Minnesota State Standards Alignment Grades One through Eleven 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
Minnesota State Standards Alignment The Report is a standardsoriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator...iii Grade 1... 1 Grade 2... 7 Grade 3...14 Grade 4...22 Grade 5...32 Grade 6...46 Grade 7...61 Grade 8...93 Grades 9-11...123 2009 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 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 MN 1.1 - Number & Operation MN 1.1.1 - Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones. MN 1.1.1.1 - Use place value to Topic 1 - Numbers and describe whole numbers between 10 Operations and 100 in terms of groups of tens and ones. Example: Recognize the numbers 11 to 19 as one group of ten and a particular number of ones. Obj. 19 - Count objects grouped in tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 MN 1.1.1.2 - Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Topic 1 - Numbers and Operations Obj. 22 - Represent a 2-digit number as tens and ones Obj. 23 - Determine the 2-digit number represented as tens and ones Obj. 1 - Read a whole number to 30 Obj. 2 - Read a whole number from 31 to 100 Obj. 3 - Determine the word form of a whole number to 30 Obj. 4 - Determine the word form of a whole number from 31 to 100 Obj. 9 - Identify a number to 20 represented by a point on a number line Obj. 10 - Locate a number to 20 on a number line Obj. 19 - Count objects grouped in tens and ones Obj. 20 - Model a number to 100 using tens and ones Obj. 21 - Recognize a number from a model of tens and ones to 100 Obj. 30 - Determine equivalent forms of a number, up to 10 Page 1 of 198
Accelerated Math Grade 1 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 MN 1.1.1.3 - Count, with and without objects, forward and backward from any given number up to 120. Topic 1 - Numbers and Operations Obj. 5 - Count objects to 20 MN 1.1.1.4 - Find a number that is 10 Topic 1 - Numbers and more or 10 less than a given number. Operations Example: Using a hundred grid, find the number that is 10 more than 27. MN 1.1.1.5 - Compare and order whole numbers up to 100. MN 1.1.1.6 - Use words to describe the relative size of numbers. Example: Use the words equal to, not equal to, more than, less than, fewer than, is about, and is nearly to describe numbers. MN 1.1.1.7 - Use counting and comparison skills to create and analyze bar graphs and tally charts. Example: Make a bar graph of students' birthday months and count to compare the number in each month. MN 1.1.2 - Use a variety of models and strategies to solve addition and subtraction problems in real-world and mathematical contexts. MN 1.1.2.1 - Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Page 2 of 198 Topic 1 - Numbers and Operations Topic 1 - Numbers and Operations Topic 4 - Data Analysis and Statistics Topic 1 - Numbers and Operations Obj. 6 - Count on by ones from a number less than 100 Obj. 7 - Count back by ones from a number less than 20 Obj. 8 - Count back by ones from a number between 20 and 100 Obj. 12 - Determine ten more than or ten less than a given number 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. 27 - Compare whole numbers to 100 using words Obj. 88 - Read a 2-category tally chart Obj. 89 - Use a 2-category tally chart to represent groups of objects (1 symbol = 1 object) Obj. 97 - Read a bar graph Obj. 98 - Use a bar graph to represent groups of objects Obj. 26 - Compare sets of objects using words
Accelerated Math Grade 1 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 Obj. 31 - Determine the missing portion in a partially screened (hidden) collection of up to 10 objects MN 1.1.2.2 - Compose and decompose numbers up to 12 with an emphasis on making ten. Example: Given 3 blocks, 7 more blocks are needed to make 10. MN 1.1.2.3 - Recognize the Topic 1 - Numbers and relationship between counting and Operations addition and subtraction. Skip count by 2s, 5s, and 10s. MN 1.2 - Algebra MN 1.2.1 - Recognize and create patterns; use rules to describe patterns. Obj. 32 - Relate a picture model to a basic addition fact Obj. 33 - Determine the basic addition fact shown by a picture model Obj. 34 - Relate a number-line model to a basic addition fact Obj. 35 - Determine the basic addition fact shown by a number-line model Obj. 36 - Relate a picture model to a basic subtraction fact Obj. 37 - Determine the basic subtraction fact shown by a picture model Obj. 38 - Determine the basic subtraction fact shown by a numberline model Obj. 39 - Relate a number-line model to a basic subtraction fact Obj. 13 - Count by 2s to 50 starting from a multiple of 2 Obj. 14 - Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectively Obj. 40 - Apply the relationship between addition and counting on Obj. 41 - Apply the relationship between subtraction and counting back Page 3 of 198
Accelerated Math Grade 1 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 MN 1.2.1.1 - Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. Example: Describe rules that can be used to extend the pattern 2, 4, 6, 8,,, and complete the pattern 33, 43,, 63,, 83 or 20,,, 17. Topic 2 - Algebraic Thinking Obj. 66 - Extend a repeating picture pattern MN 1.2.2 - Use number sentences involving addition and subtraction basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences. Obj. 67 - Extend a pictorial growth pattern MN 1.2.2.1 - Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Example: One way to represent the number of toys that a child has left after giving away 4 of 6 toys is to begin with a stack of 6 connecting cubes and then break off 4 cubes. MN 1.2.2.2 - Determine if equations involving addition and subtraction are true. Example: Determine if the following number sentences are true or false 7 = 7; 7 = 8-1; 5 + 2 = 2 + 5; 4 + 1 = 5 + 2. MN 1.2.2.3 - Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ; 3 + = 7; 5 = - 3. Page 4 of 198
Accelerated Math Grade 1 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 MN 1.2.2.4 - Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Example: 5 + 3 = 8 could be used to represent a situation in which 5 red balloons are combined with 3 blue balloons to make 8 total balloons. MN 1.3 - Geometry & Measurement MN 1.3.1 - Describe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts. MN 1.3.1.1 - Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Example: Triangles have three sides and cubes have eight vertices (corners). Topic 3 - Geometry and Measurement MN 1.3.1.2 - Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Example 1: Decompose a regular hexagon into 6 equilateral triangles; build prisms by stacking layers of cubes; model an ice cream cone by composing a cone and half of a sphere. Example 2: Use a drawing program to find shapes that can be made with a rectangle and a triangle. MN 1.3.2 - Use basic concepts of measurement in real-world and mathematical situations involving length, time and money. MN 1.3.2.1 - Measure the length of an object in terms of multiple copies of another object. Example: Measure a table by placing paper clips end-toend and counting. MN 1.3.2.2 - Tell time to the hour and Topic 3 - Geometry and half-hour. Measurement Page 5 of 198 Obj. 82 - Determine the common attributes in a set of geometric shapes Obj. 76 - Tell time to the hour Obj. 77 - Tell time to the half hour
Accelerated Math Grade 1 Minnesota, Math, 2007, Grade 1, Accelerated Math Second Edition Grade 1 MN 1.3.2.3 - Identify pennies, nickels Topic 1 - Numbers and and dimes and find the value of a Operations group of these coins, up to one dollar. Obj. 17 - Determine the value of a collection of like coins Obj. 18 - Determine the value of a collection of mixed coins Page 6 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, MN 2.1 - Number & Operation MN 2.1.1 - Compare and represent whole numbers up to 1000, with an emphasis on place value. MN 2.1.1.1 - Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Accelerated Math Second Edition Grade 2 Topic 1 - Number Sense and Operations Obj. 1 - Read a whole number to 1,000 MN 2.1.1.2 - Use place value to describe whole numbers between 10 and 1000 in terms of groups of hundreds, tens and ones. Know that 100 is ten groups of 10, and 1000 is ten groups of 100. Example: Writing 853 is a shorter way of writing 8 hundreds + 5 tens + 3 ones. Topic 1 - Number Sense and Operations Obj. 2 - Determine the word form of a whole number to 1,000 Obj. 12 - Model a number using hundreds, tens, and ones to 1,000 Obj. 13 - Recognize a number from a model of hundreds, tens, and ones to 1,000 Obj. 9 - Determine the value of a digit in a 3-digit number Obj. 10 - Determine which digit is in a specified place in a 3-digit whole number Obj. 14 - Represent a 3-digit number as hundreds, tens, and ones MN 2.1.1.3 - Find 10 more or 10 less than any given three-digit number. Find 100 more or 100 less than any given three-digit number. Example: Find the number that is 10 less than 382 and the number that is 100 more than 382. Obj. 15 - Determine the 3-digit number represented as hundreds, tens, and ones Obj. 16 - Recognize equivalent forms of a 3-digit number using hundreds, tens, and ones Page 7 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 MN 2.1.1.4 - Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. Example: If there are 17 students in the class and granola bars come 10 to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for everyone. MN 2.1.1.5 - Compare and order whole numbers up to 1000. Topic 1 - Number Sense and Operations Obj. 20 - Compare whole numbers to 1,000 using words Obj. 21 - Compare whole numbers to 1,000 using the symbols <, >, and = MN 2.1.1.6 - Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. MN 2.1.2 - Demonstrate mastery of addition and subtraction basic facts; add and subtract one- and two-digit numbers in real-world and mathematical problems. MN 2.1.2.1 - Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtraction to generate basic facts. Example: Use the associative property to make ten when adding 5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13. Topic 4 - Data Analysis and Statistics Obj. 22 - Order whole numbers to 1,000 in ascending order Obj. 23 - Order whole numbers to 1,000 in descending order Obj. 92 - Answer a question using information from a tally chart Obj. 98 - Answer a question using information from a bar graph with a y- axis scale by 2s MN 2.1.2.2 - Demonstrate fluency with basic addition facts and related subtraction facts. MN 2.1.2.3 - Estimate sums and differences up to 100. Example: Know that 23 + 48 is about 70. Topic 1 - Number Sense and Operations Obj. 45 - Estimate the difference of two 2-digit numbers Page 8 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 MN 2.1.2.4 - Use mental strategies Topic 1 - Number Sense and and algorithms based on knowledge Operations of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Example: Using decomposition, 78 + 42, can be thought of as: 78 + 2 + 20 + 20 = 80 + 20 + 20 = 100 + 20 = 120 and using expanded notation, 34-21 can be thought of as: 30 + 4-20 - 1 = 30-20 + 4-1 = 10 + 3 = 13. Obj. 24 - Determine a number pair that totals 100 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. 42 - WP: Add or subtract up to 2- digit numbers with one regrouping MN 2.1.2.5 - Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 1 - Number Sense and Operations 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 Page 9 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 Obj. 38 - Subtract a 1- or 2-digit number from a 2-digit number with one regrouping Obj. 42 - WP: Add or subtract up to 2- digit numbers with one regrouping MN 2.2 - Algebra MN 2.2.1 - Recognize, create, describe, and use patterns and rules to solve real-world and mathematical problems. MN 2.2.1.1 - Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Example 1: Skip count by 5 beginning at 3 to create the pattern 3, 8, 13, 18,. Example 2: Collecting 7 empty milk cartons each day for 5 days will generate the pattern 7, 14, 21, 28, 35, resulting in a total of 35 milk cartons. 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 MN 2.2.2 - Use number sentences involving addition, subtraction and unknowns to represent and solve realworld and mathematical problems; create real-world situations corresponding to number sentences. Topic 2 - Algebraic Thinking Obj. 5 - Count on by 100s from any number Obj. 70 - Determine an addition or subtraction number pattern given a rule Obj. 71 - Determine the rule for an addition or subtraction number pattern Obj. 72 - Extend a number pattern involving addition Obj. 73 - Extend a number pattern involving subtraction Page 10 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 MN 2.2.2.1 - Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters. Use objects and number lines and create realworld situations to represent number sentences. Example: One way to represent n + 16 = 19 is by comparing a stack of 16 connecting cubes to a stack of 19 connecting cubes; 24 = a + b can be represented by a situation involving a birthday party attended by a total of 24 boys and girls. MN 2.2.2.2 - Use number sentences Topic 2 - Algebraic Thinking involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Example: How many more players are needed if a soccer team requires 11 players and so far only 6 players have arrived? This situation can be represented by the number sentence 11-6 = p or by the number sentence 6 + p = 11. Obj. 65 - Determine a missing addend in a number sentence involving 2-digit numbers MN 2.3 - Geometry & Measurement MN 2.3.1 - Identify, describe and compare basic shapes according to their geometric attributes. Obj. 66 - Determine a missing subtrahend in a number sentence involving 2-digit numbers Obj. 67 - Determine equivalent addition expressions involving 2-digit numbers 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 Page 11 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 MN 2.3.1.1 - Describe, compare, and classify two- and three-dimensional figures according to number and shape of faces, and the number of sides, edges and vertices (corners). MN 2.3.1.2 - Identify and name basic Topic 3 - Geometry and two- and three-dimensional shapes, Measurement such as squares, circles, and triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Example: Use a drawing program to show several ways that a rectangle can be decomposed into exactly three triangles. MN 2.3.2 - Understand length as a measurable attribute; use tools to measure length. MN 2.3.2.1 - Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Example: It will take more paper clips than whiteboard markers to measure the length of a table. MN 2.3.2.2 - Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Example: Draw a line segment that is 3 inches long. Topic 3 - Geometry and Measurement Obj. 85 - Identify a parallelogram, a trapezoid, a pentagon, a hexagon, or an octagon Obj. 86 - Decompose a plane shape composed of three or more simpler shapes Obj. 87 - Name a 3-dimensional geometric shape Obj. 76 - Measure length in inches MN 2.3.3 - Use time and money in real-world and mathematical situations. MN 2.3.3.1 - Tell time to the quarterhour and distinguish between a.m. and p.m. Topic 3 - Geometry and Measurement Obj. 77 - Measure length in centimeters Obj. 78 - Tell time to the quarter hour Page 12 of 198
Accelerated Math Grade 2 Minnesota, Math, 2007, Grade 2, Accelerated Math Second Edition Grade 2 MN 2.3.3.2 - Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Example: 50 cents can be made up of 2 quarters, or 4 dimes and 2 nickels, or many other combinations. Page 13 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.1 - Number & Operation MN 3.1.1 - Compare and represent whole numbers up to 10,000, with an emphasis on place value. MN 3.1.1.1 - Read, write and Topic 1 - Number Sense and represent whole numbers up to Operations 10,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. Obj. 1 - Read a 4- or 5-digit whole number MN 3.1.1.2 - Use place value to describe whole numbers between 1000 and 10,000 in terms of groups of thousands, hundreds, tens and ones. Example: Writing 4,873 is a shorter way of writing the following sums: 4 thousands + 8 hundreds + 7 tens + 3 ones; 48 hundreds + 7 tens + 3 ones; 487 tens + 3 ones. Topic 1 - Number Sense and Operations Obj. 2 - Determine the word form of a 4- or 5-digit whole number Obj. 3 - Determine the value of a digit in a 4- or 5-digit whole number Obj. 4 - Determine which digit is in a specified place in a 4- or 5-digit whole number Obj. 5 - Represent a 4-digit whole number as thousands, hundreds, tens, and ones Obj. 6 - Determine the 4-digit whole number represented in thousands, hundreds, tens, and ones Obj. 7 - Represent a 4- or 5-digit whole number in expanded form Obj. 8 - Determine the 4- or 5-digit whole number represented in expanded form Obj. 9 - Determine an equivalent form of a 4-digit whole number using thousands, hundreds, tens, and ones MN 3.1.1.3 - Find 1000 more or 1000 less than any given four-digit number. Find 100 more or 100 less than a given four-digit number. Page 14 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.1.1.4 - Round numbers to the nearest 1000, 100 and 10. Round up and round down to estimate sums and differences. Example 1: 8726 rounded to the nearest 1000 is 9000, rounded to the nearest 100 is 8700, and rounded to the nearest 10 is 8730. Example 2: 473-291 is between 400-300 and 500-200, or between 100 and 300. Topic 1 - Number Sense and Operations Obj. 27 - Round a 2- to 4-digit whole number to its greatest place Obj. 28 - Estimate a sum or difference of whole numbers to 10,000 by rounding Obj. 30 - Estimate a sum or difference of 2- to 4-digit whole numbers using any method Obj. 31 - Estimate a sum of three 2- to 4-digit numbers using any method MN 3.1.1.5 - Compare and order whole numbers up to 10,000. MN 3.1.2 - Add and subtract multidigit whole numbers; represent multiplication and division in various ways; solve real-world and mathematical problems using arithmetic. MN 3.1.2.1 - Add and subtract multidigit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 32 - WP: Estimate a sum or difference of two 3- or 4-digit whole numbers using any method 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. 13 - Add 3- and 4-digit numbers with regrouping Obj. 14 - Add three 2- to 3-digit whole numbers Obj. 15 - Subtract 3- and 4-digit numbers with regrouping Obj. 16 - WP: Add or subtract 3- and 4-digit whole numbers with regrouping Page 15 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.1.2.2 - Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Assess the reasonableness of results based on the context. Use various strategies, including the use of a calculator and the relationship between addition and subtraction, to check for accuracy. Example: The calculation 117-83 = 34 can be checked by adding 83 and 34. Topic 1 - Number Sense and Operations Topic 2 - Algebraic Thinking MN 3.1.2.3 - Represent multiplication Topic 1 - Number Sense and facts by using a variety of Operations approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. MN 3.1.2.4 - Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. Example 1: You have 27 people and 9 tables. If each table seats the same number of people, how many people will you put at each table? Example 2: If you have 27 people and tables that will hold 9 people, how many tables will you need? Topic 1 - Number Sense and Operations Obj. 10 - Determine the result of changing a digit in a 4- or 5-digit whole number Obj. 16 - WP: Add or subtract 3- and 4-digit whole numbers with regrouping 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 Obj. 33 - Use a multiplication sentence to represent an area or an array model Obj. 34 - Use a division sentence to represent objects divided into equal groups Obj. 35 - Know basic multiplication facts to 10 x 10 Obj. 36 - Know basic multiplication facts for 11 and 12 Page 16 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 Obj. 37 - Know basic division facts to 100 10 Obj. 38 - Know basic division facts for 11 and 12 Obj. 39 - WP: Multiply using basic facts to 10 x 10 Obj. 40 - WP: Divide using basic facts to 100 10 Obj. 41 - Complete a multiplication MN 3.1.2.5 - Use strategies and Topic 1 - Number Sense and algorithms based on knowledge of Operations place value and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Example: 9 26 = 9 (20 + 6) = 9 20 + 9 6 = 180 + 54 = 234. and division fact family Obj. 42 - Multiply a 1-digit whole number by a multiple of 10 to 100 MN 3.1.3 - Understand meanings and uses of fractions in real-world and mathematical situations. MN 3.1.3.1 - Read and write fractions Topic 1 - Number Sense and with words and symbols. Recognize Operations that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Example: Parts of a shape (3/4 of a pie), parts of a set (3 out of 4 people), and measurements (3/4 of an inch). Obj. 43 - Multiply a 2-digit whole number by a 1-digit number Obj. 44 - Determine a pictorial model of a fraction of a whole Obj. 45 - Determine a pictorial model of a fraction of a set of objects Obj. 46 - Identify a fraction represented by a point on a number line Obj. 47 - Locate a fraction on a number line Obj. 55 - Estimate fractions of a whole Page 17 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.1.3.2 - Understand that the size of a fractional part is relative to the size of the whole. Example: One-half of a small pizza is smaller than onehalf of a large pizza, but both represent one-half. MN 3.1.3.3 - Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. MN 3.2 - Algebra MN 3.2.1 - Use single-operation inputoutput rules to represent patterns and relationships and to solve real-world and mathematical problems. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 53 - WP: Compare equal unit fractions of different-sized wholes Obj. 48 - Compare fractions using models MN 3.2.1.1 - Create, describe, and apply single-operation input-output rules involving addition, subtraction and multiplication to solve problems in various contexts. Example: Describe the relationship between number of chairs and number of legs by the rule that the number of legs is four times the number of chairs. MN 3.2.2 - Use number sentences involving multiplication and division basic facts and unknowns to represent and solve real-world and mathematical problems; create realworld situations corresponding to number sentences. MN 3.2.2.1 - Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Example: The number sentence 8 m = 24 could be represented by the question "How much did each ticket to a play cost if 8 tickets totaled $24?". Topic 2 - Algebraic Thinking Obj. 65 - Determine a rule for a table of related number pairs Obj. 66 - WP: Find the missing number in a table of paired values Page 18 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.2.2.2 - Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Example 1: Find values of the unknowns that make each number sentence true 6 = p 9; 24 = a b; 5 8 = 4 t. Example 2: How many math teams are competing if there is a total of 45 students with 5 students on each team? This situation can be represented by 5 n = 45 or 45/5 = n or 45/n = 5. Topic 2 - Algebraic Thinking Obj. 58 - Determine the missing multiplicand in a number sentence involving basic facts MN 3.3 - Geometry & Measurement MN 3.3.1 - Use geometric attributes to describe and create shapes in various contexts. MN 3.3.1.1 - Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. MN 3.3.1.2 - Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. MN 3.3.2 - Understand perimeter as a measurable attribute of real-world and mathematical objects. Use various tools to measure perimeter. MN 3.3.2.1 - Use half units when measuring distances. Example: Measure a person's height to the nearest half inch. Page 19 of 198 Topic 3 - Geometry and Measurement Obj. 59 - Determine the missing dividend or divisor in a number sentence involving basic facts Obj. 60 - Recognize equivalent multiplication or division expressions involving basic facts Obj. 63 - WP: Determine a multiplication or division sentence for a given situation Obj. 92 - Identify parallel, perpendicular, and intersecting lines
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.3.2.2 - Find the perimeter of a polygon by adding the lengths of the sides. MN 3.3.2.3 - Measure distances around objects. Example: Measure the distance around a classroom, or measure a person's wrist size. MN 3.3.3 - Use time, money and temperature to solve real-world and mathematical problems. MN 3.3.3.1 - Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. Example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 86 - Determine a method for finding the perimeter of a shape given the side lengths Obj. 88 - WP: Determine the perimeter of a shape given a model showing all side lengths Obj. 74 - Tell time to the minute Obj. 76 - Calculate elapsed time within an hour, given two clocks, without regrouping Obj. 77 - Calculate elapsed time within an hour, given two clocks, with regrouping Obj. 78 - WP: Calculate elapsed time within an hour given two clocks Obj. 79 - WP: Calculate elapsed time within an hour Obj. 80 - WP: Determine the end time given the start time and the elapsed time within an hour Obj. 81 - WP: Determine the start time given the end time on a clock and the elapsed time within an hour MN 3.3.3.2 - Know relationships among units of time. Example: Know the number of minutes in an hour, days in a week and months in a year. Topic 3 - Geometry and Measurement Obj. 82 - WP: Determine the start time given the end time and the elapsed time within an hour Obj. 75 - Convert hours to minutes or minutes to seconds Page 20 of 198
Accelerated Math Grade 3 Minnesota, Math, 2007, Grade 3, Accelerated Math Second Edition Grade 3 MN 3.3.3.3 - Make change up to one dollar in several different ways, including with as few coins as possible. Example: A chocolate bar costs $1.84. You pay for it with $2. Give two possible ways to make change. MN 3.3.3.4 - Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. Example: Read the temperature in a room with a thermometer that has both Fahrenheit and Celsius scales. Use the thermometer to compare Celsius and Fahrenheit readings. MN 3.4 - Data Analysis MN 3.4.1 - Collect, organize, display, and interpret data. Use labels and a variety of scales and units in displays. Topic 3 - Geometry and Measurement Obj. 84 - Read a thermometer in degrees Fahrenheit or Celsius MN 3.4.1.1 - Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Topic 4 - Data Analysis, Statistics, and Probability Obj. 105 - Use a bar graph with a scale interval of 5 or 10 to represent data Obj. 106 - Answer a question using information from a bar graph with a scale interval of 5 or 10 Obj. 107 - Read a line plot Obj. 108 - Use a line plot to represent data Obj. 109 - Answer a question using information from a line plot Obj. 110 - Use a frequency table to represent data Obj. 111 - Answer a question using information from a frequency table Page 21 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, MN 4.1 - Number & Operation MN 4.1.1 - Compare and represent whole numbers up to 100,000, with an emphasis on place value. MN 4.1.1.1 - Read, write and represent whole numbers up to 100,000. Representations include numerals, words and expressions with operations. MN 4.1.1.2 - Find 10,000 more and 10,000 less than a given five-digit number. Find 1,000 more and 1,000 less than a given five-digit number. MN 4.1.1.3 - Use an understanding of place value to multiply a number by 10, 100 and 1000. MN 4.1.2 - Demonstrate mastery of multiplication and division basic facts; multiply multi-digit numbers; solve real-world and mathematical problems using arithmetic. MN 4.1.2.1 - Demonstrate fluency with multiplication and division facts. Accelerated Math Second Edition Grade 4 Topic 1 - Number Sense and Operations 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 MN 4.1.2.2 - Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Topic 1 - Number Sense and Operations Obj. 20 - Multiply a 1- or 2-digit whole number by a multiple of 10, 100, or 1,000 Obj. 21 - Apply the distributive property to the multiplication of a 2- digit number by a 1- or 2-digit number Obj. 22 - Apply the distributive property to multiply a multi-digit number by a 1-digit number Page 22 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 Obj. 23 - Multiply a 3- or 4-digit whole number by a 1-digit whole number Obj. 24 - Multiply a 2-digit whole number by a 2-digit whole number Obj. 25 - Multiply a 3-digit whole number by a 2-digit whole number Obj. 26 - Multiply three 1- and 2-digit whole numbers Obj. 27 - WP: Multiply a multi-digit whole number by a 1-digit whole number Obj. 28 - WP: Multiply a 2-digit whole number by a 2-digit whole number Obj. 29 - WP: Multiply a 3-digit whole number by a 2-digit whole number MN 4.1.2.3 - Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results in calculations. Example: 53 38 is between 50 30 and 60 40, or between 1500 and 2400, and 411/73 is between 400/80 and 500/70, or between 5 and 7. Topic 1 - Number Sense and Operations MN 4.1.2.4 - Solve multi-step realworld and mathematical problems Operations Topic 1 - Number Sense and requiring the use of addition, subtraction and multiplication of multidigit whole numbers. Use various strategies including the relationships between the operations and a calculator to check for accuracy. Obj. 30 - Estimate a product of whole numbers by rounding Obj. 31 - Estimate a product of whole numbers using any method Obj. 32 - WP: Estimate a product of two whole numbers using any method Obj. 9 - Add up to 4-digit whole numbers in expanded form Obj. 10 - Add a 5-digit or greater whole number and a 3-digit or greater whole number Obj. 11 - Add three multi-digit whole numbers Obj. 12 - Subtract a smaller number from a 3- or 4-digit whole number in expanded form Page 23 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 Obj. 13 - Subtract a 3-digit or greater whole number from a 5-digit or greater whole number Obj. 14 - WP: Add a 5-digit or greater whole number and a 3-digit or greater whole number Obj. 15 - WP: Add three multi-digit whole numbers Obj. 16 - WP: Subtract a 3-digit or greater whole number from a 5-digit or greater whole number Obj. 19 - WP: Solve a 2-step problem involving addition and/or subtraction of multi-digit whole numbers Obj. 20 - Multiply a 1- or 2-digit whole number by a multiple of 10, 100, or 1,000 Obj. 21 - Apply the distributive property to the multiplication of a 2- digit number by a 1- or 2-digit number Obj. 24 - Multiply a 2-digit whole number by a 2-digit whole number Obj. 25 - Multiply a 3-digit whole number by a 2-digit whole number Obj. 28 - WP: Multiply a 2-digit whole number by a 2-digit whole number Obj. 29 - WP: Multiply a 3-digit whole number by a 2-digit whole number MN 4.1.2.5 - Use strategies and algorithms based on knowledge of place value and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Example: A group of 324 students are going to a museum in 6 buses. If each bus has the same number of students, how many students will be on each bus? Topic 1 - Number Sense and Operations Obj. 42 - WP: Solve a 2-step whole number problem using more than 1 operation Obj. 33 - Divide a multi-digit whole number by 10 or 100 with no remainder Page 24 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 Obj. 34 - Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient Obj. 35 - Divide a 3-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. 37 - Divide a 3-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 MN 4.1.3 - Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand how decimals represent quantities. MN 4.1.3.1 - Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Obj. 39 - WP: Divide a 3-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 Obj. 41 - WP: Divide a 3-digit whole number by a 1-digit whole number with a remainder in the quotient MN 4.1.3.2 - Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Example: Locate 5/3 and 1 3/4 on a number line and give a comparison statement about these two fractions, such as 5/3 " is less than 1 3/4.". Topic 1 - Number Sense and Operations Obj. 43 - Identify a mixed number represented by a model Page 25 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 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. 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 on a number line Obj. 52 - Compare fractions on a number line Obj. 53 - Order fractions on a MN 4.1.3.3 - Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Topic 1 - Number Sense and Operations MN 4.1.3.4 - Read and write Topic 1 - Number Sense and decimals with words and symbols; Operations use place value to describe decimals in terms of groups of thousands, hundreds, tens, ones, tenths, hundredths and thousandths. Example: Writing 362.45 is a shorter way of writing the sum: 3 hundreds + 6 tens + 2 ones + 4 tenths + 5 hundredths, which can also be written as: three hundred sixty-two and fortyfive hundredths. number line Obj. 54 - Add fractions with like denominators no greater than 10 using models Obj. 58 - Subtract fractions with like denominators no greater than 10 using models 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. 64 - Determine the decimal number from a pictorial model of tenths or hundredths Obj. 65 - Identify a pictorial model of tenths or hundredths of a decimal number Page 26 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 MN 4.1.3.5 - Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. MN 4.1.3.6 - Locate the relative position of fractions, mixed numbers and decimals on a number line. Topic 1 - Number Sense and Operations Obj. 44 - Identify a mixed number represented by a point on a number line MN 4.1.3.7 - Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. Example: 1/2 = 0.5 = 0.50 and 7/4 = 1 3/4 = 1.75, which can also be written as one and threefourths or one and seventy-five hundredths. MN 4.1.3.8 - Round decimal values to the nearest tenth. Example: The number 0.36 rounded to the nearest tenth is 0.4. MN 4.2 - Algebra MN 4.2.1 - Use input-output rules, tables and charts to represent patterns and relationships and to solve real-world and mathematical problems. Topic 1 - Number Sense and Operations Topic 1 - Number Sense and Operations Obj. 45 - Locate a mixed number on a number line Obj. 48 - Identify an improper fraction represented by a point on a number line Obj. 49 - Locate an improper fraction on a number line Obj. 66 - Identify a decimal number to tenths represented by a point on a number line Obj. 67 - Locate a decimal number to tenths on a number line Obj. 68 - Determine the decimal number equivalent to a fraction with a denominator of 10 or 100 Obj. 69 - Determine a fraction equivalent to a decimal, using a denominator of 10 or 100 Obj. 70 - Determine the decimal number equivalent to a fraction model Obj. 71 - Determine the fraction equivalent to a decimal number model Obj. 80 - Round a decimal number to a specified place through hundredths Page 27 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 MN 4.2.1.1 - Create and use inputoutput rules involving addition, subtraction, multiplication and division to solve problems in various contexts. Record the inputs and outputs in a chart or table. Example 1: If the rule is "multiply by 3 and add 4," record the outputs for given inputs in a table. Example 2: A student is given these three arrangements of dots: Identify a pattern that is consistent with these figures, create an input-output rule that describes the pattern, and use the rule to find the number of dots in the 10th figure. Topic 2 - Algebra Obj. 90 - Generate a table of paired numbers based on a rule MN 4.2.2 - Use number sentences involving multiplication, division and unknowns to represent and solve realworld and mathematical problems; create real-world situations corresponding to number sentences. Obj. 91 - Determine a rule that relates two variables Obj. 92 - Extend a number pattern in a table of related pairs MN 4.2.2.1 - Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving division to represent number sentences. Example: The number sentence a b = 60 can be represented by the situation in which chairs are being arranged in equal rows and the total number of chairs is 60. Page 28 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 MN 4.2.2.2 - Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Example 1: If $84 is to be shared equally among a group of children, the amount of money each child receives can be determined using the number sentence 84 n = d. Example 2: Find values of the unknowns or variables that make each number sentence true: 12 m = 36; s = 256 t. MN 4.3 - Geometry & Measurement MN 4.3.1 - Name, describe, classify and sketch polygons. MN 4.3.1.1 - Describe, classify and sketch triangles, including equilateral, right, obtuse and acute triangles. Recognize triangles in various contexts. MN 4.3.1.2 - Describe, classify and draw quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Recognize quadrilaterals in various contexts. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement MN 4.3.2 - Understand angle and area as measurable attributes of realworld and mathematical objects. Use various tools to measure angles and areas. MN 4.3.2.1 - Measure angles in geometric figures and real-world objects with a protractor or angle ruler. MN 4.3.2.2 - Compare angles Topic 3 - Geometry and according to size. Classify angles as Measurement acute, right and obtuse. Example: Compare different hockey sticks according to the angle between the blade and the shaft. Obj. 125 - Classify a triangle by its sides Obj. 126 - Classify a quadrilateral Obj. 121 - Classify an angle given a picture Obj. 122 - Classify an angle given its measure Page 29 of 198
Accelerated Math Grade 4 Minnesota, Math, 2007, Grade 4, Accelerated Math Second Edition Grade 4 MN 4.3.2.3 - Understand that the Topic 3 - Geometry and area of a two-dimensional figure can Measurement be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Example: How many copies of a square sheet of paper are needed to cover the classroom door? Measure the length and width of the door to the nearest inch and compute the area of the door. Obj. 114 - Determine the area of a polygon on a grid MN 4.3.2.4 - Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. MN 4.3.3 - Use translations, reflections and rotations to establish congruency and understand symmetries. MN 4.3.3.1 - Apply translations (slides) to figures. MN 4.3.3.2 - Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. MN 4.3.3.3 - Apply rotations (turns) of 90 clockwise or counterclockwise. Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Topic 3 - Geometry and Measurement Obj. 119 - Estimate the area of an irregular polygon on a grid Obj. 115 - Determine the area of a rectangle given a picture showing the length and width Obj. 116 - Determine the area of a rectangle given the length and width Obj. 117 - WP: Determine the area of a rectangle Obj. 130 - Determine the result of a flip, a turn, or a slide Obj. 130 - Determine the result of a flip, a turn, or a slide Obj. 131 - Determine the result of a quarter or a half turn MN 4.3.3.4 - Recognize that translations, reflections and rotations preserve congruency and use them to show that two figures are congruent. MN 4.4 - Data Analysis Page 30 of 198