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Approved: 15 May 2000 Revised: April 2005

**The Minidoka County School District #331
**

Math Curriculum Project 1999-2000

"An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation. An individual with a keen memory might well understand a topic; however, it is also plausible that he or she merely remembers the information and has not a clue about how to use it appropriately in an unfamiliar situation." Howard Gardner

Approved: 15 May 2000 Revised: April 2005

Table of Contents

Introduction ..................................................................................................................... 1 Acknowledgments ............................................................................................................ 2 The Design Team.............................................................................................................. 3 Purpose and Goals of Minidoka Math Project ................................................................... 4 Framework Referents........................................................................................................ 6 Review of Standards Matrix....................................................................................... 7 The Framework Definition of Terms and Template ............................................................................. 9 The Math Standards................................................................................................... 10 Level K ? 3 Benchmarks ........................................................................................... 11 Level 4 ? 5 Benchmarks ............................................................................................ 24 Level 6 ? 8 Benchmarks ............................................................................................ 34 Level 9 ? 12 Benchmarks ......................................................................................... 54 District Assessment System Levels and Components of Assessment System ......................................................... 78

Approved: 15 May 2000 Revised: April 2005

**Minidoka County School District #331 Minidoka Math Curriculum Project Introduction
**

Like the Mobius strip, curriculum development is a continuous process with no distinct beginning and no end. Curriculum development has three components: Curriculum (What we teach.), Instruction (How we teach.), and Assessment (How are we doing? Accountability). These pieces are often thought of discrete processes. However, like the Mobius strip, they are inextricably linked, with each one informing the next. The curriculum determines instructional strategies. The instructional cycle includes formative assessments that let us know if kids are achieving the curriculum goals. End-of-unit and end-of-year summative assessments reveal the extent to which instructional strategies were effective in helping kids master the standards and benchmarks articulated in the curriculum document, as well as identify areas of concern in the curriculum framework. The mathematics curriculum framework is to provide guidance, support, and the basis for a system of accountability that will enhance learning for all students in the Minidoka County Joint School District #331. The Curriculum Framework represents a paradigm shift in curricular philosophy and development for our district - a shift to accountability and a standards-based curriculum. The mathematics adoption process and the resulting curriculum products developed by the Mathematics Design Team are the model for future curriculum adoptions in our district. The Minidoka School District has established a clearly defined curriculum that specifies what kids should know and be able to do at each level. The skills listed on the following pages are developmentally appropriate, rigorous, and relevant. It is our goal that all students will master these standards before moving on to the next level. However, we also recognize that any educational system must serve the needs of individual students as well. We envision such a system. A system where students will enter the continuum of developmentally appropriate benchmarks at the appropriate level for them and progress as far as their ability takes them. Their progress will be measured against the standards and benchmarks rather than other students. This is a "living document." An ongoing District assessment system will provide multiple bodies of evidence that will allow us to make

Approved: 15 May 2000 Revised: April 2005

**The Minidoka County School District Minidoka Math Curriculum Project
**

Acknowledgments

The Minidoka County School District would like to express its deepest appreciation to the 1999-2000 Math Curriculum Design Team. The District thanks the J.A. and Kathryn Albertson Foundation for their contributions to education in Idaho and to the development of our Math Curriculum Framework. Without the direction of the Management of Change committee and funding from the Learning for the 21st Century committee, both entities of the J.A. and Kathryn Albertson Foundation, the work of the curriculum committee would not have progressed. The District gratefully acknowledges the contributions of Sue McCormick, who helped us to take our first steps down the path towards a standards-based curriculum. Her inspiration, encouragement, and guidance were crucial to the development of The Framework. In addition, we would like to recognize Mary Ann Rannels and Kathy Dabestani, both of the Twin Falls School District, for their unselfish contributions to our Project. They shared their curriculum documents, knowledge, and time with us, asking only that we return the favor. Mary Ann and Kathy truly care about kids, no matter where they live. The District wishes to acknowledge and thank the members of the committee for their efforts. Working together, this committee of representatives from all buildings has developed a curriculum document that will provide a basis for accountability as well as support the educational progress of our students. However, the work of The Minidoka Math Curriculum Project Design Team is just beginning. We will continue to meet to assess, monitor, and refine the curriculum. The following suggests possible ongoing work of the committee: ? Continue to research best practices and current learning theory in order to make recommendations for classroom learning environment. (e.g., pedagogy, technology, program choices, assessment practices, accommodations, etc.) ? Review results of various assessment measures and make decisions based on the results. ? Rewrite standards/benchmarks/learning objectives using input and feedback from teachers, administrators, and, perhaps most importantly, assessment data. ? Continue to design and refine district assessments that ask students to demonstrate their knowledge and skills as demanded by the standards. ? Continue to design rubrics and scoring guides that will be used to rate student responses measuring their progress toward the standard. ? Gather examples of student work (projects, performance-based assessments) as exemplars

Approved: 15 May 2000 Revised: April 2005

**The 2005-2010 District Math Curriculum Team
**

Nanette Eilers Sandra Stevens Linda Matthews Terri Cotten Sherry Montgomery Brittany Haueter Jolene Toland Joy Hansen Helen Wyant Sue Cooper Terri Bruns Susan Paul Barbara Sorensen Michele Snyder Mindi Yore Karyn Amen Rae Patton Cindy Danielson Jane Joosten Delbert Bennett Cliff Holbrook Bridget Ennen JoAnn Jensen Vern Sorensen Sandra Miller John Fennell Acequia Elementary Acequia Elementary Acequia Elementary Heyburn Elementary Heyburn Elementary Heyburn Elementary Heyburn Elementary Paul Elementary Paul Elementary Paul Elementary Rupert Elementary Rupert Elementary Rupert Elementary East Minico Middle School East Minico Middle School East Minico Middle School East Minico Middle School West Minico Middle School West Minico Middle School West Minico Middle School Minico High School Minico High School Minico High School M.C.O.C. West Minico Middle School District Office Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Principal Curriculum Director

Approved: 15 May 2000 Revised: April 2005

**Minidoka County School District #331 Minidoka Math Curriculum Project
**

Purpose and Goals

The Minidoka County Board of Education has taken an important step to raise expectations for all students in the Minidoka County School District by adopting new K-12 Standards for mathematics supported by a horizontally and vertically aligned curriculum framework. The curriculum framework is important because it sets reasonable, academically sound, developmentally appropriate targets and expectations for what teachers need to teach and students need to learn. Clear, concise academic standards will let parents and teachers know what is expected of students. Each student's performance and achievement can be measured against the standards. This requirement is the foundation for greater accountability on the part of teachers and students. The benchmarks and learning objectives in this document represent districtwide academic standards for what students should know and be able to do. It is our goal that all students will master these standards before moving to the next level. Assessment measures to monitor student progress include teacher observation, classroom tests, standardized tests, and district developed summative tests. Indeed, assessment is an integral part of our mathematics curriculum. It is not simply tacked on at the end of each lesson as a means of providing grades for the grade book. Rather, it is intended to inform the instructional process as well as provide a basis for holding students accountable. The mission of the Mathematics Framework is to provide a basis for accountability and support to enhance learning for all students in the Minidoka County School District #331. The District is committed to the following beliefs: ? All students can learn mathematics, given support and opportunity. ? All students can appreciate mathematics. ? Mathematics is an integral part of daily life. ? Learning mathematics requires active participation.

Approved: 15 May 2000 Revised: April 2005

? Instruction must address the needs of students with differing learning styles. ? While technology, such as calculators, will not replace mastering the basic skills, they can enhance learning when used as an instructional aide.

Approved: 15 May 2000 Revised: April 2005

**Minidoka County School District #331 Minidoka Math Curriculum Project
**

Framework Referents

Articulating and implementing a standards-based curriculum framework requires input from a several sources. The Iowa Test of Basic Skills (ITBS) certainly must be considered. Idaho has developed standards document that must be built into our framework. However, state documents often describe standards of levels of generality that do not provide sufficient clarity for classroom instruction and accountability. The National Council of Teachers of Mathematics standards document provides lengthy descriptions of what kids should know and be able to do; but, the length of complexity of the document make its’ use as a curriculum document inefficient and problematic. Another curriculum source and resource are studies that have attempted to synthesize the information in the national and state standards documents as well as the ITBS and other national standardized tests. The Mid-continent Research for Education and Learning (McREL) has compiled and synthesized the standards and benchmarks found in 85 national and state level documents into a compendium containing standards and benchmarks in thirteen major categories. The McREL database is meant as a resource for schools and districts. The Minidoka Math Curriculum Design Team based its standards and benchmarks on the Idaho State Standards, McREL, and the ITBS. We started with the standards articulated in the current curriculum document and compared and contrasted each one with the three referents using the Review of Standards Matrix on the following pages. We considered each of the current standards. Those that were explicitly mentioned in all three referents, we included; others we re-wrote or dropped completely. As a result, our standards and benchmarks align with the State and with the ITBS.

Approved: 15 May 2000 Revised: April 2005

**Review of Mathematics Standards Matrix State Standards:
**

I: II: III: IV: V: VI: VII: Basic arithmetic, estimation, and accurate computation Mathematical Reasoning and Problem Solving Concepts and Principles of Measurement Concepts and Language of Algebra Concepts and Principals of Geometry Data Analysis, Probability, and Statistics Functions and Mathematical Models

McREL has done the research and compiled an excellent database of standards and benchmarks for every subject. And, you can browse their website for free and pick which standards and essential skills are appropriate for the district. The address is www.mcrel.org. Go to the link titled · Content Knowledge: The McREL Standards

Database. You will find it along the right side of the web page. Check it out!

**McRel's Recommended Research-based Standards:
**

1. 2. 3. 4. 5. 6. 7. 8. 9. Uses a variety of strategies in the problem-solving process. Understands and applies basic and advanced properties of the concepts of numbers. Uses basic and advanced procedures while performing the processes of computation Understands and applies basic and advanced properties of the concepts of geometry. Understands and applies basic and advanced properties of the concepts of measurement. Understands and applies basic and advanced concepts of statistics and data analysis. Understands and applies basic and advanced concepts of probability. Understands and applies basic and advanced properties of algebra. Understands the general nature and uses of mathematics.

ITBS Concepts:

Approved: 15 May 2000 Revised: April 2005 Directions: Consider how our standards compare with the State’ and McREL's, and s with the ITBS. Please fill in the matrix as you see it using the code below. Number 6, the Geometry standard, is done as an example. E = explicitly mentioned and highly emphasized M = emphasized but combined with other standards or other language used R = referenced but with little emphasis NA = not applicable; not mentioned at all Note that the district standards were taken from our current curriculum guide with the addition of number 5, Inter-disciplinary Connections, and number 9, Measurement. These additions were suggested at a meeting of the high school mathematics department and are NOT intended to be mandates for the entire district. As a district, we would have to decide what standards, if any, would be added or eliminated. Our Standards Extracted from Curriculum Our Guide Number Sense and Computation Expressions, Representations, and Equations Problem Solving, Patterns, and Functions Communicate and Reason Mathematically Inter-disciplinary Connections Geometry and Spatial Sense Probability and Statistics Technology and Manipulatives (Is this a standard or instructional strategy?) Measurement State McREL ITBS

1 2 3 4 5 6 7 8 9

What conclusions did you come to? Which standards should we include, not include, or rewrite?

Approved: 15 May 2000 Revised: April 2005

DEFINITIONS OF TERMS

STANDARD: A standard is a general statement of information or skills that students should attain. Content Standards articulate what students should understand and be able to do within specific content areas, such as mathematics or science. Content standards are the same from Kindergarten to 12th grade and must be addressed in a developmentally appropriate way in every classroom, at every grade level. The following is an example of a K-12 standard for Measurement. Understands and applies basic and advanced properties of the concepts of measurement. BENCHMARK: A benchmark is a specific statement of information or skill that students should attain a developmentally appropriate level. A benchmark adds definition and detail to the general statement articulated at the standards level. The following are examples of leveled benchmarks that support the Measurement Standard. Level 3 (Grades K-3) ? Tell time using both digital and analog clocks. Level 6 (Grades 4-5) ? Apply the basic concepts of measurement and the relationships, perimeter, area, length, volume, capacity, weight/mass, angle, and circumference. Level 8 (Grades 6-8) ? Analyzes and uses proportions, ratios, and scaling. Level 12 (Grades 9-12) ? Makes conversions within and between measurement systems. Learning Objective: A learning objective is still more specific. It is the "essential learning" that goes on in the classroom every day to support the benchmark. Learning objectives are what we assess. They articulate the learning that underpins student mastery of proportions, ratios, and scaling. The Format of the Document: Level . Standard # Level: (K-3, 4-5, 6-8, or 9-12) Standard # (The Strand) The standard articulated in terms of the types of what student should know and be able to do. (Understands and applies basic and advanced . . .) Benchmarks (Grades x - y): Level. Standard #. . Benchmark #: (Articulate benchmark) (Example: 12.1.1 12.1.2 12.1.3 . . .)

Approved: 15 May 2000 Revised: April 2005

Minidoka County School District #331 Minidoka Math Curriculum Project

**The K-12 Mathematics Standards
**

1) Number Sense: Understands and applies basic and advanced properties of number systems and number theory. Patterns, Functions, and Concepts of Algebra: Understands and applies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra. Problem Solving and Mathematical Reasoning: Uses a variety of strategies in the problem solving process and reasons mathematically. Computation: Understands and applies basic and advanced procedures while performing the process of computation and estimation. Geometry and Spatial Sense: Understands and applies basic and advanced properties of the concepts of geometry and spatial sense. Probability and Statistics: Understands and applies basic and advanced properties of the concepts of probability and statistics. Measurement: Understands and applies basic and advanced properties of the concepts of measurement.

2)

3)

4)

5)

6)

7)

**Approved: 15 May 2000 Revised: April 2005
**

3.1 Level: K-3 Standard # 1

Number Sense

Understands and applies basic and advanced properties of number systems and the number theory. Benchmarks (Grades K-3): 3.1.1 Understands that numbers are symbols used to represent quantities or attributes of real-world objects. 3.1.2 Counts whole numbers. 3.1.3 Understands basic whole number relationships. 3.1.4 Understands and discusses the concept of comparing, ordering, and sequencing whole numbers. 3.1.5 Identifies physical representations of commonly used fractions. 3.1.6 Demonstrates place value using whole numbers.

Learning Objectives ?

Kindergarten 1.a Essential Understands physical (3 cubes), verbal (“three” spoken) and symbolic (the number “3” written) are representations of whole numbers 2.a Essential Counts 1-100 2.b Expected Counts backward from 10 2.c Essential Counts objects using one to one correspondence (1to 20) 3.a N/A 4.a Essential Writes numbers in sequential order (0-10) 5.a Expected Understands the relationship between whole and halves

?

? ? ? ? ? ?

? ? ? ? ? ?

Grade 1 1.a Essential Understands physical, verbal and symbolic representations of whole numbers 0-100 2.a Essential Counts forward from random number 0-100 2.b Essential Recognizes and writes numerals 0-100 2.c Extended Estimates and verifies the number of a set of approximately 25 objects 2.d Essential Composes and decomposes numbers to 9 2.e Essential Counts to 100 by 1’ 5’ and 10’ s, s, s starting at 1 2.f Essential Counts backwards from 20

?

? ? ? ? ?

Grade 2 1.a Essential Understands physical, verbal and symbolic representations of whole numbers 0-1000 2.a Essential Counts on from any given number, 01000 2.b Essential Counts by 2’ s from 2 to 100 2.c Essential Counts by 5’ s from any multiple of 5 to 100 2.d Essential Counts by 10’ from any given s number to 100 3.a Essential Identifies the value of digits in the 1’ s, 10’ and 100’ place s, s

?

? ? ? ? ?

Grade 3 1.a Expected Understands physical, verbal and symbolic representations of whole numbers 0-10,000 2.a Essential Reads, writes and counts on from any given number 0-10,000 2.b Essential Counts on by 2’ from any odd or even s number to 100 3.a Essential Identifies the value of digits up to 10,000 4.a Expected Adds and subtracts days, weeks, or months 4.b Essential Determines ordinal positions first through thirtieth

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**Approved: 15 May 2000 Revised: April 2005
**

Kindergarten ? 6 N/A Grade 1 3.a Essential Identifies the value of digits in the ones and tens place, including zero 4.a Essential Interprets information shown on a calendar 4.b Expected Identifies ordinal numbers first to tenth 5.a Essential Recognizes 1/2 when using manipulatives in relationship to a whole 5.b Expected Recognizes 1/4 when using manipulatives in relationship to a whole 6.a Essential Uses appropriate mathematical language when giving written or oral explanations Grade 2 4.a Essential Interprets information shown on a calendar 4.b Expected Determines ordinal position first through twentieth 4.c Expected Predicts the next five numbers given any number to 994 forward and backward 4.d Essential Understands the difference between odd and even numbers 5.a Essential Shows 1/2, 1/3,and 1/4 with manipulatives, as parts of a whole 5.b Expected Writes the fractions 1/2, 1/3, and 1/4 as part of a whole 6.a Essential Uses appropriate mathematical language when giving written or oral explanations Grade 3 ? 5.a Essential Identifies and writes 1/8, 1/4, 1/3, and 1/2 as part of a whole ? 6.a Essential Uses appropriate mathematical language when giving written or oral explanations

?

? ? ?

? ? ?

? ?

?

?

? ?

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**Approved: 15 May 2000 Revised: April 2005
**

3.2 Level: K-3 Standard # 2

Patterns, Functions, and Concepts of Algebra

Understands and applies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra. Benchmarks (Grades K-3): 3.2.1 Discovers and describes patterns by using manipulatives, numbers, and graphic representation. 3.2.2 Recognizes and extends a variety of patterns and explains the pattern using mathematical vocabulary. 3.2.3 Demonstrates the concepts of equality and inequality. 3.2.4 Solves for the unknown in simple open sentences using the basic four operations. 3.2.5 Explains the use of an unknown in an open sentence that expresses relationships among whole numbers.

Learning Objectives

Kindergarten Grade 1

**? 1.a Expected Sorts and ? ? ? ?
**

classifies objects by one common attribute 2.a. Essential Identifies and extends simple repeating patterns (colors, shapes) 3.a N/A 4.a N/A 5.a N/A

? 1.a Essential Demonstrates

patterns with two attributes with shapes, colors, and sizes 2.a Essential Extends patterns using concrete materials 3.a Essential Understands the use of +, ? , and = signs 4.a Expected Adds or subtracts problems up to sums of 18 using 1-digit numbers, solving for the unknown (e.g. 2 + __ = 5) 5.a N/A

? ? ?

?

Grade 2 Identifies the pattern when: ? 1.a N/A ? 1.b N/A ? 1.c N/A ? 1.d N/A ? 2.a Essential Identifies, extends, and creates patterns ? 3.a Expected Compares numbers using <, >, and = signs ? 3.b Expected Writes equations using the commutative property of addition (e.g. a + b = b + a) ? 4.a Essential Solves for the unknown by adding or subtracting a 1 or 2 digit number (e.g. 7 + __ = 17)

Grade 3

? 1.a Essential Determines ? ? ?

and explains the rule of a pattern 2.a Essential Understands a variety of methods used to express and extend patterns 3.a Essential Compares numbers using <, >, and = signs 3.b Expected Identifies, extends, and creates number patterns (e.g. odd and even numbers, multiples) 3.c Expected Writes equations using the commutative property of addition and multiplication (e.g. a + b = b + a and a x b = b x a)

?

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**

Kindergarten Grade 1 Grade 2 Grade 3

? 5.a Extended Explains, by

writing or verbally, the use of the unknown (e.g. 7 + __ = 17) with correct vocabulary

**? 4.a Expected Solves for the
**

unknown by adding or subtracting a 2 digit number (e.g. 11 + __ = 23) ? 5.a Expected Explains, by writing or verbally, the use of the unknown (e.g. 11 + __ = 23) with correct vocabulary

14

**Approved: 15 May 2000 Revised: April 2005
**

3.3 Level: K-3 Standard # 3

Problem Solving and Mathematical Reasoning

Uses a variety of strategies in the problem-solving process, and reasons mathematically. Benchmarks (Grades K-3): 3.3.1 Selects appropriate strategies to solve problems. 3.3.2 Explains to others the strategy used in solving a variety of problems. 3.3.3 Solves problems by selecting and using the appropriate operation. 3.3.4 Uses a variety of methods to demonstrate mathematical reasoning. 3.3.5 Uses and understands appropriate labels and vocabulary.

Learning Objectives

Kindergarten Grade 1 Grade 2 Grade 3

**? 1.a Essential Acts out ? ? ? ?
**

appropriate strategies to solve problem 2.a N/A 3.a N/A 4.a N/A 5.a Expected Uses appropriate mathematical language (e.g., more, some, less, altogether, etc.)

? 1.a Essential Draws a ? ? ?

picture for simple story problems 1.b Essential Looks for patterns to solve problems 2.a Expected Explains to others how the problem was solved 3.a Essential Determines whether addition or subtraction is appropriate for solving a problem 4.a Essential Uses whole number models (e.g., Pattern blocks, tiles, or other manipulative materials) to represent problems

? 1.a Expected Develops

strategies to solve problems by making models, sketches, acting out, looking for patterns, guessing and/or checking, estimating, etc. ? 2.a Essential Explains to others how the problem was solved ? 3.a Essential Determines whether addition or subtraction is appropriate for solving a problem

? 1.a Essential Develops

strategies to solve problems such as making models and sketches, acting out, looking for patterns, guess and check, estimate, etc. ? 2.a Expected Gives a written and oral explanation of how the problem was solved ? 3.a Essential Determines whether addition, subtraction, multiplication, or division is appropriate for solving a problem

?

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Kindergarten Grade 1 Grade 2 of methods (e.g., words, numbers, symbols, charts, graphs, tables, diagrams, models) to demonstrate mathematical reasoning ? 5.a Essential Uses appropriate mathematical language (e.g., sum, difference, how many more, etc) Grade 3 of methods (e.g., words, numbers, symbols, charts, graphs, tables, diagrams models) to demonstrate mathematical reasoning ? 5.a Essential Uses appropriate mathematical language (e.g., sum, difference, addends, multiply, divide, product, etc.)

? 5.a Essential Uses

appropriate mathematical language (e.g., add, plus, subtract, minus, take away, greater, less, etc.)

? 4.a Extended Uses a variety ? 4.a Expected Uses a variety

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**

3.4 Level: K-3 Standard # 4

Computation

Understands and applies basic and advanced procedures while performing the processes of computation and estimation. Benchmarks (Grades K-3): 3.4.1 Adds, subtracts, multiplies, and divides whole numbers. 3.4.2 Demonstrates understanding of and automatic recall of basic facts. 3.4.3 Evaluates the reasonableness of results of number operations. 3.4.4 Demonstrates and explains how the four arithmetic operations are related to one another. 3.4.5 Estimates, approximates, rounds off, and/or uses exact numbers as appropriate and necessary in calculations.

Learning Objectives

Kindergarten Grade 1 Grade 2 Grade 3

? 1.a Essential

Demonstrates understanding of addition and subtraction by acting out stories ? 2.a N/A ? 3.a N/A ? 4.a N/A

**? 1.a Essential Adds and ? ?
**

subtracts problems to 18 1.b Extended Solves for the unknown 2.a Expected Answers 30 addition problems (0-10) in 2 minutes with 80% accuracy 2.b Expected Answers 30 subtraction problems (0-10) in 2 minutes with 80% accuracy 3.a Expected Using addition and subtraction symbols, creates a fact family using 3 numbers (e.g., 2+3=5, 3+2=5, 5-3=2, 5-2=3) with sums less than 20 4.a N/A

**? 1.a Expected Adds with
**

multiple one-digit addends and recognizes strategies for finding the sum (e.g. adds 6 + 5 + 4 by looking for a combination that equals ten (6 + 4) and then adding 5) 1.b Essential Adds and subtracts 2-digit numbers without regrouping 1.c Expected Adds 2-digit numbers with regrouping 1.d Expected Subtracts 2-digit numbers with regrouping 2.a Essential Answers 30 addition problems (0-10) in 2 minutes with 100% accuracy

**? 1.a Essential Adds with
**

multiple one-digit addends and recognizes strategies for finding the sum (e.g., add 6 + 5 + 4 by looking for a combination that equals ten (6 + 4) and then adding 5) 1.b Essential Adds a 2- or 3digit number with up to 2 regroupings 1.c Essential Subtracts 2-digit numbers with 1 regrouping 1.d Essential Subtracts 3-digit numbers with up to 2 regroupings (subtraction is not across a zero) 2.a Essential Answers 30

? ? ? ?

? ? ?

?

?

?

?

addition problems (0-18) in 2 minutes with 100% accuracy 17

**Approved: 15 May 2000 Revised: April 2005
**

Kindergarten Grade 1 Grade 2 Grade 3

? 2.b Essential Answers 30

subtraction problems (0-10) in 2 minutes with 100% accuracy 2.c Expected Answers 30 addition problems (10-18) in 2 minutes with 80% accuracy 2.d Expected Answers 30 subtraction problems (0-18) in 2 minutes with 80% accuracy 3.a Essential Using addition and subtraction symbols, creates a fact family using 3 numbers (e.g., 2+3=5, 3+2=5, 5-3=2, 5-2=3) 4.a Extended Estimates the number of objects in a given set

? 2.b Essential Answers 30 ? ? ?

subtraction problems (0-18) in 2 minutes with 100% accuracy 2.c EssentiaMultiplication facts 0-5 2.d Expected Introduces factors and dividends 6-12 2.e Expected Answers 30 problems in 2 minutes with 100% accuracy for factors and dividends 0-5 3.a Essential Using addition and subtraction symbols, creates a fact family using 3 numbers 3.b Expected Using multiplication and division symbols, creates a fact family using 1 digit multipliers and divisors (e.g., 2x6=12, 6x2=12, 12-6=2, 12-2=6) 4.a Expected Understands the concept of rounding as an estimation tool for computation (e.g., whole numbers to the nearest 10 and 100, and money amounts to the nearest dollar)

?

?

?

? ?

?

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**Approved: 15 May 2000 Revised: April 2005
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3.5 Level: K-3 Standard # 5

Geometry and Spatial Sense

Understands and applies basic and advanced properties of the concepts of geometry and spatial sense. Benchmarks (Grades K-3): 3.5.1 Identifies and compares the basic properties of two -dimensional shapes. 3.5.2 Identifies three-dimensional shapes and their basic properties. 3.5.3 Recognizes the relationships between and among shapes and patterns. 3.5.4 Determines the perimeter for various shapes. 3.5.5 Understands the common language of spatial sense.

Learning Objectives

Kindergarten Grade 1 Grade 2 Grade 3

**? 1.a Essential Identifies the
**

following shapes: circle, square, rectangle, rhombus, oval, triangle 2.a N/A 3.a N/A 4.a N/A 5.a Expected Understands “directional” words (e.g., inside, outside, between, over, under, etc.)

? 1.a Essential Identifies the

? ? ? ?

? ? ? ? ?

? 1.a Essential Identifies the properties (e.g., sides, properties (e.g., sides, corners, angles) of a square, corners, angles) of a square, rectangle, rhombus, rectangle, rhombus, triangle, circle and oval triangle, circle and oval 2.a Expected Identifies a ? 2.a Essential Identifies a sphere, cone, cube, and sphere, cone, cube, cylinder cylinder, rectangular prism, and pyramid 2.b Expected Associates shapes with real world ? 3.a Essential Understands objects. congruent shapes and the concept of a line of 3.a N/A symmetry 4.a N/A ? 4.a Expected Using non5.a Essential Understands standard and standard units “directional” words (e.g., of measure, finds the inside, outside, between, perimeter of various shapes over, under, left, right, etc.) ? 5.a Essential Understands directional words

? 1.a Expected Understands

the relationships between a two-dimensional figure and a three-dimensional solid (e.g., the faces of a cube are squares) ? 2.a Essential Identifies a sphere, cone, cube, cylinder, rectangular prism, and pyramid ? 3.a Expected Understands congruent shapes and the concept of a line of symmetry ? 4.a Expected Using standard units of measure, find the perimeter of various shapes

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Kindergarten Grade 1 Grade 2 Grade 3

? 5.a Essential Understands

directional words

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3.6 Level: K-3 Standard # 6

Probability and Statistics

Understands and applies basic and advanced properties of the conc epts of probability and statistics. Benchmarks (Grades K-3): 3.6.1 Understands and displays data in simple tables, bar graphs, and pictographs. 3.6.2 Interprets data from information found in tables, graphs, and charts. 3.6.3. Understands and explains that some events are more likely to happen than others.

Learning Objectives

Kindergarten Grade 1 Grade 2 Grade 3

? 1.a Essential Displays

information using real object graphs (e.g., 2column graph or pictorial graphs) ? 2.a N/A ? 3.a N/A

**? 1.a Essential Displays data
**

in simple pictograph

? 1.a Essential Displays

information in pictographs, tallies, tables, and bar graphs ? 2.a Expected Uses and interprets data displayed in a variety of simple formats about real-world problems ? 2.b Extended Interprets and completes displays of data using multiple depictions (e.g., ? =5) ? 3.a Extended Predicts, performs, and records the results of simple probability experiments

? 1.a Essential Displays

information by creating charts, pictographs, tables, diagrams, and bar graphs to solve problems ? 2.a Essential Makes simple inferences from data presented in diagrams, graphs, charts, and tables. ? 2.b Expected Interpret and complete displays of data using multiple depictions (e.g., ? =5) ? 3.a Expected Understands that different combinations and arrangements of possible outcomes exist for a specific situation (e.g., dice throw, coin toss)

**? 2.a Essential Reads simple
**

bar graphs and pictographs ? 3.a N/A

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3.7 Level: K-3 Standard # 7

Measurement

Understands and applies basic a nd advanced properties of the concepts of measurement. Benchmarks (Grades K-3): 3.7.1 Tells time using both digital and analog clocks. 3.7.2 Determines, by counting, the value of a collection of bills and coins. 3.7.3 Estimates weights, length, capacity, temperature, etc. and explains the estimation strategy. 3.7.4 Accurately measures using standard and non-standard units, and explains the results using appropriate terminology in solving real-world problems.

Learning Objectives

Kindergarten Grade 1 Grade 2 Grade 3

? 1.a N/A ? 2.a Essential Recognizes

the value of a penny ? 2.b Essential Counts 10 pennies ? 3.a Expected Begins to compare objects using attributes of measure (e.g., length, height, weight, temperature) ? 4.a Expected Communicates results using appropriate terminology and methods

? 1.a Essential Tells time to the hour and half-hour the hour and half-hour using analog and digital using an analog and digital clocks clock ? 2.a Essential Identifies ? 1.b Essential Uses coins and cent values for appropriate language (e.g., pennies, nickels, dimes and 30 minutes past the hour) quarters ? 2.a Expected Counts like ? 2.b Essential Writes the coins with values up to and value of these coins (penny, including $1.00 (e.g., nickel, dime) using the cent pennies, dimes, nickels, sign quarters, and half-dollars) ? 3.a Expected Compares and ? 2.b Expected Counts and measures length using writes an amount of money standard and non-standard up to and including 99c, units of measurement using the cent sign

? 1.a Essential Tells time to

**? 1.a Essential Tells time to
**

the nearest five minutes and quarter-hour using analog and digital clocks ? 1.b Expected Uses appropriate language (e.g., half past or quarter past the hour) ? 2.a Essential Counts an amount of money up to and including $5.00 using bills and coins ? 2.b Essential Writes an amount of money up to and including $5.00 using the $ sign and decimal point

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**Approved: 15 May 2000 Revised: April 2005
**

Kindergarten Grade 1 Grade 2 Grade 3

? 4.a Essential

Communicates results using appropriate terminology and methods

**? 3.a Essential Estimates and
**

measures length to the nearest inch and is able to read temperature using U. S. standard units in Fahrenheit to the nearest two degrees ? 3.b Extended Communicates results using appropriate terminology and methods ? 4.a Extended Measures the perimeter of a twodimensional figure using U.S. standard measurement ? 4.b Extended Communicates results using appropriate terminology and methods

? 3.a Expected Measures

standard length, liquid volume, weight, mass and temperature using U.S. standard units ? 3.b Expected Communicates results using appropriate terminology and methods ? 4.a Essential Understands how to measure perimeter ? 4.b Essential Communicates results using appropriate terminology and methods

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**Approved: 15 May 2000 Revised: April 2005 5.1
**

Level: 4-5 Standard # 1

Number Sense

Understands and applies basic and advanced properties of number systems and the number theory. Benchmarks (Grades 4-5): 5.1.1 Translates the numbers among fractions, decimals, mixed numbers, and whole numbers. 5.1.2 Applies basic meaning of place value using whole numbers and decimals. 5.1.3 Explains and applies the concepts of comparing and ordering. 5.1.4 Identifies basic number theory concepts, multiples, factors, prime and composite numbers. 5.1.5 Applies basic characteristics of ratio and percent. 5.1.6 Communicates in verbal and written work on the reasonableness of answers.

Learning Objectives

Grade 4 Grade 5

**? 1.a Essential Identifies fractions as part of a set and writes
**

equivalent fractions

**? 1.a Expected Changes improper fractions to mixed number, ? ? ? ? ? ? ? ? ? ?
**

and mixed numbers to improper fractions 1.b Essential Introduces factors 1.c Essential Reduces fractions to lowest terms 1.d Expected Introduces GCF, LCM 2.a Essential Knows number place values from millions through thousandths 2.b Essential Estimates and rounds through 100,000 2.c Essential Rounds decimals to the nearest whole number 2.d Expected Rounds decimals to the nearest tenths and hundredths 2.e Expected Knows number place values from billions through thousandths 3.a Essential Applies <, >, and = signs in various whole number equations 3.b Expected Orders and compares whole numbers, decimals, and fractions

**? 1.b Essential Recognizes mixed numbers ? 2.a Essential Knows whole number place values through ? ? ? ? ? ? ? ? ?
**

100,000 2.b Essential Estimates and rounds through the thousands 2.c Essential Introduces place values through hundredths 3.a Expected Applies <, >, and = signs 3.b Essential Compares and orders numbers and decimals from greatest to least, least to greatest 4.a Extended Introduces the concept of prime numbers 4.b Extended Introduces composite numbers 5 N/A 6.a Essential Uses appropriate mathematical language when giving written or oral explanations 6.b Essential Estimates and uses exact numbers as appropriate and necessary in calculations

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Grade 4 to 25 Grade 5

? 4.a Essential Understands prime and composite numbers up ? 4.b Essential Finds the first 5 multiples of a given number ? 4.c Extended Introduces divisibility rules ? 4.d Extended Finds the factors of a given number and uses

prime factorization ? 5.a Expected Introduces ratios and percents ? 6.a Essential Uses appropriate mathematical language when giving written or oral explanations ? 6.b Essential Evaluates reasonableness of answers

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**Approved: 15 May 2000 Revised: April 2005
**

5.2 Level: 4-5 Standard # 2

Patterns, Functions and Concepts of Algebra

Understands and applies basic and advanced properties of patterns, functions, and concepts of Algebra. Benchmarks (Grades 4-5): 5.2.1 Understands the basic concepts of a variable. 5.2.2 Recognizes a wide varitety of patterns and explains the rules that apply. 5.2.3 Recognizes and solves equations and inequalities having a varible as a letter or a symbol that stands for one or more numbers.

Learning Objectives

Grade 4 that stands for an unknown number ? 2.a Essential Recognizes patterns: linear, simple, growing, geometrical, and numerical ? 3.a Essential Solves for a missing number (e.g., missing addend) ? 3.b Essential Applies >, <, and = to decimals Grade 5 for a specific unknown ? 2.a Expected Reviews patterns: linear, simple, growing, geometrical, and numerical ? 3.a Expected Solves for unknown variables in simple equations, (e.g. 14 + n = 19) ? 3.b Essential Applies >, <, and = to whole numbers and decimals

? 1.a Expected Understands that a variable is a letter or symbol ? 1.a Essential Knows that a variable can be used as a symbol

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**Approved: 15 May 2000 Revised: April 2005
**

5.3 Level: 4-5 Standard # 3

Problem Solving and Mathematical Reasoning

Uses a variety of strategies in the problem-solving process, and reasons mathematically. Benchmarks (Grades 4-5): 5.3.1 Selects strategies appropriate for solving problem situations. 5.3.2 Demonstrates the use of basic language and vocabulary in problem situations. 5.3.3 Expresses problem situations in a variety of representations. 5.3.4 Differentiates between pertinent, irrelevant, and missing information. 5.3.5 Applies technology where appropriate during problem solving (calculator, computer, etc.).

Learning Objectives

Grade 4 Grade 5

**? 1.a Essential Uses graphs, tables, and charts to solve ? ? ? ?
**

mathematical problems 2.a Essential Understands and applies basic mathematical language (? , +, ? , ? ) when solving problems 3.a Essential Uses a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning 4.a Essential Differentiates between relevant, irrelevant, or missing information in a story problem 5.a Expected Uses appropriate technology where needed (calculator, computer, etc.)

**? 1.a Expected Uses graphs, tables, and charts to solve ? ? ? ?
**

mathematical problems 2.a Essential Understands and applies basic mathematical language (? , +, ? , ? ) when solving problems 3.a Essential Uses a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning 4.a Essential Differentiates between relevant, irrelevant, or missing information in a story problem 5.a Expected Uses appropriate technology where needed (calculator, computer, etc.)

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**Approved: 15 May 2000 Revised: April 2005
**

5.4 Level: 4-5 Standard # 4

Computation

Understands and applies basic and advanced procedures while performing the processes of computation and estimation. Benchmarks (Grades 4-5): 5.4.1 Knows and uses vocabulary of computational language. 5.4.2 Adds, subtracts, divides, and multiplies – whole numbers, mixed numbers, fractions, decimals, and integers. 5.4.3 Uses basic estimation techniques. 5.4.4 Identifies place value when given whole numbers or decimals. 5.4.5 Solves real world problems by identifying and using computational language (e.g., finds the difference or the sum). 5.4.6 Applies the concepts of renaming, comparing, and ordering, in relation to fractions and mixed numbers

Learning Objectives

Grade 4 Grade 5

**? 1.a Essential Knows and applies appropriate computational ? ? ? ? ? ? ? ? ? ?
**

terminology 2.a Essential Computes addition and subtraction problems up to 4 digits, including up to 3 regroupings and zeroes 2.b Expected Knows basic multiplication and division facts through 12 2.c Essential Multiplies 2-digit by 1-digit multipliers; introduces 2-digit by 2-digit multipliers 2.d Essential Divides whole numbers by a 1-digit divisor and multiples dividends with or without remainders 2.e Essential Adds and subtracts fractions with like denominators 2.f Essential Adds and subtracts decimals, including money 3.a Essential Rounds numbers through one thousand 3.b Expected Writes numbers in standard, word, and expanded forms 4.a N/A 5.a N/A

**? 1.a Essential Knows and applies appropriate computational ? ? ? ? ? ? ? ?
**

terminology 2.a Essential Computes addition and subtraction problems up to 5 digits, including up to 4 regroupings and zeroes 2.b Essential Knows basic multiplication and division facts through 10 2.c Expected Multiplies 2- and 3-digit multipliers, including decimals 2.d Expected Divides whole numbers by 2-digit divisors and multiple-digit dividends with or without zeroes in the quotient 2.e Expected Adds, subtracts, multiplies, and divides mixed numbers, fractions, and decimals, including money 2.f Extended Knows multiplication and division facts through 12 3.a Essential Rounds numbers through 100,000 3.b Expected Writes numbers in standard, word, and expanded forms

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 4 Grade 5

**? 6.a Essential Compares and orders simple fractions ? 6.b Essential Adds, subtracts, and multiplies mixed numbers
**

with like denominators

**? 4.a Essential Identifies place values from millions through
**

thousandths

**? 5.a Essential Applies appropriate computation techniques
**

when given a word problem. ? 6.a Expected Compares and orders fractions with unlike denominators ? 6.b Expected Orders and compares mixed numbers

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**Approved: 15 May 2000 Revised: April 2005
**

5.5 Level: 4-5 Standard # 5

Geometry and Spatial Sense

Understands and applies basic and advanced properties of the concepts of geometry and spatial s ense. Benchmarks (Grades 4-5): 5.5.1 Describes and names a variety of 2-Dimentional and 3-Dimentional geometrical shapes. 5.5.2 Identifies the properties of geometrical figures. 5.5.3 Identifies the relationships between lines and angles. 5.5.4 Uses transformation to understand geometric relationships (flips, slides, turns). 5.5.5 Calculates perimeter, volume, circumference, and area of various figures. 5.5.6 Compares shapes for congruency, similarities, and symmetry. 5.5.7 Constructs a given geometrical figure using a protractor, compass, ruler, etc.

Learning Objectives

Grade 4 Grade 5

**? 1.a Essential Introduces a variety of 2-D (e.g. hexagon, ? ? ? ? ? ? ?
**

trapezoid, octagon, etc.) and 3-D (e.g., cube, sphere, cone, etc.) geometric shapes 2.a Expected Identifies the basic 3-D shapes 3.a Essential Introduces parallel, perpendicular, and intersecting lines; lines, points, and segments 3.b Essential Introduces acute, obtuse, and right angles 4 N/A 5.a Essential Calculates perimeter and area of rectangles 6.a Expected Determines congruency, similarity, and symmetry of figures 7.a Expected Constructs plane figures using a ruler

**? 1.a Essential Reviews a variety of 2-D (e.g. rectangle, circle) ? ? ? ? ? ? ? ?
**

and 3-D (e.g., cube, sphere, cone) geometric shapes 2.a Expected Understands the terminology of 3-D figures (e.g. face, vertex, angle) 3.a Expected Identifies parallel, perpendicular, and intersecting lines; lines, points, and segments 3.b Extended Measures acute, obtuse, right, and straight angles 4.a Extended Introduces flips, slides, and turns 5.a Expected Calculates perimeter, area, and volume of geometric figures 5.b Extended Calculates radius and diameter of a circle 6.a Extended Determines congruency, similarity, and symmetry of figures 7.a Extended Constructs plane figures using rulers and protractors

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**Approved: 15 May 2000 Revised: April 2005
**

5.6 Level: 4-5 Standard # 6

Probability and Statistics

Understands and applies basic and advanced properties of the concepts of probability and statistics. Benchmarks (Grades 4-5): 5.6.1 Reads and interprets tables, graphs, and charts. 5.6.2 Collects, organizes, and displays data in charts, graphs, and tables. 5.6.3 Compares and contrasts simple statistical measurements including mean, median, mode, range, and standard deviation, and applies to real life situations. 5.6.4 Analyses basic concepts of probability, and infers results (i.e: chance, likelihood, and randomnous). 5.6.5 Makes predictions or decisions based on data.

Learning Objectives

Grade 4 Grade 5

**? 1.a Essential Makes simple inferences from tables, graphs, ? ? ? ?
**

and charts 2.a Essential Collects, orders, and displays data in tables, charts, and graphs in order to answer or test a hypothesis 3 N/A 4 N/A 5 N/A

**? 1.a Expected Make inferences from tables, graphs, and
**

charts

**? 2.a. Essential Collects, orders, and displays data in tables,
**

charts, and graphs in order to answer or test a hypothesis ? 3.a Expected Determines mean, median, mode, and range for a set of data, and applies information to real life situations ? 4.a Extended Determines the experimental probability of a given simple event ? 5.a Extended Makes predictions based on experiments using data

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**Approved: 15 May 2000 Revised: April 2005
**

5.7 Level: 4-5 Standard # 7

Measurement

Understands and applies basic and advanced properties of the concepts of measurement. Benchmarks (Grades 4-5): 5.7.1 Applies the basic concepts of measurement, and the relationships, perimeter, area, length, volume, capacity, weight/mass, angle, and circumference to various objects. 5.7.2 Understands and identifies units of time. 5.7.3 Applies and relates units of measurement to solve real-world problems in written and verbal form. 5.7.4 Computes and shows the value of a collection of bills and coins, and makes change. 5.7.5 Chooses the logical measurement tool, and expresses the results in the appropriate unit. 5.7.6 Estimates and measures in standard and metric units using appropriate strategies.

Learning Objectives

Grade 4 Grade 5

**? 1 N/A ? 2.a Expected Tells time from analog and digital clock, and ? ? ? ? ? ? ? ?
**

identifies how many minutes “past” and “to” an hour 2.b Essential Computes elapsed time and ending time 2.c Essential Solves story problems involving time 3.a Essential Solves real world problems using units of measurement 4.a Essential Knows monetary values up to $50 5.a Essential Selects and uses appropriate tools and units (e.g., ruler to measure inches) 6.a Essential Measures using inches, feet, and yards; estimates the measurements of objects 6.b Essential Converts standard measurement (e.g. inches to feet) 6.c Expected Uses liquid measurements

**? 1.a Expected Understands and solves for perimeter, area, and ? ? ? ? ? ? ? ?
**

volume 2.a Essential Reviews how many minutes “past” and “to” an hour 2.b Expected Figures elapsed time problems using units of time, and renames time (e.g., seconds to minutes; minutes to hours; hours to days) 2.c Expected Solves story problems involving time 3.a Essential Solves real world problems using units of measurement 4.a Essential Knows monetary values up to $100 5.a Essential Selects and uses appropriate tools and units (e.g., ruler to measure inches) 6.a Expected Measures using standard and metric units 6.b Extended Converts standard/metric measurements, including volume and weight

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 4 Grade 5

**? 6.c Expected Uses and converts liquid measurements (e.g.,
**

cups to pints, milliliters to liters)

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**Approved: 15 May 2000 Revised: April 2005 8.1
**

Level: 6-8 Standard # 1

Number Sense

Understands and applies basic and advanced properties of number systems and the number theory. Benchmarks (Grades 6-8): 8.1.1 Explores relationships of multiples, factors, prime and composite numbers. 8.1.2 Demonstrates relationships among the concepts of ratios, proportions and percents. 8.1.3 Differentiates among place values. 8.1.4 Explains the relationships among equivalent number representations (e.g., whole numbers, integers, fractions, decimals, scientific notation, exponentials) and the advantages of each. 8.1.5 Applies the properties (e.g., absolute value) of the real number system and its subsystems (e.g., natural numbers, integers, rational numbers, scientific notation). 8.1.6 Compares and contrasts elements of real number systems. 8.1.7 Properly uses the properties and basic theorems of roots (perfect squares) and exponents. 8.1.8 Uses number theory concepts (e.g., divisibility, remainders, factors, multiples, and prime) appropriately. 8.1.9 Demonstrates relationships of order between numbers.

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Knows prime and ? ? ? ? ? ?
**

composite numbers up to 50 1.b Essential Finds the first 7 multiples of any given number 1.c Expected Uses divisibility rules 1.d Essential Finds the factors of a given number 1.e Expected Finds the prime factorization of a given number 2.a Expected Explores and applies the use of ratios and percents 3.a Essential Knows number place values from billions through ten thousandths

**? 1.a Essential Identifies prime and ? ? ? ? ?
**

composite numbers 1.b Essential Applies the concepts of GCF and LCM 1.c Essential Writes the prime factorization of a given number 1.d Essential Finds the greatest common factor of three numbers 1.e Expected Finds the least common multiple of three numbers 2.a Expected Defines ratio, proportion, and percent

**? 1.a Essential Distinguishes between ? ? ? ?
**

prime and composite numbers 1.b Essential Finds the prime factorization of a number 1.c Essential Determines GCF and LCM using prime factorization 2.a Essential Uses fractions, ratios, proportions, decimals, and percents to solve problems 3 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 3.b Essential Knows number place ? ? ?
**

values from billions through ten thousandths 3.c Essential Reviews rounding decimals to the nearest whole number 3.d Expected Rounds decimals through thousandths 4.a Expected Changes fractions and mixed numbers to decimals, and decimals to fractions and mixed numbers 4.b Expected Expresses fractions as percents, and percents as decimals 4.c Essential Writes basic fractions as decimals 5 N/A 6.a Essential Uses appropriate mathematical language when giving written or oral explanations 6.b Essential Evaluates reasonableness of answers 7 N/A 8 N/A 9.a Essential Uses <, >, and = signs with decimals and whole numbers 9.b Essential Orders and compares whole numbers and decimals 9.c Expected Uses <, >, and = signs with fractions

**? 2.b Expected Shows a connection ? ? ? ? ? ? ?
**

between ratio and proportion, proportion and percent 3.a Essential Identifies place value from the millions to the thousandths 3.b Essential Reads and writes standard and decimal numbers using long and short word forms 3.c Essential Expresses a ratio as a fraction 3.d Essential Expresses a ratio as a rate in lowest terms 3.e Essential Writes a ratio in percent notation 4.a Expected Orders operations (parenthesis, addition and subtraction) from left to right) 4.b Expected Knows the advantages or disadvantages of using different number systems (whole numbers, decimals, fractions, and integers) 4.c Expected Knows when to simplify numbers employing scientific notation or exponential notation 4.d Extended Writes equivalent decimals 4.e Essential Rounds decimals 4.f Extended Writes a decimal in expanded form

**? 4.a Essential Writes whole numbers in
**

exponential form, and translates exponential form to standard/decimal notation 4.b Expected Writes whole numbers in scientific notation, and translates scientific notation to standard/decimal notation 4.c Essential Knows the order of operations 5.a Essential Learns the concepts of integers and absolute value 6.a Essential Identifies and compares rational numbers (< or >) 7.a Essential Evaluates numeric and algebraic expressions containing exponents 8.a Essential Uses divisibility rules to determine if a number is a factor of another number 8.b Essential Uses the GCF to simplify (reduce) fractions 9.a Essential Graphs integers on a number line, and finds the absolute value of a number 9.b Essential Recognizes the order of positive and negative numbers on the number line

?

? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ?

? ? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math the nearest whole number 4.h Essential Estimates by rounding to the given place 4.i Expected Estimates sums of fractions by rounding 4.j Expected Estimates differences of fractions by rounding 4.k Expected Estimates products and quotients of fractions 4.l Essential Finds equivalent ratios 5.a Expected Uses scientific notation with numbers greater than 1 5.b Extended Finds the absolute value of an integer 5.c Extended Finds the opposite of an integer 6.a Essential Simplifies fractions 7.a Extended Raises a number to a power 7.b Extended Multiplies numerical expressions with exponents 7.c Extended Finds the square root of a perfect square 7.d Expected Approximates the square root of a whole number 7.e Expected Approximates the square of a whole number Pre-Algebra unlike denominators by writing them with common denominators

**? 9.d Expected Orders and compares
**

fractions

? 4.g Essential Estimates by rounding to ? 9.c Essential Compares fractions with ? ? ? ? ? ? ? ? ? ? ? ? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 8.a Essential Knows when to use ? ? ? ? ?
**

remainders, factors, multiples, and divisibility rules 8.b Essential Given a number, knows when it is divisible by 2, 3, 5, 6, 9, and 10 8.c Extended Finds the least common denominator of 3 fractions 9.a Essential Compares and orders whole numbers and decimals 9.b Essential Compares and orders decimals 9.c Essential Compares and orders fractions

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**Approved: 15 May 2000 Revised: April 2005
**

8.2 Level: 6-8 Standard # 2

Patterns, Functions and Concepts of Algebra

Understands and a pplies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra. Benchmarks (Grades 6-8): 8.2.1 Apropriately uses expressions, equations, and inequalities to represent situations. 8.2.2 Represents, describes, and analyzes patterns and relationships using hands-on materials, charts, tables, graphs, verbal rules and standard algebraic notations. 8.2.3 Recognizes when a pattern exists, describes that pattern using tables, graphs, variables, expressions, equations, and inequalities, and uses that information to solve problems. 8.2.4 Analyzes and explains the behaviors and general properties of types of equations and functions. 8.2.5 Illustrates algebraic equations and inequalities geometrically (coordinate system) and describes geometric relationships algebraically. 8.2.6 Uses basic operations (e.g., combining like terms, expanding, substituting for unknowns) on algebraic expressions.

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Understands that a
**

variable can be used as a representative of a range of values (e.g. x + 4 = 19, choose one from 14, 15, 16, 17, 18) 1.b Essential Solves order of operations (e.g., (3x5)+5) 1.c Essential Applies <, >, and = to whole numbers and decimals 2.a Essential Represents and describes patterns and relationships using handson materials, charts, tables, graphs and verbal rules. 3.a Expected Reviews patterns: linear, simple, growing, geometrical, and numerical 4 N/A

**? 1.a Essential Evaluates a numerical
**

expression with grouping symbols

**? 1.b Extended Evaluates an expression ? ? ? ? ? ?
**

for a given value 1.c Essential Solves problems using addition and subtraction 1.d Essential Solves problems using multiplication and division 1.e Extended Solves equations using addition and subtraction 1.f Extended Solves equations using multiplication and division 2.a Extended Adds integers using models 3.a Extended Finds the given term in a visual number pattern

**? 1 N/A ? 2 N/A ? 3.a Expected Writes verbal phrases as ? ? ? ? ? ?
**

algebraic expressions 3.b Essential Solves a problem by using an equation 3.c Expected Evaluates inequalities 4.a Expected States the domain and range of a relation 4.b Expected Uses the vertical line test to determine if a relation is a function 4.c Expected Evaluates expressions written in functional notation 5.a Essential Finds the perimeter and area of squares and rectangles

? ? ?

? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math described number pattern 3.c Extended Uses a function table 4 N/A 5.a Essential Finds the perimeter of a polygon 5.b Essential Finds the circumference of a circle 5.c Essential Finds the area of a rectangle or square 5.d Extended Finds the area of a trapezoid 5.e Essential Finds the area of a triangle 5.f Essential Finds the area of a parallelogram 5.g Essential Finds the area of a circle 5.h Expected Finds the volume of a rectangular prism or cube 5.i Extended Finds the surface area of a rectangular prism 5.j Extended Word Problems: Finds simple interest 5.k Essential Word Problems: Estimates sums, differences, products and quotients of fractions 5.l Essential Word Problems: Adds subtracts, multiplies and divides fractions and mixed numbers Pre-Algebra and area of a circle 5.c Essential Identifies the ordered pair of numbers associated with a point on a grid 5.d Essential Graphs points in a coordinate system 5.e Expected Graphs linear equations on a coordinate system 5.f Expected Finds the slope of a line 5.g Expected Finds x- and y- intercepts and graphs a linear equation using the x- and y- intercepts 5.h Extended Graphs linear inequalities on a coordinate system 5.i Extended Finds the missing angle measure of a triangle and classifies the triangle 5.j Essential Finds the area of parallelograms, triangles, and trapezoids 5.k Expected Finds the surface area of rectangular prisms 6.a Essential Replaces variables with numbers to evaluate algebraic expressions

? 5 N/A ? 6 N/A

? 3.b Extended Finds the given term in a ? 5.b Essential Finds the circumference ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

? 6 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

8.3 Level: 6-8 Standard # 3

Problem Solving and Mathematical Reasoning

Uses a variety of strategies in the problem-solving process, and reasons mathematically. Benchmarks (Grades 6-8): 8.3.1 Chooses an appropriate algorithm, strategy, or reasoning process for solving a given problem. 8.3.2 Given a problem, determines the information required to solve the problem, chooses a method for obtaining this information, and sets limits for acceptable solutions. 8.3.3 Represents and interprets problem situations in oral, written, concrete, pictorial, and graphical forms. 8.3.4 Uses formal mathematical language and notation to represent ideas and demonstrate relationships among systems.

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Uses graphs, tables, and ? ? ?
**

charts to solve mathematical problems 1.b Expected Uses appropriate technology where needed (calculator, computer, etc.) 2.a Essential Differentiates between relevant, irrelevant, or missing information in a story problem 3.a Essential Uses a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning 4.a Essential Understands and applies basic mathematical language (? , +, ? , ? ) when solving problems

**? 1.a Expected Two-Step word ? ? ? ? ? ? ? ?
**

problems: Whole numbers 1.b Extended Word Problems: Estimates: Rounds to nearest number 1.c Expected Word Problems: Estimates: Rounds to largest place 1.d Expected Word Problems: Estimates products by rounding 1.e Extended Word Problems: Multiplication and division of money amounts 1.f Expected Word Problems: Divides decimals 1.g Extended Decimal word problems with two-steps 1.h Expected Word Problems: Circumference of a circle 1.i Extended Word Problems: Finds the volume of a rectangular prism or cube

**? 1.a Essential Applies a variety of ? ? ? ? ? ? ?
**

strategies to solve real life problems 1.b Essential Solves problems involving integers 2 N/A 3.a Essential Adds integers on the number line 3.b Essential Solves verbal problems by translating them into one-step equations 3.c Expected Solves verbal problems by translating them into multi-step equations with variables on each side 3.d Extended Solves verbal problems involving rational numbers by translating them into inequalities 4 N/A

?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 1.j Expected Word Problems: Solves ? ? ? ? ? ? ? ?
**

proportions 1.k Expected Word Problem: Finds the percent of a number 1.l Expected Word Problems: Finds a number when the percent is known 1.m Expected Word Problems: Finds the percent one number is of a second number 1.n Expected Word Problems: Finds discounts 2 N/A 3.a Expected Word Problems: Perimeter of a polygon 3.b Expected Word Problems: Area of a rectangle or square 4 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

8.4 Level: 6-8 Standard # 4

Computation

Understands and applies basic an d advanced procedures while performing the processes of computation and estimation. Benchmarks (Grades 6-8): 8.4.1 Applies the basic operations to numbers and algebraic expressions. 8.4.2 Mentally multiplies and divides basic combinations of numbers with reasonable accuracy. 8.4.3 Uses proportional reasoning to solve mathematical and real world problems (e.g., involving equivalent fractions, equal ratios, proportions, and percents). 8.4.4 Makes conversions among fractions, mixed numbers, decimals, and percentages. 8.4.5 Distinguishes among and uses the properties of the four basic operations (e.g., distributive property, commutative and associative properties of multiplication and addition, inverse properties, identity properties, zero properties) for expressions, equations, and inequalities. 8.4.6 Selects and uses appropriate computational methods or procedures (e.g., mental, estimation, pencil and paper, calculator, computer) for a given problem. 8.4.7 Uses graphs, charts, and tables to represent and solve problems. 8.4.8 Uses basic estimation techniques 8.4.9 Identifies place value when given whole numbers or decimals 8.4.10 Solves real world problems by identifying and using computational language (e.g., finds the difference or the sum)

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Computes addition and
**

subtraction problems up to six digits, including up to 5 regroupings and zeroes ? 1.b Essential Knows basic multiplication and division facts through 12 ? 1.c Essential Multiplies 2-, 3-, or 4digit multipliers and multiplicands, including decimals

**? 1.a Essential Uses order of operations ? ? ? ?
**

with number systems (whole numbers and decimals) 1.b Essential Multiplies decimals 1.c Essential Multiplies a money expression by a whole number 1.d Essential Divides a decimal by a whole number 1.e Essential Divides a money expression by a whole number

**? 1.a Essential Uses the order of
**

operations to evaluate numeric expressions ? 1.b Essential Uses properties to add and subtract integers and collect like terms ? 1.c Essential Multiplies and divides integers ? 1.d Essential Applies the properties of equality to solve problems

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 1.d Essential Divides whole numbers
**

by 2-digit divisors and multiple-digit dividends with or without zeroes in the quotient 1.e Essential Adds, subtracts, multiplies, and divides whole numbers and decimals, including money 1.f Expected Adds, subtracts, multiplies, and divides mixed numbers and fractions 2 N/A 3 N/A 4.a Essential Renames, compares, and orders fractions with like and unlike denominators 4.b Essential Renames, orders, and compares mixed numbers 5 N/A 6.a Essential Knows and applies appropriate computational terminology 7.a Refer to 8.3.4.a 8.a Essential Rounds numbers through one million 8.b Essential Writes numbers in standard, word, and expanded forms through billions 9.a Essential Identifies place values from billions through ten-thousandths

**? 1.f Essential Divides decimals by ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
**

decimals 1.g Essential Divides a whole number by a decimal 1.h Essential Adds unlike denominator fractions 1.i Essential Adds and subtracts mixed numbers with unlike denominator fractions 1.j Essential Subtracts mixed numbers with unlike denominator fractions 1.k Essential Subtracts mixed numbers from whole numbers 1.l Essential Multiplies a fraction by a fraction 1.m Essential Multiplies a mixed number by a fraction 1.n Essential Multiplies mixed numbers 1.o Essential Multiplies a fraction by a whole number 1.p Essential Divides fractions 1.q Essential Divides mixed numbers 1.r Extended Adds two integers 1.s Extended Subtracts positive integers 1.t Extended Subtracts integers 1.u Extended Multiplies two integers 1.v Extended Divides integers

**? 1.e Essential Adds and subtracts ? ? ? ? ? ? ? ? ? ?
**

decimals with positive and negative values 1.f Essential Adds and subtracts fractions with like denominators using positive and negative values 1.g Essential Adds and subtracts fractions with unlike denominators using positive and negative values 1.h Essential Multiplies and divides fractions with positive and negative values 1.i Essential Multiplies and divides decimals with positive and negative values 2 N/A 3.a Essential Determines if a pair of ratios form a proportion and solves proportions 3.b Essential Uses proportions to solve verbal problems 4.a Essential Writes fractions as terminating or repeating decimals and decimals as fractions 4.b Essential Writes ratios as fractions in simplest form 4.c Essential Determines unit rates

? ? ? ? ? ? ? ? ? ? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 10.a Essential Applies appropriate
**

computation techniques when given a word problem

**? 2.a Essential Multiplies and divides ? ? ? ? ? ? ? ? ? ? ? ? ? ?
**

whole numbers by powers of 10 2.b Expected Estimates products by rounding 2.c Essential Multiplies a decimal by a power of ten 2.d Essential Divides a decimal by a power of ten 2.e Extended Estimates area 3 N/A 4.a Essential Converts decimals to mixed numbers and fractions 4.b Essential Converts mixed numbers to decimals 4.c Essential Converts fractions to repeating decimals 4.d Expected Converts repeating decimals to fractions 4.e Essential Converts decimals to percents 4.f Essential Converts percents to decimals 4.g Essential Converts mixed number percents to decimals 4.h Essential Converts percents to fractions 4.i Essential Converts fractions to percents

**? 4.d Essential Uses the percent
**

proportion to write fractions as percents, and solves a problem using the percent proportion 4.e Essential Expresses decimals and fractions as percents, and percents as fractions and decimals 4.f Essential Uses percents to solve problems involving discount, sales tax, and interest 5.a Essential Recognizes and applies the properties of addition and subtraction 5.b Essential Uses the distributive property to simplify algebraic expressions 5.c Essential Uses the distributive property to combine like terms 5.d Essential Uses the addition and subtraction properties of equality to solve inequalities 5.e Essential Uses the multiplication and division properties of equality to solve inequalities 5.f Essential Uses the addition, subtraction, multiplication, and division properties of equality to solve one-step equations 5.g Essential Identifies and uses the properties of multiplication

? ? ? ? ? ? ? ?

?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 4.j Essential Changes improper ? ? ? ? ? ?
**

fractions to mixed numbers and mixed numbers to improper fractions 5.a Extended Uses and identifies properties: Adds and multiplies 6 N/A 7 N/A 8 N/A 9 N/A 10 N/A

**? 6.a Expected Solves equations or ? ? ? ? ? ?
**

inequalities with variables on each side 6.b Expected Solves equations and inequalities that involve more than one operation 7.a Expected Constructs a circle based on raw data 7.b Expected Uses a Venn diagram to solve a problem 8 N/A 9 N/A 10 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

8.5 Level: 6-8 Standard # 5

Geometry and Spatial Sense

Understands and applies basic and advanced properties of the concepts of geometry and spatial sense. Benchmarks (Grades 6-8): 8.5.1 Describes, identifies, and illustrates properties of geometric figures. 8.5.2 Describes the results of a rotation, transformation, and a tessellation. 8.5.3 Recognizes and describes the mathematical concepts of similarity and congruency in real world applications. 8.5.4 Recognizes and applies the Pythagorean Theorem. 8.5.5 Calculates perimeter, volume, circumference, and area of various figures. 8.5.6 Constructs a given geometrical figure using a protractor, compass, ruler, etc.

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Demonstrates knowledge ? ? ? ? ? ? ?
**

of a variety of geometric shapes 1.b Essential Knows the terminology and labels face, vertex, and angle of any 3-D figure 1.c Essential Identifies parallel, perpendicular, and intersecting lines; lines, points, and segments 1.d Expected Measures acute, obtuse, right, and straight angles 2.a Extended Recognizes flips, slides, and turns 3.a Essential Recognizes congruency, similarity, and symmetry of figures 4 N/A 5.a Essential Calculates perimeter, area, and volume of geometric polygons and rectangular prisms

**? 1.a Expected Classifies angles ? 1.b Expected Angles: Supplementary, ? ? ? ? ? ? ? ? ?
**

complementary, adjacent 1.c Expected Identifies polygons 1.d Expected Classifies quadrilaterals 1.e Expected Classifies triangles by angles and sides 1.f Extended Identifies threedimensional figures 1.g Expected Identifies parts of solid figures 1.h Expected Names number of faces, edges, and vertices of solid figures 1.i Expected Identifies intersecting, parallel, or perpendicular lines 1.j Extended Identifies parts of circles 2.a Extended Identifies and draws lines of symmetry

**? 1.a Extended Identifies points, lines,
**

planes, rays, segments and angles, and classifies angles as acute, right, or obtuse 1.b Extended Identifies angle relationships 1.c Extended Identifies the relationship of angles formed by two parallel lines and a transversal 1.d Extended Identifies congruent triangles and corresponding parts of congruent triangles 1.e Extended Identifies corresponding parts of similar triangles and finds missing measures by using lengths of corresponding sides 1.f Extended Finds the missing angles of a quadrilateral and classifies quadrilaterals

? ? ? ?

?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra 1.g Extended Classifies polygons 2 N/A 3 N/A 4 N/A 5.a Essential Calculates the perimeter, circumference, and area of various shapes ? 6 N/A

**? 5.b Expected Knows parts, calculates
**

area and circumference of a circle ? 6.a Expected Draws plane figures using rulers, protractors, and compasses

**? 3.a Extended Identifies congruent and ? ? ? ?
**

similar figures 3.b Extended Identifies and works with congruent triangles 4 N/A 5 N/A 6 N/A

? ? ? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

8.6 Level: 6-8 Standard # 6

Probability and Statistics

Understands and applies basic and advanced properties of the concepts of probability and statistics. Benchmarks (Grades 6-8): 8.6.1 Describes the differences and simularities of the measures of central tendency (e.g., mean, mode, and median). 8.6.2 Recognizes some characteristics of frequency and distribution (e.g., range, clusters) 8.6.3 Reads and interprets data in charts, tables, and plots (e.g., stem-and-leaf, box-and whisker, scatter), and graphs (e.g., box, circle, and line). 8.6.4 Uses data and statistical measures for a variety of purposes (e.g., formulating hypothesis, making predictions, testing conjectures). 8.6.5 Organizes and displays methods of representing and describing a set of data. 8.6.6 Recognizes and applies various sampling issues (e.g., random samples, bias in sampling procedures, limited samples, sampling errors). 8.6.7 Examines the relationships between the numerical expressions of a probability (e.g., fraction, percentage, odds) and the events that produce these numbers. 8.6.8 Demonstrates and describes the effects of independent and dependent events and how they relate to compound events and conditional probability. 8.6.9 Determines probability using mathematical/ theoretical models (e.g., tables, tree diagrams, area models, lists, counting procedures, sample spaces).

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Determines mean,
**

median, mode, and range for a set of data ? 2 N/A ? 3.a Essential Makes inferences from tables, graphs, and charts ? 4.a Extended Makes predictions based on experiments using data

? 1.a Expected Finds the average of a ? ? ? ? ? ?

? 1.a Essential Finds the range, mean, set of numbers (mean) median, and mode of a set of data 1.b Expected Finds the median of a set ? 2.a Extended Uses measures of of numbers variation to compare data 1.c Expected Finds the mode or modes ? 3.a Extended Gathers and records data of a set of numbers using a frequency table or histogram 2 N/A ? 3.b Extended Makes a stem-and-leaf plot of data, and makes conclusions 3.a Extended Uses bar graphs based on the data displayed in a stem3.b Extended Uses double line graphs and-leaf plot 3.c Extended Uses circle graphs

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 5.a Essential Collects, orders, and
**

displays data in tables, charts, and graphs in order to answer or test a hypothesis; applies to real life situations 6 N/A 7.a Expected Determines the experimental probability of a given simple event 8 N/A 9 N/A

? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ?

3.d Extended Uses frequency tables 3.e Extended Uses histograms 3.f Extended Uses time schedules 4 N/A 5.a Extended Chooses the best type of graph 6 N/A 7.a Expected Finds the probability of a simple event 7.b Expected Finds the probability of the complement of an event 7.c Expected Finds the odds of an event 8.a Extended Finds the probability of independent and dependent events 8.b Extended Finds the probability of a compound event 9.a Expected Finds possible outcomes 9.b Extended Determines the number of permutations 9.c Extended Determines the number of combinations

**? 3.c Extended Makes a box-and-whisker ? ? ? ? ? ? ? ? ? ? ? ?
**

plot of a set of data 3.d Extended Interprets data displayed in a scatter plot 3.e Expected Constructs and interprets data in the form of a bar graph, line graph, and pictograph 4 N/A 5 N/A 6.a Extended Recognizes misleading statistics 7.a Expected Finds the probability, or odds, of a simple event 8.a Extended Finds the probability of independent events 8.b Extended Finds the probability dependent events 8.c Extended Finds the probability of mutually exclusive events 9.a Expected Uses a tree diagram to count outcomes 9.b Expected Uses the fundamental counting principle to count outcomes 9.c Extended Finds permutations and combinations

50

**Approved: 15 May 2000 Revised: April 2005
**

8.7 Level: 6-8 Standard # 7

Measurement

Understands and applies basic and advanced properties of the concepts of measurement. Benchmarks (Grades 6- 8): 8.7.1 Chooses appropriate units of measurement and tools for a variety of problems. 8.7.2 Makes conversions within and between measurement systems. 8.7.3 Selects and uses appropriate estimation techniques to solve real world problems. 8.7.4 Solves problems involving rate as a measure. 8.7.5 Determines precision and accuracy of measurement. 8.7.6 Analyzes and uses proportions, ratios, and scaling. 8.7.7 Uses an appropriate direct and indirect method of measurement in a given situation (proportions). 8.7.8 Applies the basic concepts of measurement, and the relationships perimeter, area, length, volume, capacity, weight/mass, angle, and circumference to various objects. 8.7.9 Understands and identifies units of time. 8.7.10 Computes and shows the value of a collection of bills and coins, and makes change.

Learning Objectives

Grade 6 General Math Pre-Algebra

**? 1.a Essential Solves real world ? ? ? ? ?
**

problems using units of standard measurement 1.b Essential Selects and uses appropriate tools and units (e.g., rulers to measure inches) 2 N/A 3 N/A 4 N/A 5.a Essential Measures using standard and metric units to the nearest 1/4 inch or millimeter

**? 1.a Expected Chooses correct units of ? ? ? ? ? ?
**

measure 2.a Expected Converts customary units of length 2.b Expected Converts customary units of weight (mass) 2.c Expected Converts customary units of capacity 2.d Expected Converts metric units of length 2.e Expected Converts metric units of weight (mass) 2.f Expected Converts metric units of capacity

? ? ? ? ? ?

1 N/A 2 N/A 3 N/A 4 N/A 5 N/A 6.a Extended Finds percent of increase and decrease ? 7.a Extended Constructs congruent segments and angles using a compass and a straightedge ? 7.b Extended Bisects line segments and angles ? 8 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

**? 5.b Extended Converts standard and ? ? ? ? ?
**

metric measurements, including volume and weight 5.c Expected Uses and converts liquid measurements (e.g., cups to pints, milliliters to liters) 6 N/A 7 N/A 8.a Essential Reviews solving for perimeter, area, and volume 9.a Essential Reviews elapsed time problems using units of time, and rename time (e.g., seconds to minutes; minutes to hours; hours to days) 9.b Essential Solves story problems involving time 10.a Essential Counts back change from $100

**? 2.g Expected Arithmetic operations on ? 9 N/A units of measurement ? 10 N/A ? 3.a Expected Estimates capacity
**

(customary and metric)

**? 4.a Expected Word Problems: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
**

Measurement 4.b Expected Finds unit rates 4.c Essential Determines if two ratios form a proportion 4.d Expected Writes the ratio for a given expression 4.e Extended Measures objects to the nearest millimeter 4.f Extended Measures objects to the nearest 1/8 inch 5 N/A 6.a Essential Solves proportions 6.b Extended Finds percent of decrease 6.c Extended Finds percent of increase 6.d Essential Finds the percent of a number 6.e Essential Finds a number when a percent is known 6.f Essential Finds the percent one number is of a second number 7.a Expected Measures angles 8 N/A 9 N/A

? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Grade 6 General Math Pre-Algebra

? 10 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

12.1 Level: 9-12 Standard # 1

Number Sense

Understands and applies basic and advanced properties of number systems and the number theory. Benchmarks (Grades 9-12): 12.1.1 Explores relationships of multiples, factors, prime, and composite numbers. 12.1.2 Demonstrates relationships among equivalent number representations, (e.g., whole numbers, integers, fractions, ratios, decimals, percents, scientific notation, exponentials) and the advantages and disadvantages of each. 12.1.3 Demonstrates absolute value relationships. 12.1.4 Applies the properties of the real number system and its subsets (e.g., irrational numbers, natural numbers, integers, rational numbers). 12.1.5 Compares and contrasts subsets of the real number system. 12.1.6 Uses the properties and basic theorems of roots and exponents. 12.1.7 Demonstrates relationships of order between numbers. 12.1.8Uses algebraic properties to write complex numbers in simplest form.

Learning Objectives

Algebra I Geometry Algebra II

**? 1.a Expected Distinguishes between ? ? ? ? ? ?
**

prime and composite numbers 1.b Essential Finds the prime factorization of a composite number 1.c Expected Converts between scientific notation and decimal forms 1.d Expected Performs operations on numbers written in scientific notation 2.a Essential Converts between equivalent number representations 3.a Expected Defines absolute value 3.b Essential Simplifies absolute value expressions

**? 1 N/A ? 2.a Essential Identifies equivalent ? ? ? ? ?
**

ratios 2.b Essential Recognizes and uses ratios and proportions 3.a Essential Relates absolute value to distance on the number line and in the coordinate plane 4.a Essential Recognizes and uses the equality properties for real numbers to write proofs 5 N/A 6.a Essential Recognizes the relationship between powers and the area of a square and volume of a cube

**? 1.a Essential Writes integers as ? ? ? ? ?
**

products of primes using exponents 1.b Extended Performs operations with scientific notation 2.a Essential Converts among different number representations 2.b Essential Selects appropriate order to use in simplifying expressions, or solving equations and inequalities 3.a Essential Simplifies absolute value expressions 3.b Expected Relates absolute value to distance

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

? 4.a Essential Recognizes and uses

? ? ?

? ? ? ? ? ?

? 7 N/A properties of the REAL number system ? 8 N/A (e.g., associative, commutative, distributive) 4.b Essential Uses the addition and multiplication inverse properties 4.c Essential Uses addition and multiplication identity properties 5.a Expected Explains the relationships between and among the subsets of the REAL number system (e.g., natural, whole, integers, rationals) 5.b Expected Determines to which subsets (e.g., natural, whole, integers, rationals) a number belongs 6.a. Essential Introduces the exponential properties 6.b Essential Simplifies radicals and radical expressions including square roots 7.a Expected Uses the inequality symbols (? , ? , ? , ? , ? ) to compare rational numbers 7.b Essential Uses the multiplication and division properties of inequalities 8 N/A

**? 4.a Essential Applies the number ? ? ? ? ? ? ? ?
**

properties in solutions of expressions 4.b Essential Uses properties of identities and inverses in both addition and multiplication 5.a Expected Distinguishes to which subsets a number belongs 5.b Expected Recognizes which numbers are irrational 6.a Essential Uses the exponential properties of numbers 6.b Expected Converts between root and exponential form 6.c Essential Simplifies radicals of numbers 7.a Essential Uses appropriate equality/inequality symbols to compare REAL numbers 7.b Expected Applies the order axioms properly (e.g., reflexive, symmetric, transitive, addition, multiplication, non-zero) 8.a Expected Recognizes imaginary numbers 8.b Expected Recognizes complex numbers 8.c Essential Uses algebraic properties to rewrite complex numbers in various forms

? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

12.2 Level: 9-12 Standard # 2

Patterns, Functions, and Concepts of Algebra

Understands and applies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra. Benchmarks (Grades 9-12): 12.2.1 Appropriately uses expressions, equations, inequalities, and matrices to represent situations that involve variable quantities for real-world situations. 12.2.2 Represents, describes, and analyzes patterns and relationships using charts, tables, graphs, verbal rules, and algebraic notation and uses that information in solving problems. 12.2.3 Describes, analyzes, and represents functional relationships using written explanations, tables, equations, and graphs and describes the connections among these representations. 12.2.4 Analyzes and explains the behaviors, transformations, and general properties of types of equations and functions. 12.2.5 Illustrates algebraic equations and inequalities geometrically (coordinate system). 12.2.6 Understands basic operations (e.g., combining like terms, expanding, substituting for unknowns, etc.) on algebraic expressions. 12.2.7 Uses appropriate terminology and notation when discussing and describing functions and their properties (e.g., domain, range and function notation).

Learning Objectives

Algebra I Geometry Algebra II

**? 1.a Expected Models real-life
**

situations using variable expressions, equations, and inequalities ? 2.a Extended Recognizes patterns in tables, lists, and graphical representations ? 2.b Extended Extends the pattern to predict or solve a problem ? 3.a Extended Recognizes when a table, graph, and/or equation represent the same relationship

**? 1.a Essential Describes geometric
**

relationships of congruence and inequality using algebraic expressions and equations (i.e. matching corresponding parts) ? 1.b Essential Applies the triangle inequality property to determine whether sides of given lengths can form a triangle ? 1.c Essential Recognizes and applies the properties of inequality between the sides and angles of a triangle

**? 1.a Extended Models real-life ? ? ? ?
**

situations using variable expressions, equations, and inequalities 2.a Expected Recognizes patterns in tables, lists, and graphical representations 2.b Expected Writes an equation to represent the relationship within a pattern 2.c Extended Extends the pattern to predict or solve a problem 3.a Expected Determines the dependent and independent variables

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 4.a Expected Distinguishes between ? ? ? ? ? ? ? ? ? ? ? ? ?
**

rising and falling graphs and how they relate to slope 4.b Essential Writes an equation in the slope-intercept form 4.c Expected Explains the significance of the x- and y-intercepts 5.a Essential Graphs a 2-D point 5.b Essential Graphs a line 5.c Essential Graphs inequalities 5.d Expected Uses the distance formula to find the distance between two points in the coordinate plane 6.a Essential Evaluates expressions 6.b Essential Combines like terms 6.c Essential Multiplies polynomials 6.d Essential Factors monomials, binomials, and trinomials 7.a Essential Knows that division by zero cannot be done 7.b Essential Uses proper terminology when working with functions 7.c Essential Solves functions for a given value

**? 2.a Essential Extends the geometric ? ? ? ? ? ? ? ? ? ?
**

pattern to derive the equation for the sum of the interior angles of a polygon 3 N/A 4.a Essential Distinguishes between a rising and falling graph and how it relates to slope 5.a Essential Graphs ordered pairs on the coordinate plane 5.b Essential Defines slope in geometric terms 5.c Essential Determines the slope of a line from its graph 5.d Essential Determines the slope of lines that are parallel and perpendicular to a given line 5.e Essential Graphs lines based on verbal descriptions (e.g., slope = 0 and passes through (2, 6)) 5.f Essential Distinguishes between a vertical and horizontal line and correctly names the slope of each 5.g Essential Draws lines that are parallel and perpendicular to a given line 6.a Essential Correctly applies the basic operations when solving algebraic problems involving geometric relationships

**? 3.b Essential Defines and calculates ? ? ? ? ? ?
**

slope 3.c Expected Explains the meaning of slope (rate of change) in the context of a given situation 3.d Extended Recognizes when a table, graph, and/or equation represents the same relationship 4.a Essential Distinguishes between relations that are functions and those that are not 4.b Expected Distinguishes between rising and falling graphs and how they relate to slope 4.c Extended Explains the effect of various transformations on graphs 4.d Essential Given an equation of a conic section, identifies the coordinates of critical points on the graph 4.e Extended Modifies an equation to show a specific transformation 4.f Expected Explains the limitations of a given relationship (e.g., domains and asymptotes) 5.a Essential Graphs functions in 2 dimensions

? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 7.a Essential Knows the reason the
**

slope of a vertical line is undefined is that division by zero is not allowed

**? 5.b Expected Graphs lines and ? ? ? ? ? ? ? ? ?
**

systems of equations 5.c Extended Graphs planes 5.d Expected Graphs inequalities and a system of inequalities 5.e Expected Graphs the conic sections 6.a Essential Evaluates expressions 6.b Essential Recognizes and combines like terms when appropriate 6.c Essential Multiplies polynomials 6.d Essential Factors polynomials 7.a Essential Identifies the domain and range of a relation 7.b Essential Uses function notation appropriately

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**Approved: 15 May 2000 Revised: April 2005
**

12.3 Level: 9-12 Standard # 3

Problem Solving and Mathematical Reasoning

Uses a variety of strategies in the problem-solving process, and reasons mathematically. Benchmarks (Grades 9-12): 12.3.1 Uses formal mathematical language and notation to represent ideas, to demonstrate relationships within and among representation systems, and formulate generalizations. 12.3.2 Chooses an appropriate algorithm, strategy, or reasoning process (including proper terminology) for solving a given problem. 12.3.3 Given a problem, determines information required to solve the problem, chooses a method for obtaining this information, and sets limits for acceptable solutions. 12.3.4 Represents and interprets problem situations in oral, written, concrete, pictorial, and/or graphical forms. 12.3.5 Uses inductive and deductive reasoning (mathematical proof).

Learning Objectives ? ? ?

Algebra I 1.a Essential Demonstrates one-to-one correspondences between vocabulary and meanings of terms/operations 1.b Essential Translates both ways between math and verbal expressions 1.c Extended Uses mathematical expressions to describe the relationships found in graphs, tables, statistics, patterns, etc. 2.a Extended Solves problems by breaking a problem into simpler parts: guess and check, estimation, working backwards, making a list, models, etc. 2.b Extended Lists steps involved in solving problems 2.c Essential Uses a multiple-step problem solving process

? ? ?

?

? ?

? ?

Geometry 1.a Essential Demonstrates one-to-one correspondences between vocabulary and meanings of terms/operations 1.b Essential Translates both ways between math expressions and verbal descriptions 1.c Essential Employs precise language with geometric terms, symbols, and notation (e.g., correctly names angles, segments, lines, ? , polygons, etc.) 1.d Essential Uses appropriate units when giving an answer 2.a Essential Knows when to set algebraic expressions that represent the measures of geometric figures equal to each other

? ? ?

?

? ?

Algebra II 1.a Essential Demonstrates one-to-one correspondences between vocabulary and meanings of terms/operations 1.b Extended Translates from verbal to math expressions and from math to verbal expressions 1.c Extended Uses mathematical expressions to describe the relationships found in graphs, tables, statistics, patterns, etc. 2.a Expected Solves problems by breaking a problem into simpler parts, estimation, working backwards, making a list, and models 2.b Expected Lists steps involved in solving problems 2.c Essential Uses a multiple-step problem solving process

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I 2.d Expected Determines the validity of the solution 3.a Extended Given an application, determines what is necessary to solve the problem 4.a Extended Uses tables, diagrams, graphs, lists, and other methods of organizing data 4.b Essential Represents problems in graphical form 5.a Essential Matches the example with the property 5.b Extended Given an equation and the solution, shows and justifies intermediate steps Geometry 2.b Essential Demonstrates the ability to solve multi-step problems involving congruent and/or similar figures 3.a Essential Determines what information is needed to solve a problem and uses various geometric relationships to find missing information 3.b Essential Checks if an answer makes sense in the context of the problem 3.c Essential Understands that the accuracy of an answer depends on the least accurate measure (e.g., rounding error, approximation) 4.a Essential Interprets a twodimensional pictorial representation of a problem 4.b Essential Draws a two-dimensional pictorial representation of a given problem (e.g., congruent segments, midpoints, trigonometry problems, etc.) 4.c Essential Models a threedimensional figure based on a twodimensional drawing 4.d Essential Draws a two-dimensional representation of a three-dimensional figure Algebra II 2.d Expected Determines the validity of the solution 3.a Extended Given an application, determines what is necessary to solve the problem 4.a Expected Uses tables, diagrams, graphs, lists, and other methods of organizing data 4.b Expected Represents problems in graphical form 5.a Extended Matches the example with the property 5.b Extended Given an equation and the solution, shows and justifies intermediate steps

? ? ? ? ? ?

? ?

? ? ? ? ? ?

? ?

? ?

? ?

60

**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry 4.e Essential Locates and draws a circle on the coordinate plane given its center and radius 5.a Essential Constructs and judges the validity of an argument consisting of a set of premises and a conclusion (e.g., proof or supported argument) 5.b Essential Formulates a counterexample 5.c Essential Translates a verbal statement into If-Then form 5.e Essential Identifies the hypothesis, conclusion, and converse of a conditional statement and states how they relate to an If-Then conditional statement 5.f Essential Uses the Law of Detachment and the Law of Syllogism in deductive reasoning 5.g Essential Matches the statements with the appropriate reasons in a partially completed two-column proof 5.h Essential Constructs a valid twocolumn proof to prove triangles congruent using SSS, SAS, AAS, ASA, or HL 5.i Essential Recognizes the difference between inductive and deductive reasoning Algebra II

? ?

? ? ?

? ? ?

?

61

**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry ? 5.j Essential Recognizes an indirect proof ? 5.k Essential Explains the steps for writing an indirect proof Algebra II

62

**Approved: 15 May 2000 Revised: April 2005
**

12.4 Level: 9-12 Standard # 4

Computation

Understands and applies basic and advanced procedures while performing the processes of computation and estimation. Benchmarks (Grades 9-12): 12.4.1 Applies the basic operations to numbers and algebraic expressions. 12.4.2 Applies appropriate estimation and rounding techniques to a given situation. 12.4.3 Uses proportional reasoning to solve mathematical and real-world problems (e.g., involving equivalent fractions, equal ratios, constant rate of change, proportions, percents, etc.). 12.4.4 Distinguishes among and uses the properties of the four basic operations (e.g., distributive property, commutative and associative properties of addition and multiplication, inverse properties, identity properties, zero properties, etc.) for expressions, equations, and inequalities. 12.4.5 Selects and uses appropriate computational methods and procedures (e.g., distance formula, substitution, elimination, Cramer's Rule, calculator) for a given situation. 12.4.6 Applies higher order operations to numbers and expressions (e.g., finding a reciprocal, raising to a power, extracting roots, dividing polynomials, taking a logarithm, trigonometric functions).

Learning Objectives

Algebra I Geometry Algebra II

? 1a Essential Uses order of operations ? ? ? ? ? ?

properly (e.g. +, ? , ? , ? , ( ), | |, exponents, etc.) 1.b Essential Adds, subtracts, multiplies, and divides rationals 1.c Essential Recognizes and combines like terms when appropriate 1.d Essential Simplifies rational expressions involving exponents 1.e Essential Identifies perfect squares 2.a Expected Rounds solutions after other calculations 2.b Expected Predicts reasonable solutions using estimation

? 1.a Essential Uses order of operations ? ? ? ? ?

properly (e.g. +, ? , ? , ? , ( ), | |, exponents, etc.) 2.a Expected Estimates angle measures 2.b Essential Rounds to the appropriate units 3.a Essential Uses proportions to determine if triangles are similar 3.b Essential Uses proportions to solve for the missing parts of polygons 3.c Essential Finds the geometric mean between a pair of numbers

? 1.a Essential Uses order of operations ? ? ? ? ?

properly (e.g. +, ? , ? , ? , ( ), | |, exponents, etc.) 1.b Essential Adds, subtracts, multiplies, and divides rational expressions 1.c Essential Simplifies rational expressions involving exponents 1.d Expected Identifies perfect squares and cubes 2.a Extended Selects appropriate estimation techniques 2.b Extended Rounds solutions only after other calculations are completed

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 3.a Essential Converts among ? ? ? ? ? ?
**

fractions, decimals, ratios, and percents 3.b Essential Solves real-world problems involving % and proportions (e.g. percent of change) 4.a Expected Distinguishes among the properties 4.b Essential Demonstrates working knowledge of the distributive property 4.c Essential Demonstrates use of properties of equality and algebraic properties to manipulate expressions 5.a Essential Substitutes appropriate equivalents, and evaluates expressions 5.b Essential Applies appropriate methods and uses proper procedures to solve equations, inequalities, and systems of equations 5.c Essential Chooses an appropriate equation for a given situation (e.g., slope-intercept, quadratic equation, etc.) 6.a Essential Finds the reciprocal of a rational number 6.b Extended Finds reciprocals of polynomials 6.c Essential Factors polynomials using a variety of methods

**? 3.d Essential Uses the geometric mean ? ? ?
**

to find the altitude to the hypotenuse of a right triangle 4.a Essential Uses the properties of equality and algebraic properties appropriately 5.a Essential Uses the distance formula 5.b Essential Selects and uses the appropriate formula (e.g., area, perimeter, volume, sum of interior angles of a polygon, etc.) 6.a Essential Uses the trigonometric ratios to calculate parts of a right triangle

**? 2.c Extended Predicts reasonable ? ? ? ? ? ? ? ? ? ? ?
**

solutions using estimation 3.a Expected Converts among fractions, decimals, ratios, and percents 4.a Extended Distinguishes among the properties 4.b Essential Demonstrates working knowledge of the distributive property 4.c Essential Demonstrate use of properties of equality and algebraic properties to manipulate expressions 5.a Essential Substitutes appropriate equivalents and evaluates expressions 5.b Essential Applies appropriate methods and uses proper procedures to solve an equation or inequality 5.c Essential Solves 2-variable systems of equations using algebraic methods 5.d Expected Solves 2-variable systems of equations using graphing or Crammer’ Rule s 5.e Extended Solves 2-variable systems of equations using matrices or quadratic methods 5.f Expected Solves 3-variable systems of equations 5.g Extended Chooses an appropriate equation for a given solution

?

?

? ? ?

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 6.d Essential Finds squares, cubes, and
**

square roots

**? 6.a Essential Finds the reciprocal of a ? ? ? ? ?
**

rational number 6.b Expected Finds reciprocals of polynomials 6.c Essential Factors polynomials using a variety of methods 6.d Expected Completes the square 6.e Expected Finds higher order powers and extracts higher order roots 6.f Extended Applies the logarithmic and exponential functions

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**Approved: 15 May 2000 Revised: April 2005
**

12.5 Level: 9-12 Standard # 5

Geometry and Spatial Sense

Understands and applies basic and adv anced properties of the concepts of geometry and spatial sense. Benchmarks (Grades 9-12): 12.5.1 Describes, identifies, and illustrates properties of points, lines, line segments, and planes. 12.5.2 Describes the results of various transformations (slide, flip, rotation, dilation) and tessellations. 12.5.3 Recognizes and describes the mathematical concepts of similarity and congruency in real-world applications. 12.5.4 Recognizes and applies the Pythagorean Theorem and its converse. 12.5.5 Recognizes the connections between Algebra and Geometry. 12.5.6 Investigates and uses the properties of triangles. 12.5.7 Uses geometric construction to complete simple proofs, model, and solve mathematical and real-world problems. 12.5.8 Recognizes and applies trigonometric ratio methods to solve mathematical and real-world problems. 12.5.9 Uses inductive and deductive reasoning to make observations about and to verify properties of and relationships among figures (e.g. the relationship among interior angles of parallel lines cut by a transversal) 12.5.10 Investigates and uses the properties of angles, arcs, chords, tangents, and secants to solve problems involving circles. 12.5.11 Investigates and uses the properties of polygons to solve problems. 12.5.12 Investigates and uses the properties of prisms, cylinders, pyramids, cones, and spheres to solve problems.

Learning Objectives

Algebra I Geometry Algebra II

**? 1.a Essential Defines, calculates, and ? ? ? ? ? ? ? ?
**

applies slopes 2 N/A 3 N/A 4.a Essential Applies the Pythagorean Theorem 5 N/A 6 N/A 7 N/A 8 N/A 9 N/A

**? 1.a Essential Demonstrates one-to-one
**

correspondences between vocabulary and meanings of terms/operations ? 1.b Essential Employs precise notation and language with respect to lines, line segments, rays, and the length of line segments ? 1.c Essential Identifies the relationships among pairs of angles formed by parallel lines and transversals

**? 1.a Essential Identifies and calculates ? ? ? ? ?
**

the slope of a line 1.b Essential Calculates midpoint and distance between points 1.c Essential Identifies parallel and perpendicular lines 2.a Extended Applies matrix operations to perform graphical transformations 3 N/A 4.a Essential Uses the Pythagorean Theorem to calculate distance

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

? 10 N/A ? 11 N/A ? 12 N/A

**? 1.d Essential Uses the proportional
**

segment relationships formed when two lines are cut by two or more parallel lines ? 1.e Essential Recognizes the difference between parallel and skew lines ? 2.a Extended Determines if a figure has been translated, reflected, rotated, or dilated, or if a compound transformation has been applied ? 2.b Extended Performs transformations on two-dimensional figures ? 2.c Extended Recognizes a line of symmetry ? 2.d Extended Determines the proportion and equivalent scale factor of a dilation ? 3.a Essential Names and labels corresponding parts of congruent figures ? 3.b Essential Identifies congruent figures ? 3.c Essential Recognizes when triangles are congruent by SSS, SAS, ASA, AAS, or HL ? 3.d Essential Solves problems involving congruent figures ? 3.e Essential Identifies similar figures

**? 5.a Extended Uses determinant ? ? ? ? ? ? ?
**

methods to calculate the area of a triangle 6 N/A 7 N/A 8.a Extended Uses trig ratios to calculate ratios of triangle parts 9 N/A 10 N/A 11 N/A 12 N/A

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 3.f Essential Applies and uses the
**

properties of similar figures to solve problems ? 3.g Essential Applies the AAA, SAS, or SSS tests for similar triangles ? 4.a Essential Finds the value of the geometric mean between a pair of numbers ? 4.b Essential Solves problems using the geometric mean relationship between the altitude from the 90? angle of a right triangle and the hypotenuse ? 4.c Essential Demonstrates an understanding of the Pythagorean Theorem ? 4.d Essential Given the two sides of a right triangle, uses the Pythagorean Theorem to find the length of the third side ? 4.e Essential Applies the Pythagorean Theorem to real-world problems involving right triangles ? 4.f Essential Applies the converse of the Pythagorean Theorem (i.e. given a triangle with sides such that a 2 ? b 2 ? c 2 , then the triangle is a right triangle)

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 5.a Essential Uses geometric
**

relationships between measures of angles, lengths of segments, perimeters, areas, etc. to generate algebraic equalities and inequalities ? 5.b Essential Uses the reflexive, symmetric, transitive, addition and multiplication properties of algebraic equalities ? 5.c Essential Calculates the measure of a segment on the number line and locates the midpoint ? 5.d Essential Solves algebraic problems involving complementary, supplementary, and vertical angles ? 5.e Essential Solves algebraic problems involving interior and exterior angles of a triangle ? 5.f Essential Solves algebraic problems generated from parallel lines cut by a transversal ? 6.a Essential Employs precise notation and language with respect to angles, measures of angles, and triangles ? 6.b Essential Classifies triangles according to the measures of its angles and the number of congruent sides ? 6.c Essential Uses the properties of isosceles and equilateral triangles

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 6.d Essential Identifies and uses
**

medians, altitudes, angle bisectors, and perpendicular bisectors in a triangle ? 7.a Extended Uses a compass and straightedge to construct the following: - congruent line segments - congruent angles - the bisector of a segment - the bisector of an angle - the perpendicular to a line from a point not on the line - the perpendicular to a line at a point on the line - a hexagon inside a circle ? 7.b Extended Demonstrates geometric ideas and concepts using compass, straight edge, protractor, and other construction tools ? 8.a Essential Draws and correctly labels the sides of 45-45-90 and 30-60-90 right triangles ? 8.b Essential Calculates the lengths of two unknown sides of 45-45-90 and 30-60-90 right triangles, given the length of one side ? 8.c Essential Recognizes trigonometric relationships from right triangles

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 8.d Essential Expresses trigonometric
**

ratios as fractions ? 8.e Essential Uses sine, cosine, and tangent functions to find the lengths of missing sides of right triangles ? 8.f Essential Uses inverse trigonometric functions to find the measure of an unknown angle in a right triangle ? 8.g Essential Applies the sine, cosine, and tangent functions to real-world applications ? 9.a Essential Uses the concepts of logic and deductive and inductive reasoning to draw conclusions ? 9.b Essential Develops simple relationships among objects and draws conclusions based upon certain properties, postulates, and theorems ? 9.c Essential Recognizes angle conditions that produce parallel lines ? 10.a Essential Identifies and names parts of a circle (e.g., radius, diameter, circumference, center, arcs, central angles, inscribed angles, etc.) ? 10.b Essential Calculates the measures of arcs by using the central angles, inscribed angles, and angles formed by chords, secants, and/or tangents ? 10.c Essential Calculates and estimates the area and circumference of circles

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 10.d Essential Identifies lines and line
**

segments related to circles (radius, diameter, chord, secants, and tangents) and applies the relationships among them ? 10.e Expected Explains the meaning of Pi as it relates to the circumference and diameter of a circle ? 11.a Essential Identifies and illustrates the properties of quadrilaterals (e.g., parallelograms, rectangles, squares, rhombi, trapezoids, and kites) ? 11.b Essential Compares and contrasts quadrilaterals ? 11.c Essential Uses the properties of quadrilaterals to solve problems ? 11.d Essential Identifies and names polygons and parts of polygons (e.g., edges, vertices, faces, apothem) ? 11.e Essential Classifies polygons as convex, concave, equilateral, equiangular, and/or regular ? 11.f Essential Uses the measures of interior and exterior angles of polygons to solve problems ? 11.g Essential Finds the area of parallelograms, triangles, rhombi, trapezoids, and regular hexagons

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**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

? 12.a Essential Identifies threedimensional shapes from twodimensional perspectives, and draws two-dimensional sketches of threedimensional objects preserving their significant features ? 12.b Essential Recognizes and defines the basic features of prisms, cylinders, pyramids, cones, and spheres ? 12.c Essential Uses formulas for surface area and volume of threedimensional objects to solve practical problems

73

**Approved: 15 May 2000 Revised: April 2005
**

12.6 Level: 9-12 Standard # 6

Probability and Statistics

Understands and applies basic and advanced properties of the concept s of probability and statistics. Benchmarks (Grades 9-12): 12.6.1 Compares and contrasts the measures of central tendency (e.g. mean, mode, and median) and applies them to a set of data. 12.6.2 Recognizes some characteristics of frequency and distribution (e.g. range, gaps, clusters, and varying rates of change). 12.6.3 Interprets and organizes data in charts, tables, plots (e.g. stem-and-leaf, box-and-whisker, scatter), and graphs (e.g. bar, line, circle). 12.6.4 Uses data and statistical measures for a variety of purposes (e.g. formulating hypothesis, making predictions, testing conjecture, etc.). 12.6.5 Recognizes faulty arguments, common errors, and misleading presentations of data and justifies through explanation. 12.6.6 Recognizes, compares, contrasts, and applies various sampling techniques (e.g. random samples, bias in sampling procedures, limited samples, sampling error). 12.6.7 Applies methods of curve fitting (e.g. best-fit line, line of regression) and various applications of these methods, such as making predictions. 12.6.8 Examines the relationship between the numerical expression of a probability (e.g. fraction, percentage, and odds) and the events that produce these numbers. 12.6.9 Demonstrates and describes the effect of independent and dependent events and how they are related to compound events and conditional probability. 12.6.10 Uses a variety of experimental simulation and theoretical methods (e.g. counting procedures, trees, formulas for permutations and combinations, statistical experiments) to determine probability. 12.6.11 Compares and contrasts among simulations, and experimental and theoretical probability techniques, and the advantages and disadvantages of each. 12.6.12 Uses the properties of the normal curve (i.e. the bell-curve graph that approximates the distribution of data for many realworld phenomena) and how the normal curve can be used to answer questions about sets of data. 12.6.13 Determines probability using mathematical and theoretical models (e.g. table- or tree-diagram, area model, list, counting procedures, sample space, etc.).

74

Approved: 15 May 2000 Revised: April 2005

Learning Objectives

Algebra I Geometry 1 N/A 2 N/A 3 N/A 4 N/A 5 N/A 6 N/A 7 N/A 8 N/A 9 N/A 10 a. Extended Uses area to solve problems involving geometric probability ? 11 N/A ? 12 N/A ? 13 N/A and mode Algebra II

? 1 Expected Calculates the mean, ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

4 N/A 5 N/A 6 N/A 7 N/A 8.a Expected Finds simple odds 9 N/A 10 N/A 11 N/A 12 N/A 13.a Expected Determines simple probabilities ? 13.b Extended Determines compound probabilities

? median, and mode ? 2 Extended Finds and applies measures ? of variation (range, upper and lower ? quartiles and inter-quartile range) ? 3.a Extended Uses stem-leaf plots ? 3.b Extended Uses line plots ? 3.c Extended Uses scatter plots and ? best-fit lines ? 3.d Extended Uses box-n-whisker plots ?

**? 1.a Extended Calculates mean, median, ? 2.a Expected Determines the domain ? ? ? ? ? ? ? ? ? ? ?
**

of a function 3.a Expected Converts between a table of values and the graphical representation 4 N/A 5 N/A 6 N/A 7.a Extended Uses the equation of a line to make predictions 8 N/A 9 N/A 10 N/A 11 N/A 12 N/A 13 N/A

75

**Approved: 15 May 2000 Revised: April 2005
**

12.7 Level: 9-12 Standard # 7

Measurement

Understands and applies basic and advanced properties of the concepts of measurement. Benchmarks (Grades 9-12): 12.7.1 Chooses appropriate units of measurements for a variety of problems. 12.7.2 Makes conversions within and between measurement systems. 12.7.3 Selects and uses appropriate estimation techniques to solve real-world problems. 12.7.4 Solves problems involving rate of a measure. 12.7.5 Determines precision and accuracy of measurements. 12.7.6 Analyzes and applies proportions, ratios, and scaling. 12.7.7 Uses appropriate measuring techniques, including indirect methods.

Learning Objectives

Algebra I Geometry based on size/scale of what is measured 1.b Essential Uses units that are consistent within the problem 2 N/A 3.a Essential Rounds values appropriately 3.b Expected Estimates answers to real-world problems before actually solving 3.c Expected Visually or otherwise approximates the size/measure of an object (e.g., length, area, volume, time, etc.) 4.a Essential Determines the slope of a line given any two points Algebra II units based on size/scale of what is measure 1.b Extended Uses units that are consistent within the problem 2.a Extended Moves decimals appropriately within metric system 2.b Extended Changes units within English system (e.g. feet ? inches, gallons ? quarts, etc.) 2.c Extended Converts between metric and English systems 3.a Expected Rounds values appropriately 3.b Extended Estimates answers to real-world problems

**? 1.a Expected Uses units that are
**

consistent within the problem

? 1.a Essential Chooses appropriate units ? 1.a Extended Chooses appropriate ? ? ? ? ? ? ? ? ? ? ?

**? 2 N/A ? 3.a Expected Rounds values
**

appropriately

**? 4.a Essential Defines rate as a ratio by ? ? ? ? ?
**

comparing different units 4.b Expected Recognizes rate problems by terminology used (e.g., time, per, slope, delta, change in, etc.) 4.c Extended Aligns problems so like units can cancel 5 N/A 6.a Essential Simplifies ratios 6.b Essential Recognizes equal proportions

?

76

**Approved: 15 May 2000 Revised: April 2005
**

Algebra I Geometry Algebra II

**? 6.c Essential Solves problems using
**

proportions ? 7 N/A

**? 5.a Expected Writes measurements in ? ?
**

units that are consistent with the tools available 5.b Essential Accurately measures angles using a protractor 5.c Essential Writes solutions which are no more accurate than the least accurate measure available (i.e., significant digits) 6.a Essential Simplifies ratios 6.b Essential Recognizes true proportions 6.c Essential Solves problems using proportions 6.d Essential Sets up appropriate proportions between similar polygons 7.a Expected Chooses appropriate tools for doing measurement 7.b Essential Uses similar triangle methods to measure objects that cannot be measured directly 7.c Essential Uses trigonometric functions to measure objects that cannot be measured directly

**? 3.c Extended Visually or otherwise
**

approximates the size/measure of an object (e.g., length, area, volume, time, etc.) 4.a Extended Recognizes rate problems by terminology used (e.g. time, per, slope, delta, change in, etc.) 4.b Expected Aligns problems so like units can cancel 4.c Essential Determines the slope of a line 5.a Extended Writes measurements in units that are consistent with the tools available 5.b Extended Writes solutions which are no more accurate than the least accurate measure available (i.e. significant digits) 6.a Expected Solves problems using proportions 6.b Extended Recognizes and solves direct and inverse variations 6.c Extended Writes equations for direct and inverse relationships for real-world problems 7.a Extended Chooses appropriate tools for doing measurements 7.b Extended Uses trigonometric functions to measure objects that cannot be measured directly

? ? ? ? ?

? ? ? ? ? ? ?

? ? ? ? ?

77

Approved: 15 May 2000 Revised: April 2005

**Levels and Components of The Minidoka County S.D. #331
**

Assessment System

The Minidoka County School District is committed to a balanced assessment system that provides multiple bodies of evidence of what kids know and are able to do. In addition to State and National tests such as the Direct Math and ITBS, we will continue to design district-wide assessments that ask students to demonstrate knowledge and skills demanded by the standards. Our district-wide assessment system will give us the data we need to answer the question: How are we really doing? It will be the basis for accountability for teachers and students, alike. But, more importantly, it will inform our teaching practice so we can make timely instructional and curricular decisions, identify strengths and weaknesses, and diagnose and treat areas of concern. Our assessment program can be thought of as a continuum of multiple bodies of evidence. National tests such as the ITBS are farthest from the learner. Therefore, they do not give a clear snapshot of what kids know and can do. Our district and classroom assessments, both formal and informal, are closer to the learner, so will allow us to dig deeper into what students actually can do. Because they are closer to the learner, local assessments will give a clear picture of what kids know and can do.

Farthest from the learner. Gives a faint, blurry picture of what kids know and can do.

National Tests: ITBS State Tests: Direct Math Assessment

**Minidoka Math Project Assessments Class Room Assessments:
**

Formal: Informal: Projects and Products Quizzes and Tests Observations

- Language Arts K-12
- Social Studies
- Technology K-9
- Health
- Science
- Strategic Plan
- unit plan 1
- Basic Humanities 9-12
- Music
- Speech Arts 9-12
- Visual Arts 6-12
- PE
- 6898543 Practical Math Success in 20 Minutes a Day
- Foreign Language 9-12
- primary math curriculum july 2012
- nsd common core math vocabulary for parents
- 2ndgradelesson10.3.07
- unpacking 4 sept 2016 1
- ch02_A
- CCGPS Math 6 6thGrade Unit1SE
- math lesson plan
- 5th grade math newsletter 2nd nine weeks final
- Rancangan Pelajaran Tahunan Mate Th 6
- fractions year 6
- Rpt Dan Plan-j Math Yr 6
- testing strategies
- Mathematics II
- digital unit plan template
- topics
- Nctomep Summary

- State of the School District January 2012
- 2010-2011 Demographics
- Minico Anti Foul Language
- Pre-Algebra - Chapter 1
- October 2012
- Executive Summary
- Mt. Harrison Anti-Foul Language Campaign
- Web Choice 2011
- 2012-2014 Supplemental Levy Brochure
- Local Area Providers 2011-2012
- Aplicacion de Matricula Abierta
- West Minico Anti-Foul Language Campaign
- Final Task Force Recommendations
- School Choice
- East Minico Anti-Foul Language Campaign
- Administrator Summer Check-Out
- Conditional Admission Form - Schedule of Intended Immunizations
- AMAO Parent Letter
- District Legal Description
- Minidoka Virtual Academy Parent Letter
- Certified Employee Summer Check-Out
- FY 2012 JFAC VO
- 2011-12 School Immunization Requirements Flyer
- Open Enrollment Application
- Trustee Zone Descriptions
- 2011-12 Guide to the School Immunization Requirements
- Minidoka Board Zones
- Negotiated Agreement 2011-2012
- Exemption Form - School
- Classified Employee Summer Check-Out

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