another. Example: Solve for n. 1) 6 + n = 10 2) 10 n = 6 3) 2 n = 12 4) 12 n = 2. SD 4.A.2 - Use a variety of algebraic concepts and methods to solve equations and inequalities. SD 4.A.2.1 - (Comprehension) Select appropriate relational symbols (<, >, =) to make number sentences true. Accelerated Math Second Edition Grade 4 Topic 2 - Algebra Obj. 84 - Evaluate a numeric expression involving two operations SD 4.A.2.2 - Students are able to simplify a two-step equation using whole numbers. Example: Solve for n. 6 + n = 15 + 8. SD 4.A.3 - Interpret and develop mathematical models. SD 4.A.3.1 - Students are able to write and solve number sentences that represent one-step word problems using whole numbers. Example: Bike Safety booklets are free at the Community Day Fair. Twenty-one booklets have been put into three equal groups. How many booklets are in each group? SD 4.A.3.1.a - Use multiple methods, such as physical models, tables and charts, the number line, and graphs. Topic 2 - Algebra Obj. 85 - Solve a 1-step addition or subtraction equation using a model Page 17 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State SD 4.A.4 - Describe and use properties and behaviors of relations, functions and inverses. SD 4.A.4.1 - Students are able to Topic 2 - Algebra solve problems involving pattern identification and completion of patterns. Example: What are the next two numbers in the sequence? Sequence: 1, 3, 7, 13,,. Obj. 86 - Identify a missing term in a multiplication or a division number pattern SD 4.A.4.1.a - Describe a rule for given patterns. SD 4.G - Geometry SD 4.G.1 - Use deductive and inductive reasoning to recognize and apply properties of geometric figures. SD 4.G.1.1 - Students are able to identify the following plane and solid figures: pentagon, hexagon, octagon, pyramid, rectangular prism, and cone. SD 4.G.1.2 - Students are able to identify parallel, perpendicular, and intersecting lines. SD 4.G.2 - Use properties of geometric figures to solve problems from a variety of perspectives. Topic 2 - Algebra Obj. 87 - Extend a growing pictorial or nonnumeric pattern Obj. 88 - Identify a missing figure in a growing pictorial or nonnumeric pattern Obj. 89 - Identify a missing figure in a repeating pictorial or nonnumeric pattern Obj. 91 - Determine a rule that relates two variables SD 4.G.2.1 - Students are able to compare geometric figures using size, shape, orientation, congruence, and similarity. SD 4.G.2.2 - Students are able to identify a slide (translation) of a given figure. SD 4.M - Measurement SD 4.M.1 - Apply measurement concepts in practical applications. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 128 - Identify similar shapes Obj. 130 - Determine the result of a flip, a turn, or a slide Page 18 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State SD 4.M.1.1 - Students are able to identify equivalent periods of time and solve problems. Example: Identify relationships among days, months, and years; hours and minutes; a.m. and p.m. 1) How many days are there in a year? 2) How many minutes are there in an hour? 3) How many months are there in three years? SD 4.M.1.1.a - Measure time using fractions to 1/4. Example: Identify fractions of an hour and fractions of a year. 1) How many months equal a 1/4 of a year? 2) How many minutes equal 1/4 of an hour? 3) It is a quarter to four. Write the time in digital form. SD 4.M.1.2 - Students are able to solve problems involving money including unit conversion. SD 4.M.1.2.a - Use of proper notation. Example: Roberta had six quarters, three dimes, and fourteen pennies. How much money did she have in all? SD 4.M.1.2.b - Determine total costs as a function of the number of units and the per unit cost. Example: What is the total cost of 3 pencils that cost 5 cents each? SD 4.M.1.3 - Students are able to use scales of length, temperature, capacity, and weight. SD 4.M.1.3.a - Select and use the most appropriate U.S. Customary units for given measurement situations. Example: Use a ruler to find the length of the line segment below to the nearest quarter inch. SD 4.M.1.4 - Students are able to measure length to the nearest quarter inch. SD 4.M.1.4.a - Estimate length to the nearest inch. SD 4.M.1.4.b - Measure to the nearest centimeter. SD 4.N - Number Sense Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 77 - WP: Add or subtract money amounts greater than $1 Obj. 78 - WP: Solve a money problem involving 2 steps Obj. 82 - WP: Multiply a money amount by a 1-digit number Page 19 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State SD 4.N.1 - Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. SD 4.N.1.1 - Students are able to read, write, order, and compare numbers from.01 to 1,000,000. SD 4.N.1.1.a - Read and write word names and the appropriate symbols in mathematical sentences. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 72 - Compare decimal numbers through the hundredths place Obj. 73 - Order decimal numbers through the hundredths place Obj. 1 - Read a 6-digit whole number SD 4.N.1.1.b - Use expanded form notation. Topic 1 - Number Sense and Operations SD 4.N.1.2 - Students are able to find multiples of whole numbers through 12. SD 4.N.1.2.a - Factors of the numbers (1-24). SD 4.N.1.3 - Students are able to use Topic 1 - Number Sense and a number line to compare numerical Operations value of fractions or mixed numbers (fourths, halves, and thirds). SD 4.N.1.3.a - Identify improper fractions, proper fractions, and mixed numbers. Page 20 of 144 Topic 1 - Number Sense and Operations Obj. 2 - Determine the word form of a 6-digit whole number Obj. 62 - Read a decimal number through the hundredths place Obj. 63 - Determine the word form of a decimal number through the hundredths place 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. 52 - Compare fractions on a number line Obj. 43 - Identify a mixed number represented by a model Obj. 44 - Identify a mixed number represented by a point on a number line

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State Obj. 45 - Locate a mixed number on a number line Obj. 47 - Identify an improper fraction represented by a model of a mixed number Obj. 48 - Identify an improper fraction represented by a point on a number line Obj. 49 - Locate an improper fraction SD 4.N.1.3.b - Demonstrate that a mixed number is a whole number plus a fraction. Topic 1 - Number Sense and Operations SD 4.N.1.4 - Students are able to interpret negative integers in temperature. SD 4.N.2 - Apply number operations with real numbers and other number systems. SD 4.N.2.1 - Students are able to find Topic 1 - Number Sense and the products of two-digit factors and Operations quotient of two natural numbers using a one-digit divisor. on a number line Obj. 43 - Identify a mixed number represented by a model Obj. 44 - Identify a mixed number represented by a point on a number line Obj. 45 - Locate a mixed number on a number line Obj. 20 - Multiply a 1- or 2-digit whole number by a multiple of 10, 100, or 1,000 Obj. 24 - Multiply a 2-digit whole number by a 2-digit whole number Obj. 26 - Multiply three 1- and 2-digit whole numbers Obj. 28 - WP: Multiply a 2-digit whole number by a 2-digit whole number Obj. 34 - Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient Obj. 36 - Divide a 2-digit whole number by a 1-digit whole number with a remainder in the quotient Obj. 38 - WP: Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient Obj. 40 - WP: Divide a 2-digit whole number by a 1-digit whole number with a remainder in the quotient SD 4.N.2.1.a - Recall and apply multiplication and division facts through the 12s. Page 21 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State SD 4.N.2.2 - Students are able to add and subtract decimals with the same number of decimal places. Topic 1 - Number Sense and Operations SD 4.N.3 - Develop conjectures, predictions, or estimations to solve problems and verify or justify the results. SD 4.N.3.1 - Students are able to estimate sums and differences in whole numbers and money to determine if a given answer is reasonable. SD 4.S - Statistics and Probability SD 4.S.1 - Use statistical models to gather, analyze, and display data to draw conclusions. SD 4.S.1.1 - Students are able to Topic 4 - Data Analysis, interpret data from graphical Statistics, and Probability representations and draw conclusions. Example: bar graph, line graph, pictograph, line plot. Obj. 74 - Determine decimal number pairs that total 1 or 10 Obj. 75 - Add two decimal numbers through hundredths Obj. 76 - Subtract two decimal numbers through hundredths Obj. 77 - WP: Add or subtract money amounts greater than $1 Obj. 79 - WP: Add or subtract decimal numbers of the same place through hundredths Obj. 135 - Read a line graph Obj. 137 - Answer a question using information from a line graph Obj. 139 - Read a double-bar graph Obj. 141 - Answer a question using information from a double-bar graph SD 4.S.1.2 - Given a small ordered data set of whole number data points (odd number of points), students are able to identify the median, mode, and range. Example: Given the following data set, determine the median, mode, and range. 1, 1, 2, 3, 5. SD 4.S.2 - Apply the concepts of probability to predict events/outcomes and solve problems. Topic 4 - Data Analysis, Statistics, and Probability Obj. 143 - List possible outcomes of a simple event Page 22 of 144

Accelerated Math Grade 4 South Dakota, Math, 2004, Fourth Accelerated Math Second Edition Grade 4 Grade, Content Standards, State SD 4.S.2.1 - Students are able to determine the probability of simple events limited to equally likely and not equally likely outcomes. Page 23 of 144

Accelerated Math Grade 5 South Dakota, Math, 2004, Fifth Grade, Content Standards, State SD 5.A - Algebra SD 5.A.1 - Use procedures to transform algebraic expressions. SD 5.A.1.1 - Students are able to use a variable to write an addition expression. Example: Mary has two more marbles than Tom. Write an expression to represent the number of marbles that Mary has. SD 5.A.1.2 - Students are able to recognize and use the associative property of addition and multiplication. Example: (3 2) 6 = 3 (2 6). SD 5.A.2 - Use a variety of algebraic concepts and methods to solve equations and inequalities. SD 5.A.2.1 - Students are able to write one-step first degree equations using the set of whole numbers and find a solution. Example: Doris has 10 marbles which is twice the number John has. How many marbles does John have? SD 5.A.2.1.a - Use the understanding that an equality relationship between two quantities remains the same as long as the same change is made to both quantities. SD 5.A.3 - Interpret and develop mathematical models. SD 5.A.3.1 - Students are able to, using whole numbers, write and solve number sentences that represent twostep word problems. Example: Don can spend one hour researching in the library to write a paper. He spends 25 minutes gathering books and then 31 minutes writing notes. How much time does he have left? SD 5.A.3.2 - Students are able to identify information and apply it to a given formula. Example: 1) Given the formula for area, A = lw, what is the area of a rectangle 3cm by 5cm? 2) Given the formula for distance, D = rt, the troop hiked 12 miles in 4 hours. At what rate did they hike? Accelerated Math Second Edition Grade 5 Page 24 of 144

Accelerated Math Grade 5 South Dakota, Math, 2004, Fifth Accelerated Math Second Edition Grade 5 Grade, Content Standards, State SD 5.A.4 - Describe and use properties and behaviors of relations, functions and inverses. SD 5.A.4.1 - Students are able to solve problems using patterns involving more than one operation. Example: What are the next two numbers of the sequence? Sequence: 1, 4, 2, 5, 3,, Rule: +3, -2. SD 5.G - Geometry SD 5.G.1 - Use deductive and inductive reasoning to recognize and apply properties of geometric figures. SD 5.G.1.1 - Students are able to describe and identify isosceles and equilateral triangles, pyramids, rectangular prisms, and cones. SD 5.G.1.2 - Students are able to identify acute, obtuse, and right angles. SD 5.G.2 - Use properties of geometric figures to solve problems from a variety of perspectives. SD 5.G.2.1 - Students are able to determine lines of symmetry in rectangles, squares, and triangles. Example: How many lines of symmetry are there in: 1) a square? 2) an equilateral triangle? 3) an isosceles triangle? 4) a rectangle that is not a square? SD 5.G.2.2 - Students are able to identify a turn or flip (rotation or reflection) of a given figure. SD 5.G.2.3 - Students are able to use two-dimensional coordinate grids to find locations and represent points and simple figures. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 146 - Determine the result of a reflection, a rotation, or a translation on a grid Obj. 148 - Locate a point by following compass directions on a grid Obj. 149 - Use compass directions to describe a path to a point on a grid Obj. 150 - Determine the location of an ordered pair in the first quadrant SD 5.M - Measurement Page 25 of 144 Obj. 151 - Determine the ordered pair of a point in the first quadrant

Accelerated Math Grade 5 South Dakota, Math, 2004, Fifth Accelerated Math Second Edition Grade 5 Grade, Content Standards, State SD 5.M.1 - Apply measurement concepts in practical applications. SD 5.M.1.1 - Students are able to determine elapsed time within an a.m. or p.m. period on the quarterhour. SD 5.M.1.2 - Students are able to solve problems involving money including making change. Example: Sara paid $10.00 for a tape that cost $6.95. The sales tax was 49 cents. How much money should Sara get back in change? Topic 1 - Number Sense and Operations SD 5.M.1.2.a - Determine per unit cost based on number of units and the total cost. Example: What is the price per unit? 10 pencils for $0.50 1 pencil =. SD 5.M.1.3 - Students are able to use Topic 3 - Geometry and and convert U.S. Customary units of Measurement length (inches, feet, yard), and weight (ounces, pounds). Example: 1) How many inches are in 3 feet? 2) How many ounces are in two pounds? Obj. 89 - WP: Multiply a money amount by a 2-digit whole number Obj. 113 - Convert between customary units of length using fractional amounts Obj. 115 - Convert between customary units of weight using fractional amounts Obj. 119 - WP: Compare customary units of length, weight, or capacity using fractional amounts SD 5.M.1.3.a - Use and convert U.S. Customary units of capacity (cups, pints, quarts, gallons.) SD 5.M.1.4 - Students are able to use appropriate tools to measure length, weight, temperature, and area in problem solving. SD 5.M.1.4.a - Estimate length and weight. Example: 1) Sam's temperature is 99.8 degrees F. Normal body temperature is about 98.6 degrees F. Sam's temperature is how many degrees above normal body temperature? 2) Use a ruler to measure the rectangle. What is the area of the rectangle? (The rectangle should be whole number units.). Topic 3 - Geometry and Measurement Obj. 114 - Convert between customary units of capacity using fractional amounts SD 5.N - Number Sense Page 26 of 144

Accelerated Math Grade 5 South Dakota, Math, 2004, Fifth Accelerated Math Second Edition Grade 5 Grade, Content Standards, State SD 5.N.1 - Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. SD 5.N.1.1 - Students are able to read, write, order, and compare numbers from.001 to 1,000,000,000. Topic 1 - Number Sense and Operations Obj. 73 - Compare decimal numbers of differing places to thousandths SD 5.N.1.2 - Students are able to find prime, composite, and factors of whole numbers from 1 to 50. Topic 1 - Number Sense and Operations SD 5.N.1.2.a - Divisibility rules Topic 1 - Number Sense and Operations SD 5.N.1.3 - Students are able to identify alternative representations of fractions and decimals involving tenths, fourths, halves, and hundredths. SD 5.N.1.4 - Students are able to locate negative integers on a number line. SD 5.N.1.5 - Students are able to determine the squares of numbers 1-12. SD 5.N.2 - Apply number operations Topic 1 - Number Sense and with real numbers and other number Operations systems. Obj. 74 - Order decimal numbers of differing places to thousandths in ascending or descending order Obj. 1 - Determine if a number to 50 is prime or composite Obj. 2 - Determine a complete list of whole number factor pairs for a number to 50 Obj. 3 - Determine all the factors of a whole number to 50 Obj. 10 - Apply divisibility rules for 2, 5, or 10 Obj. 75 - Add two decimal numbers of differing places to thousandths Obj. 76 - Add three or more decimal numbers Obj. 77 - Add decimal numbers and whole numbers Obj. 78 - Subtract two decimal numbers of differing places to thousandths Obj. 79 - Subtract a decimal number from a whole number or a whole number from a decimal number Obj. 80 - WP: Add or subtract decimal numbers through thousandths Page 27 of 144

Accelerated Math Grade 5 South Dakota, Math, 2004, Fifth Accelerated Math Second Edition Grade 5 Grade, Content Standards, State Obj. 81 - WP: Add or subtract a decimal number through thousandths SD 5.N.2.1 - Students are able to find the quotient of whole numbers using two-digit divisors. SD 5.N.2.1.a - Use the inverse relationship of multiplication and division to find a missing factor. SD 5.N.2.1.b - Determine least common multiple and greatest common factor of two or more whole numbers up to 24. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations and a whole number Obj. 14 - Divide a multi-digit whole number by a 1-digit number, with no remainder and at least one zero in the quotient Obj. 15 - Divide a multi-digit whole number by a 1-digit number, with a remainder and at least one zero in the quotient Obj. 16 - Divide a multi-digit whole number by a 1-digit number and express the quotient as a mixed number Obj. 17 - Divide a multi-digit whole number by a 1-digit number and express the quotient as a decimal Obj. 18 - Divide a multi-digit whole number by a 2-digit whole number, with no remainder and no zeros in the quotient Obj. 19 - Divide a multi-digit whole number by a 2-digit whole number, with a remainder and no zeros in the quotient Obj. 20 - Divide a multi-digit whole number by a 2-digit whole number, with no remainder and at least one zero in the quotient Obj. 21 - Divide a multi-digit whole number by a 2-digit whole number, with a remainder and at least one zero in the quotient Obj. 22 - Divide a multi-digit whole number by a 2-digit whole number and express the quotient as a mixed number Obj. 23 - WP: Divide a whole number, with no remainder Obj. 24 - WP: Divide a whole number and interpret the remainder Obj. 6 - Determine the greatest common factor of two whole numbers to 50 Obj. 9 - Determine the least common multiple of two whole numbers Page 28 of 144