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Scope of the Curriculum

**Detailed Curriculum by Grade–level
**

(PreK–8)

®

LLC

Copyright 2007

Training/TR_003_Scp_Gr_by_Gr_v02–1

• Scope: Pre–K •

1) Counting

a) Count by 1s to 29… Count by 2s to 10… ―Count on‖ from a given number (―Count on from 5.‖)

page 1 of 1

2) Place Value

a) Recognition and writing of numerals 0–12… c) One–to–one correspondence.

**3) Addition of Whole Numbers Facts
**

a) Single–digit plus single–digit, for sums up to 12…

**4) Subtraction of Whole Numbers Facts
**

a) Answer: ―How far is it from 3 to 5?‖ for all combinations of numbers up to 10…‖ b) Single–digit minus single–digit, positive answer.

5) Fraction Concepts

a) Draw a picture of 1/2.

**6) Ordering Whole Numbers
**

a) Arrange a group of numbers from 0 to 12… in order.

7) Measurement Facts

a) 1 day = hours b) 1 week = days c) Measuring the length of various objects with non–standard units.

8) Geometry

a) Identify and draw a circle, a square, a rectangle, a triangle, an oval, a heart, and a star.

9) Patterns

a) Creating patterns with various objects, translating patterns into letter and number or color pattern. b) Grouping and sorting objects.

®

LLC

Copyright 2007

Training/TR_003_Scope_Gr_by_Gr_v02–2

• Scope: Kindergarten •

1) Counting

a) Count by 1s to 110. Count by 2s to 20. Count by 5s to 110. Count by 10s to 110.

page 1 of 3

2) Place Value

a) Recognition and writing of numerals 0–100. b) Recognition of which number goes first in 2–digit numbers. c) One–to–one correspondence.

**3) Addition of Whole Numbers Facts
**

a) Introduce single–digit plus single–digit, for sums up to 12

**4) Subtraction of Whole Numbers Facts
**

a) Introduce: ―How far is it from 6 to 14?‖ for all combinations of numbers up to 15.‖ b) Single–digit minus single–digit, positive answer.

**5) Algorithm for Addition of Whole Numbers
**

a) Introduce one–digit number plus one–digit number, column and vertical format.

**6) Algorithm for Subtraction of Whole Numbers
**

a) Introduce one–digit number minus one–digit number, column and vertical format.

7) Fraction Concepts

a) Draw a picture of 1/2 and identify half.

**8) Ordering Whole Numbers
**

a) Arrange a group of numbers from 0 to 20 in order.

9) Measurement Facts

a) 1 day = hours b) 1 week = days c) Measure in inches and with non–standard materials like paper clips…

®

LLC

Copyright 2007

Training/TR_003_Scope_Gr_by_Gr_v02–3

3. $2. a rectangle. a square. 20. . . AB etc. 13) Proportional Thinking (for advanced group) a) Answer: ―If two pieces of candy cost 1 dollar. . an oval. 7. how many pieces can you buy for 5 dollars?‖ 14) Geometry a) Identify and draw a circle. 8. 30. Generate patterns. . 16) Problem Solving a) Use real situations and manipulatives to work–out word problems. how much will six pieces of candy cost?‖ b) Answer: ―If two pieces of candy cost 1 dollar. page 2 of 3 10) Find the missing numbers…(Patterns) a) b) c) d) e) f) 0. 11) Time a) On a round clock. 10. 1. e) Weight—understand use of balance scale and compare weights. 40. . Knows AB. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–4 . . 9. 5. $5. 15) Properties of Numbers a) Experimentation with real objects – addition and subtraction with zero.• Scope: Kindergarten • d) Volume exploration. 4. a triangle. 6. Environmental patterns. and $10 by name. and a star. 12) Money a) Know $1. a heart. 2. 0. at minimum be able to tell time on the hour and half–hour. –type patterns.

display. and organize information. 18) Graphing a) Gather. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–5 .• Scope: Kindergarten • 17) Estimation page 3 of 3 a) Use manipulative to help make close approximation and develop number sense. c) Analyze contents of graphs. b) Make bar graphs and pictographs. 19) Classifying and Sorting a) Classify and sort objects by attributes.

b) Count by 1/2s. 6) Algorithm for Subtraction of Whole Numbers a) One–digit number minus one–digit number. d) Add 10 to any number up to 100. ―How much are 3 groups of 5?‖ d) Answer: ―How many 5s does it take to make 10?‖ page 1 of 3 2) Place Value a) b) c) d) Count by 10s and 100s.‖ column and ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–6 . Answer: ―How many 10s are there in 50?‖ for multiples of 10 up to 100. three times?‖ for multiples of 2. for sums up to 18.‖ for all wholes numbers up to 100. without ―borrowing. Read and write wholes numbers up to 100 in Standard Form. ―23 ones is the same as 2 tens and 3 ones. b) One–digit number plus two–digit number.• Scope: First Grade • 1) Counting a) Count by 1s to 120. column format. to 5. with and without ―carrying. without ―carrying‖ (―regrouping‖). Say. Count by 2s to 50.‖ column and vertical format. column and vertical format. 4) Subtraction of Whole Numbers Facts a) Answer: ―How far apart are 6 to 14?‖ for all combinations of numbers up to 15. b) Two–digit number minus one–digit number.‖ b) Single–digit minus single–digit. Count by 10s to 120. b) Answer: ―7 plus what number is 10?‖ for all combinations of numbers that make 10. Count by 5s to 120. column and vertical format. c) Two–digit number plus two–digit number. 5. 5) Algorithm for Addition of Whole Numbers a) One–digit number plus one–digit number. c) Answer: ―How much is 5. and 10. c) Answer: ―9 take–away what number is 6?‖ for whole numbers up to 18. positive answer. 3) Addition of Whole Numbers Facts a) Single–digit plus single–digit.‖ c) Answer: ―9 plus what number is 15?‖ for sums up to 15.

20. c) Two–digit number minus two–digit number. . . and 4/4. 12) Find the missing numbers…(Patterns) a) b) c) d) 0. 3/4. 0. 1/4. 2. 5. 20. 9. 8. . 6. 1/3. . 40. . without ―borrowing‖ (―regrouping‖). 4. 8) Fraction Concepts a) Draw a picture of 1/2. 1. column format. 13) Time a) On an analog (round) clock. 10. 5. . Measures appropriate lengths using a ruler. 7) Rounding–off Whole Numbers a) Answer: ―Is 27 closer to 20 or to 30?‖ for numbers up to 100. 10) Ordering Whole Numbers a) Arrange a group of numbers from 0 to 50 in order. . . VCR…) ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–7 . 10. 30. 9) Fractional Parts a) Find half of all whole numbers up to 20. 7. 3. b) Properly read a digital watch (clock. 0. 11) Measurement Facts a) b) c) d) e) f) g) h) 1m = cm 1 minute = seconds 1 hour = minutes 1 day = hours 1 week = days 1 year = months Knows the difference between centimeters and meters.• Scope: First Grade • page 2 of 3 vertical format. at minimum be able to tell time on the hour and half– hour. 15.

a triangle.‖]. d) ―How much change from 10 dollars? . 10 10¢ for $1. a) States the Identity for Subtraction [―Every number minus zero (0) equals itself. how much will six pieces of candy cost?‖ d) Answer: ―If two pieces of candy cost five dollars. a cube.from ?‖ e) ―Do you have enough money to buy ?‖ 15) Proportional Thinking a) Answer: ―If one piece of candy cost 2 dollars. . how many pieces can you buy for 10 dollars?‖ [For advanced group] c) Answer: ―If two pieces of candy cost five dollars. . a square.. b) Indentify sides and corners. . 17) Properties of Numbers a) States the Identity for Addition [―Every number plus zero (0) equals itself. how many pieces can you buy for 10 dollars?‖ 16) Geometry a) Identify a circle. 5 20¢for $1. how much will six pieces of candy cost?‖ b) Answer: ―If one piece of candy cost 2 dollars. . 2 $1). a cylinder.• Scope: First Grade • 14) Money page 3 of 3 a) Know 10¢ 20¢ 50¢ $1. a sphere. $2. and a rectangular prism (box). c) Find the value of an appropriate group of coins (2 10¢ 3 20¢ 4 50¢ and . ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–8 .‖]. a rhombus. b) Be able to ―fair trade‖ appropriate coins (2 50¢ for $1. . a rectangle. $5 and $10 by name. 18) Problem Solving b) Solve one– and two–step word problems using one or more operations.

100s. Single–digit minus single–digit. 4. d) Read and write wholes numbers up to 1. tens.• Scope: Second Grade • 1) Counting page 1 of 4 a) Count by 2s to 150. Answer: ―15 minus what number is 9?‖ for numbers up to 20. and hundreds place. f) Answer: ―How many 10s are there in 120?‖ 3) Addition of Whole Numbers Facts a) Single–digit plus single–digit. Count by 15s to 60. (Money) b) Count by 1/2s to 6. c) Identify ones. 5.000 in Standard Form. positive answer. 5. and 10. e) Rounding–off: Answer: ―Is 271 closer to 200 or to 300?‖ for appropriate numbers. d) Answer: ―How many 5s are there in 20? How many 10s in 40?‖ for appropriate multiples of 2. b) Answer: ―37 plus what number is 50?‖ for numbers up to 50. b) Say. 3. 50. Count by 10s to 300. c) Add 10 to any number up to 300. 25. difference less than 10. Subtract 10 from any number up to 100. e) ―How many halves are there in three wholes? How many halves are there in two and–a–half wholes?‖ 2) Place Value a) Count by 10s. difference equal to or greater than 10. c) Answer: ―How much is 5. ‖ ―70 – 6‖). A multiple of 10 minus a single–digit (―30 – 4. three times?‖ for multiples of 2. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–9 . sum up to 18. Count by 11s to 110. 4) Subtraction of Whole Numbers Facts a) b) c) d) e) f) g) Answer: ―How far apart are 12 and 30?‖ for all numbers up to 100. Double–digit minus single–digit.‖ for all wholes numbers less than 100. Double–digit minus single–digit. 20. and 1. Count by 25s to 300. ―23 ones is the same as 2 tens and 3 ones.000s. and 100. (Time) Count by 20s to 200. Count by 5s to 300.

‖ and ―3/4 + 1/4. 10) Fractional Parts a) Find half of all whole numbers up to 30. and 4/4. 9) Addition of Common Fractions a) Add: ―1/2 + 1/2. 12) Measurement Facts a) b) c) d) e) g) 1m 1 minute 1 hour 1 day 1 week 1L = = = = = = cm seconds minutes hours days mL ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–10 . column format. column and vertical format. 7) Rounding–off Whole Numbers a) Answer: ―Is 271 closer to 200 or to 300?‖ for numbers up to 1.000. column and vertical format.with and without ―carrying‖ (―regrouping. with and without ―borrowing‖ (―regrouping. b) Answer: ―Half of what number is…?‖ for whole numbers and half numbers from 0 to 30.• Scope: Second Grade • 5) Algorithm for Addition of Whole Numbers page 2 of 4 a) Up to three–digit number plus three–digit number. 8) Fraction Concepts a) Draw a picture of 1/2. 6) Algorithm for Subtraction of Whole Numbers a) One–digit number minus one–digit number.‖ ―1/4 + 1/4. 3/4.‖ ―trading‖).‖ orally and on paper. b) Up to three–digit number minus three–digit number. 11) Ordering Whole Numbers a) Arrange a group of numbers from 0 to 200 in order.‖ ―trading‖). 1/4.

‖ b) Know that 50% is ―half of it. rectangle. 24. rhombus. c) Figure the distance around things (perimeter). 4. . . 1. 15) Money a) Know 10¢ 20¢ 50¢ $1. quarter hour. 18. b) Identify a sphere. 8.• Scope: Second Grade • 13) Find the missing numbers…(Patterns) a) b) c) b) 0. . 50 10¢for five dollars. 18) Percent a) Know that 0% is ―none of it. half–hour. hexagon. a triangle. . octagon. page 3 of 4 . . 4 50¢for 2 dollars. how many pieces can you buy for $20?‖ 17) Geometry a) Identify and draw a circle. and quadrilaterals: square. how much will six pieces of candy cost?‖ b) Answer: ―If two pieces of candy cost five dollars. parallelogram. 7. whole . 22 $1. b) Properly read a digital watch. . c) Find the value of an appropriate group of coins (23 10¢ 33 20¢ 24 50¢ . . (―silver‖) dollar by name and value. 5 $2 and 3 $5). 10. 3. 20. at minimum be able to tell time on the hour. and rectangular prism (box). 12. pentagon. 16) Proportional Thinking a) Answer: ―If two pieces of candy cost five dollars. 30. . . .‖ c) Know that 100% is ―all of it. 40. $2. 9.‖ ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–11 . 6. and three–quarter hour. . 2. 14) Time a) On a round clock. and count the number of square inside closed figures (area). 0. 0. cylinder. 6. b) Be able to ―fair trade‖ appropriate coins (5 20¢for a dollar. $10 and $20 (―50–cent piece‖). $5. 5. as well as most other times.

b) Use mental math to solve appropriate questions. page 4 of 4 20) Data Analysis a) Construct and interpret bar graphs and pictographs. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–12 .• Scope: Second Grade • 19) Problem Solving a) One and two step word problems involving more than one operation.

difference less than 10. b) Say. Count by 6. ‖ ―70 – 26‖). Single–digit minus single–digit. Answer: ―15 minus what number is 9?‖ for numbers up to 20. 100s. Vocabulary: ―difference. d) Explain the concept and use of ―Fact Families‖ in addition. Subtract 10 from any number up to 1. e) Add and subtract 10 to any number up to 1. b) Single–digit plus single–digit.000s. Double–digit minus single–digit. 100. 10. 1/3s. difference equal to or greater than 10. 15. 5. 8. 25. and 3 ones.000.000.000s. and 50 (first 13 multiples of each number). ten thousands. 2) Place Value a) Count by 10s. c) Read and write wholes numbers up to 10.‖ for all wholes numbers up to 1. 7. c) Answer: ―7 plus what number is 20?‖ for numbers than 100.000?‖ 3) Addition of Whole Numbers Facts a) Single–digit plus single–digit. and 1. Answer: ―How many 25s are there in 200?‖ How many 11/2s are there in 6? How many 21/2s are there in 71/2?‖ for appropriate numbers. 9. and hundred thousands place.‖ ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–13 . 21/2s. A multiple of 10 minus a double–digit number (―30 – 14. 2 tens. d) Identify the ones. 11. positive answer. 10. 1. 3. thousands. 1/4s. Count by 1/2s.000 in Standard Form and in Expanded Form. sum equal to or greater than 12.000. ―423 ones is the same as 4 hundred. sum less than 12. 4. g) Add in vertical and horizontal formats. Double–digit minus single–digit. h) Vocabulary: ―sum‖ and ―addends. 12 (first 13 multiples of each number).• Scope: Third Grade • 1) Counting a) b) c) d) *e) page 1 of 5 Count by 2. f) Add and subtract 12 to any number up to 1.000. tens.000s.000s. negative answer.000.‖ 4) Subtraction of Whole Numbers Facts a) b) c) d) e) f) g) h) i) Single–digit minus single–digit. Explain the concept and use of ―Fact Families‖ in subtraction. 20. e) Answer: ―How many 10s and 100s are there in 1. hundreds. 11/2s.

‖ and related division facts (―Fact Families‖).‖ ―product.‖ 6) Division of Whole Numbers Facts a) Divide any two–digit number by any one–digit number without remainders. 8) Algorithm for Subtraction a) Subtract any two whole numbers.• Scope: Third Grade • 5) Multiplication of Whole Numbers Facts page 2 of 5 a) Know the ―times tables‖ from―0 times 0‖ up to ―12 times 12. including ―subtracting across middle zeros with borrowing. less than. in vertical and horizontal formats. c) Vocabulary: ―divisor. *b) Divide any three–digit number by any one–digit number. b) Tell whether a given proper or improper fraction is greater than. 9) Algorithm for Multiplication a) Multiply any two–digit number by any one–digit number.‖ and subtracting from multiples of powers of 10 (a lot of zeros in the minuend). 10) Algorithm for Division a) Divide any two–digit number by any one–digit number. and draw pictures demonstrating knowledge of Equivalent Fractions in general. or equal to 1/2. or equal to one whole (1).‖ and ―prime and composite numbers. less than.‖ and ―remainder.‖ ―dividend. b) Round to the nearest ten and nearest hundred for numbers up to 10. b) Divide any two–digit number by any one–digit number with remainders.000.‖ ―quotient.‖ 7) Algorithm for Addition a) Add any group of whole numbers. 12) Fraction Concepts a) Tell whether a given proper fraction is greater than. b) Multiply any three–digit number by any one–digit number. c) Explain why 1/2 and 2/4 are the same amount. b) Vocabulary: ―factor. 11) Estimation and Rounding–off a) Estimate using additional and subtraction. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–14 .

2. b) Answer ―Half of what number is…?‖ for whole numbers and half numbers from 0 to 100. 12. 2. .‖ ―proper fraction. 2. 15) Ordering a) Arrange a group of whole numbers from 0 to 1. 1. 7. 8. 8. . .‖ and ―equivalent fractions. 1. . 4. 1/4. 1/2. c) Answer ―A quarter of what number is…?‖ for whole numbers and half numbers from 0 to 100. 24. 11/2. 4. 4. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–15 . 0. 2.000 in order. .‖ ―denominator.‖ 13) Addition and Subtraction of Common Fractions a) Add and subtract proper fractions with common denominators. 21/2. . b) Arrange a group of fractions containing 0. 3/4. 16. c) Arrange a group of fractions containing 0. . 17) Find the missing numbers…(Patterns) a) b) c) d) 0. in vertical and horizontal formats. 18. 1. 6. 14) Fractional Parts a) Find half of all whole numbers up to 100. . 1. 6. 16) Measurement Facts a) b) c) d) e) f) 1m 1 km 1 cm 1 minute 1 hour 1 day = = = = = = cm m mm seconds minutes hours g) h) i) j) k) i) 1 week 1 year 1 kg 1L 1 year 1 year = = = = = = days months g mL weeks days j) Measure length and mass (weight) using the metric system.‖ ―improper fraction.• Scope: Third Grade • page 3 of 5 d) Draw a picture of given proper and improper fractions and mixed numbers. e) Vocabulary: ―numerator. 11.

® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–16 . ray. plane figure. Subtract. a rectangle. Identify a sphere. cylinder. d) Add. congruency.• Scope: Third Grade • 18) Time page 4 of 5 a) Be able to tell time on an analog (round) clock and on a digital watch.‖ ―Quarter after. c) Use geometric vocabulary: point. symmetry. and rectangular prism (box). line. $20.‖ and ―Half past. $50 and $100 (―50–cent . ―Quarter to. piece‖). greater than 90º less and than 180º(obtuse). How much are 50 worth?‖ b) Answer: ―Recyclers pay 50 cents for every 2 aluminum cans. and a trapezoid. and equal to 180º (straight). 20) Proportional Thinking a) Answer: ―Recyclers pay 50 cents for every 2 aluminum cans. quadrilaterals. a square. Identify a Right Angle. b) Be able to ―fair trade‖ any combination of coins and bills. and Multiply money. and count the number of square inside closed figures (area). line segment. c) Find the value of any group of coins. d) Know. Identify and name angles that are: less than 90º (acute). $2. .‖ 19) Money a) Know 10¢ 20¢ 50¢ $1. How many cans must to collect to make 5 dollars?‖ 21) Geometry a) b) c) d) Identify and draw a circle. e) Figure out and count back change. whole (―silver‖) dollar by name and value. . $10. parallelogram… d) Figure the distance around things (perimeter). b) Answer: ―How long is between 2 PM and 5:45PM?‖ for appropriate intervals of time. and know it contains 90º . $5. space figure. c) Define DAY and YEAR in terms of the movement of the Earth. a triangle.

unlikely. two.• Scope: Third Grade • 22) Percent a) Find 0. mental math. pie charts. page 5 of 5 23) Problem Solving a) One. c) Make future predictions based on data. apply the ―easier number‖ method. c) Develop and use various techniques in Problem Solving: 1) 2) 3) 4) 5) 6) 7) break–down the problem into simpler parts. b) Use mental math to solve appropriate questions. make a table or chart. 50. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–17 . and three step word problems. and line graphs. or have no chance of occuring. pictographs. work backwards. b) Decide whether common events are likely. and 100 percent of any whole number from 0 to 100. trail and error (―guess and check‖) 24) Data Analysis and Probability a) Construct and interpret bar graphs. draw a picture.

000?‖ g) Answer: ―How many 1/1 0s are there in one whole (1)?‖ *h) Answer: ―How many 1/100s are there in one–tenth (1/10)?‖ 3) Addition of Whole Numbers Facts a) b) c) d) Single–digit plus single–digit. 2 tens. Answer: ―How many 25s are there in 200? How many 15s in 60? How many 21/2s in 10? How many 11/2s in 30?‖ for appropriate numbers. 50. b) Say. 20.000s.000s. 1/4s. Double–digit minus single–digit. Count by 1/2s. tenths. Add 10. 100. tens. c) Read and write wholes numbers up to 100. and hundred thousands place. thousands. positive answer. and 4 ones. and 100 to any number up to 1. d) Identify the ones. 400 – 125). f) Answer: ―How many 10s. Any whole number minus whole number. 12. 100s and 1. 15. Double–digit minus single–digit.000s.000. hundredths.‖ for all wholes numbers up to 1. 25 (first 13 multiples of each number). 25. 20. 20. 2) Place Value a) Count by 10s.000 in Standard Form and in Expanded Form. 1. A multiple of 100 minus any number (300 – 17. sum greater than 10. 20. 11. hundreds. difference less than 10. 100s.000s. ―324 ones is the same as 3 hundreds. 1/3s. difference equal to or greater than 10.000. 10. sum up to 10. negative answer.15. 11/2s.000s are there in 10.000. and 100 to any number up to 1.000. 3/4s. ten thousands. 5) Multiplication of Whole Numbers Facts a) Know the ―times tables‖ from ―0 times 0‖ up to ―12 times 12. 11/4s. Single–digit plus single–digit. and 1. Subtract 10. and thousandths place. Answer: ―79 plus what number is 100?‖ for numbers up to 300. 4) Subtraction of Whole Numbers Facts a) b) c) d) e) f) *g) Single–digit minus single–digit. e) Identify the ones. 75 (first 10 multiples of each number).‖ ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–18 . Answer: ―150 minus what number is 95?‖ for numbers up to 1.• Scope: Fourth Grade • 1) Counting a) b) c) d) page 1 of 5 0–12. 21/2s.000. 12.

page 2 of 5 7) Algorithm for Addition of Whole Numbers a) Add any group of whole numbers. *b) Multiply any three–digit number by any two–digit number. 11) Rounding–off a) Round–off any whole number to any place up to millions. Rewrite improper fractions as mixed numbers. Find Greatest Common Factor (GCF). with and without common denominators. 9) Algorithm for Multiplication of Whole Numbers a) Multiply any two–digit number by any two–digit number. 8) Algorithm for Subtraction of Whole Numbers a) Subtract any two whole numbers. Rewrite mixed numbers as improper fractions.07 closer to 2 or to 3?‖ for appropriate numbers. 10) Algorithm for Division of Whole Numbers a) Divide any three–digit number by any one–digit number. b) Answer: ―Is 15/8 closer to 1or to 2?‖ for appropriate numbers. 12) Common Fraction Concepts a) b) c) d) e) Find Least Common Multiple (LCM). ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–19 . 13) Addition and Subtraction of Common Fractions a) Add and subtract proper fractions. in any format.• Scope: Fourth Grade • 6) Division of Whole Numbers Facts a) Divide any two–digit number by any one–digit number. c) Answer: ―Is 2. in any format. b) Divide any three–digit number by any two–digit number. with and without remainders. Reduce fractions to lowest terms. with and without remainders.

1/2.‖ b) Answer: ―What is the purpose of the decimal point?‖ c) Answer: ―How many decimal points can a number have?‖ page 3 of 5 15) Addition and Subtraction of Decimal Fractions a) Add and subtract any combination of decimals fractions (including whole numbers). 16) Fractional Parts a) Knows that ―a quarter of‖ and ―a one–fourth of‖ mean the same thing. 3/4s. 9/10. 0.1s. g) Answer ―A quarter of what number is…?‖ for whole numbers and half numbers from 0 to 100. 1/4.• Scope: Fourth Grade • 14) Decimal Fraction Concepts a) Define the word ―decimal. and two–thirds of selected whole numbers and fractions. 1. 11/2s. one–third. b) Arrange a group of fractions containing 0. 0. 0.09. 1.000 in order. 1/4s. 3/4. 1. 5/8.2. b) Find half and quarter of all whole numbers up to 100. 3/8. 18) Measurement Facts a) b) c) d) e) f) g) h) i) j) k) l) 1m 1 km 1 cm 1 minute 1 hour 1 day 1 week 1 year 1 year 1 year 1 decade 1 century ® = = = = = = = = = = = = cm m mm seconds minutes hours days months weeks days years years LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–20 . 17) Ordering a) Arrange a group of whole numbers from 0 to 1. c) Find three–quarters. c) Arrange a group of fractions containing 0. d) Count by 1/2s. 2/3s. 21/2s. e) Count by 0. 1/3s.67.3. f) Answer ―Half of what number is…?‖ for whole numbers and half numbers from 0 to 100.

2. 5. $50. c) Identify space figures: sphere. 8. whole (―silver‖) dollar by name and value. $100 and $500 (―50–cent . right. piece‖). c) 0. b) Identify and draw various angles: acute. How far 1 m represent ?‖ c) Answer: ―The distance around the Earth is about 24. a hexagon. 13. obtuse. $2. b) Be able to ―fair trade‖ any combination of coins and bills. about how many cm would it take to represent the distance around the Earth?‖ 23) Geometry a) Identify and draw a circle. 1. 20) Time a) Knows the meaning of AM and PM. and straight. How many km does 18 cm represent ?‖ b) Answer: ―On a certain map. *Identify and draw a pentagon. 16. b) Define DAY and YEAR in terms of the movement of the earth. and pyramid. 21. 7. 4. $5. d) Figure the distance around things (perimeter). 22) Proportional Thinking a) Answer: ―On a certain map. . 1. cube.• Scope: Fourth Grade • m) n) o) p) q) 1 century 1 millenium 1 kg 1 ton 1L = = = = = decades years g kg mL page 4 of 5 19) Find the missing numbers…(Patterns) a) 1. . ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–21 . At 3 cm for every 500 km. e) Find the volume of simple boxes. 2. 3 cm represents 500 km. b) 1. . rectangular prism (aka box). 8. a rectangle. 4. $20. and count the number of square inside closed figures (area) using the formulas. .000 km. a decagon. 21) Money a) Know 10¢ 20¢ 50¢ $1. . $10. . 3. 3 cm represents 500 km. 2. and an octagon. and a triangle. a square. c) Find the value of any group of coins. . . 11.

‖] is used in reducing fractions. 75. c) Develop and use various techniques in Problem Solving: 1) 2) 3) 4) 5) 6) 7) break–down the problem into simpler parts. mental math. draw a picture. 26) Problem Solving a) State: ―The whole is equal to the sum of its parts. work backwards. trail and error (―guess and check‖) d) Check answer for reasonableness. 27) Data Analysis and Probability a) Construct and interpret tables. *b) Find 0. 10.‖ b) Solve two and three step word problems using two or more operations. 50. b) Find the mode and median of appropriate data. d) Express results of probability situations in various formats. bar graphs.‖ and ―Any part equals the whole minus all of the other parts. 225…).‖ 25) Properties of Numbers a) Explain how the Identity for Multiplication [―Every number times one (1) equals itself. c) Display all possible outcomes of a simple probability situation in an organized way. 300…) and sub–multiples of 100 (150. 25. pie charts. b) Explain how the Identity for Divison [―Every number divided one (1) equals itself. pictographs.‖] is used in renaming fractions. and 250 percent of selected numbers.• Scope: Fourth Grade • 24) Percent page 5 of 5 a) Find ―8% of 300‖ for multiples 100 (200. 100. make a table or chart. 200. 662/3.‖ and ―2/3. 331/3. apply the ―easier number‖ method. including ―2 out of 3.‖ ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–22 . and line graphs. c) Figure ―price including tax‖ and ―price after discount.

Answer: ―15 minus what number is 9?‖ for numbers up to 1. and millions place.000. ten thousands. Answer: ―How many 25s are there in 200? How many 15s in 60? How many 21/2s in 10? How many 11/2s in 30?‖ for appropriate numbers. positive answer. 100s. f) Answer: ―How many 10s. c) Read and write wholes numbers up to 1. Single–digit plus single–digit. 20. 21/2s. 100s and 1. sum greater than 10. Count by 1/2s. and 1. 12. 10. Single–digit minus single–digit. 400 – 125). 2 tens.000s. hundreds.• Scope: Fifth Grade • 1) Counting a) b) c) d) page 1 of 6 0–12.000. Add 10. 50.000?‖ g) Answer: ―How many 1/ 10s are there in one whole (1)?‖ h) Answer: ―How many 1/ 100s are there in one–tenth (1/ 10)?‖ 3) Addition of Whole Numbers Facts a) b) c) d) Single–digit plus single–digit. and 4 ones. and 100 from any number up to 1. 75 (first 10 multiples of each number). 20. ―324 ones is the same as 3 hundreds. sum up to 10.000.000. 25 (first 13 multiples of each number).000s. 20. 11. hundred thousands . hundredths.‖ for all wholes numbers up to 1. thousands.000s. 12. negative answer. d) Identify the ones. 3/4s. 1/3s.000s are there in 10. 20. 2) Place Value a) Count by 10s. tenths.000s. difference less than 10.000 in Standard Form and in Expanded Form. 5) Multiplication of Whole Numbers Facts a) Know the ―times tables‖ from ―0 times 0‖ up to ―12 times 12. A multiple of 100 minus any number (300 – 17. difference equal to or greater than 10.‖ ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–23 .15. Answer: ―79 plus what number is 100?‖ for numbers up to 300. 25. Double–digit minus single–digit. 11/2s. Double–digit minus single–digit. 11/4s. tens.000. e) Identify the ones. 4) Subtraction of Whole Numbers Facts a) b) c) d) e) f) g) Single–digit minus single–digit. and 100 to any number up to 1. Subtract 10. 1/4s. and thousandths place. 100.000. 15. b) Say. 1.

07 closer to 2 or to 3?‖ for appropriate numbers. Find Greatest Common Factor (GCF). 11) Rounding–off a) b) c) d) Round–off any whole number to any place up to millions. Answer: ―Is 2. Reduce fractions to lowest terms. in any format. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–24 . 8) Algorithm for Subtraction of Whole Numbers and Integers a) Subtract any two whole numbers. in any format. 9) Algorithm for Multiplication of Whole Numbers a) Multiply any whole number by any whole number. b) Add any group of integers. and ones place. b) Add any group of integers. Round–off any decimal fraction to nearest hundredth.• Scope: Fifth Grade • 6) Division of Whole Numbers Facts a) Divide any two–digit number by any one–digit number. with and without common denominators. page 2 of 6 7) Algorithm for Addition of Whole Numbers and Integers a) Add any group of whole numbers. 13) Addition and Subtraction of Common Fractions a) Add and subtract any fractions. 10) Algorithm for Division of Whole Numbers a) Divide any whole number by any whole number. Rewrite improper fractions as mixed numbers. tenth. Answer: ―Is 15/8 closer to 1or to 2?‖ for appropriate numbers. Rewrite mixed numbers as improper fractions. 12) Common Fraction Concepts a) b) c) d) e) Find Least Common Multiple (LCM). with and without remainders.

e) Count by 0. b) Arrange a group of fractions containing 0. 1/2. f) Answer ―Half of what number is…?‖ for whole numbers and half numbers from 0 to 100. g) Answer ―A quarter of what number is…?‖ for whole numbers and half numbers from 0 to 100. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–25 .67. 11/2s. 3/4s.09. b) Find half and quarter of all whole numbers up to 100.• Scope: Fifth Grade • 14) Multiplication and Division of Common Fractions a) Multiply and divide any proper fractions.‖ b) Answer: ―What is the purpose of the decimal point?‖ c) Answer: ―How many decimal points can a number have?‖ 16) Addition and Subtraction of Decimal Fractions a) Add and subtract any combination of decimals fractions (including whole numbers). h) Find ―2/3 of 12‖ for appropriate fractions and whole numbers.1s. 21/2s. 1.2.3. 1. 3/4. 5/8. 19) Ordering a) Arrange a group of whole numbers from 0 to 1. 1/3s. 17) Multiplication and Division of Decimal Fractions a) Multiply and divide any combination of decimals fractions (including whole numbers). and two–thirds of selected whole numbers and fractions. c) Arrange a group of fractions containing 0. 18) Fractional Parts a) Knows that ―a quarter of‖ and ―a one–fourth of‖ mean the same thing. one–third. 0. 3/8. d) Count by 1/2s. 9/10. 0. c) Find three–quarters. 1. page 3 of 6 15) Decimal Fraction Concepts a) Define the word ―decimal. 0.000 in order. 2/3s. 1/4s. 1/4.

. . and mass (weight) using the metric system. 11. $50. 4. 5. b) 1. whole (―silver‖) dollar by name and value. $2. $10. $100. 16. $500. c) 0. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–26 . 22) Time a) Knows the meaning of AM and PM. 8. 2. $5. . 21) Find the missing numbers…(Patterns) a) 1. . piece‖). 3. 13. . . b) Define DAY and YEAR in terms of the movement of the earth. . 1. $1000 (―50–cent . $20. b) Be able to ―fair trade‖ any combination of coins and bills. 8. capacity. 7. 21. 2.• Scope: Fifth Grade • 20) Measurement Facts a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) 1m 1 km 1 cm 1 minute 1 hour 1 day 1 week 1 year 1 year 1 year 1 decade 1 century 1 century 1 millenium 1 kg 1 ton 1L = = = = = = = = = = = = = = = = = cm m mm seconds minutes hours days months weeks days years years decades years g kg mL page 4 of 6 r) Measure distance. 23) Money a) Know 10¢ 20¢ 50¢ $1. 2. . c) Find the value of any group of coins. 1. 4.

• Scope: Fifth Grade • 24) Proportional Thinking page 5 of 6 a) Answer: ―On a certain map. c) Explain why ―division by zero (0)‖ is not allowed. draw a picture. an ellipse. about how many cm would it take to represent the distance around the Earth?‖ 25) Geometry a) Identify and draw a circle. b) Find ―7% of 300‖ for multiples and sub–multiples of 100. and 250 percent of selected numbers. 100.‖] is used in renaming fractions. trail and error (―guess and check‖) develop a mathematical model (an equation). make a table or chart. 28) Problem Solving a) State: ―The whole is equal to the sum of its parts. c) Develop and use various techniques in Problem Solving: 1) 2) 3) 4) 5) 6) 7) 8) break–down the problem into simpler parts. 662/3. c) Find the volume of simple boxes. d) Check answer for reasonableness. work backwards. 3 cm represents 500 km. a square. How one meter represent ?‖ c) Answer: ―The distance around the Earth is about 24. and count the number of square inside closed figures (area) using the formulas.‖] is used in reducing fractions. How many miles does 18 cm represent ?‖ b) Answer: ―On a certain map. apply the ―easier number‖ method. 331/3. 3 cm represents 500 km.000 km. mental math. 27) Properties of Numbers a) Explain how the Identity for Multiplication [―Every number times one (1) equals itself.‖ b) Solve two and three step word problems using two or more operations. 75. b) Figure the distance around things (perimeter). ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–27 .‖ and ―Any part equals the whole minus all of the other parts. a triangle. 26) Percent a) Find 0. At 3 cm for every 500 km. a rectangle. 25. 50. 200. 10. b) Explain how the Identity for Division [―Every number divided one (1) equals itself. and a star.

• Scope: Fifth Grade • 29) Data Analysis and Probability page 6of 6 a) Construct and interpret tables. ® LLC Copyright 2007 Training/TR_003_Scp_Gr_by_Gr_v02–28 . pictographs. and interpret meaning in simple situations. d) Plot ordered pairs. pie charts. c) Use fractions and simple percentages to compare data. and line graphs. histograms. bar graphs. b) Find the mean. median. and mode of simple data sets.

and Skills ® LLC Copyright 2007 Training/TR_003_Scp_Gr_by_Gr_v02–29 . Facts. 7.Mathnasium Pre–Algebra Checklist Grades 6. & 8 Concepts.

mixed numbers) Comparing and ordering common fractions Common denominators Rounding–off common fractions Reciprocals Powers of common fractions Ratio • meaning of ratio • various forms of ratio Square roots of common fractions Locating common fractions on the number line Word problems n) o) p) ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–30 . 13.• Pre–Algebra Checklist • 1) Whole Numbers a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) Counting (from any number. 100 Square roots of whole numbers – perfect squares Locating whole numbers on the number line Word problems page 1 of 7 2) Common Fractions a) b) c) d) e) f) g) h) i) j) k) l) m) Parts and Wholes The meaning of common fractions Expressing common fractions in lower terms Expressing common fractions in higher terms Counting (from any number. division) Place value (grouping in 10s) Reading and writing whole numbers Comparing and ordering whole numbers Prime factoring Least Common Multiple Greatest Common Factor Rounding–off whole numbers Exponents and powers of whole numbers Multiplying and dividing by powers of 10 Divisibility by 2. division) Reading and writing common fractions (proper fractions. 15. 10. multiplication. multiplication. subtraction. subtraction. from any number. 11. 6. by any number) Computation (addition. from any number. 3. 8. improper fractions. 7. 5. 25. 12. by any number) Grouping Basic ―Number Facts‖ Computation (addition. 9. 4.

from any number.• Pre–Algebra Checklist • 3) Decimal Fractions a) b) c) d) e) f) g) h) i) j) k) l) Place value Reading and writing decimal fractions Rounding–off decimal fractions Comparing and ordering decimal fractions Counting (from any number. multiplication. subtraction. multiplication. by any number) Computation (addition. division) Multiplying and dividing by powers of 10 Scientific Notation Square of decimal fractions Reciprocals of decimal fractions Locating decimal fractions on the number line Word problems page 2 of 7 4) Common Fractions and Decimal Fractions a) Changing common fractions to decimal fractions b) Changing decimal fractions to common fractions c) Computation (addition. division) of common fractions and decimal fractions d) The nature of repeating decimals 5) Percent a) The meaning of percent b) Percents as common fractions c) Percents as decimal fractions d) Common fractions as percents e) Decimal fractions as percents f) Percent word problems: • Type 1: ―25% of 40 is what number?‖ • Type 2: ―25% of what number is 10?‖ • Type 3: ―10 is 25% of what number?‖ 6) Parenthesis a) The meaning of parenthesis b) Removing parenthesis c) Adding parenthesis ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–31 . subtraction.

Exponents. Multiplication. Addition. Subtraction. Multiplication. Subtraction) b) Please Excuse My Dear Aunt Sally (Parenthesis. Addition. Division. Division. Exponents. Division. Addition. Left to Right) page 3 of 7 8) Measurement (English and Metric) a) b) c) d) e) f) g) Time Weight Distance Area Volume Density Temperature 9) Fractional Parts a) Find the part when the fractional part and whole are given (2/3 of 24 equals what number?) b) Find the whole when the fractional part and part are given (3/4 of what number 9?) c) Find the fractional part when the whole and part are given (8 is what part 12?) 10) Sets a) b) c) d) e) f) g) The meaning of sets Set membership The Empty Set The Universal Set Subsets Intersection of sets Union of sets ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–32 . Subtraction) b) Please Excuse My Dear Aunt Sally and Let her Rest (Parenthesis.• Pre–Algebra Checklist • 7) Order of Operations a) My Dear Aunt Sally (Multiplication.

area. and non-distributive operations. stacked b) Reading graphs c) Making graphs 13) Statistics and Probability a) Average (mean). division) Word problems 14) Properties of numbers a) b) c) d) e) f) Communative property Associative property Distributive property Identity property Inverse property Examples of non-communative. ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–33 . multiplication. circle. line. picto. non-associative.• Pre–Algebra Checklist • 11) Number Patterns a) Identifying patterns b) Finding ―the next number‖ page 4 of 7 12) Graphs a) Types of graphs: bar. median. subtraction. and mode b) Probability and odds c) Combinations and permutations 14) Integers a) b) c) d) e) f) The meaning of integers The concepts of opposites Locating integers on the number line Comparing and ordering integers Computation (addition.

subtraction. division Negative exponents Word problems 17) Irrational Numbers a) The meaning of irrational numbers • pi • square roots • phi (The Golden Section) b) Comparing and ordering irrational numbers c) Locating irrational numbers on the number line d) Computation (addition. multiplication.• Pre–Algebra Checklist • 15) Relationships a) Types of relationships • greater than • less than • equal to • greater than or equal to • less than or equal to b) Properties of relationships • reflective • symmetric • transitive page 5 of 7 16) Rational Numbers a) b) c) d) e) f) The meaning of rational numbers Comparing and ordering rational numbers Locating rational numbers on the number line Computation (addition. division) e) Word problems 18) The Language of Algebra a) b) c) d) Symbols Variables Terms and expressions Mathematical sentences • open sentences • equations • inequalities ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–34 . subtraction. multiplication.

‖ b) ―As the denominator gets smaller and smaller…‖ 21) Algebraic Numbers a) The meaning of algebraic numbers b) Similar terms c) Zero as an exponent 22) Linear Equations a) Solving linear equations b) Word problems 23) Ratio and Proportion a) b) c) d) The meaning of ratio The meaning of proportion Solving proportions Ratio and units of measure 24) Graphing a) Labeling coordinate axis b) Ordered pairs c) Plotting points and lines ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–35 .• Pre–Algebra Checklist • 19) Evaluation a) Algebraic expressions b) Formulas page 6 of 7 20) Division by zero a) ―A whole with no parts.

obtuse • Drawing angles h) Sum of the angles of a triangle i) Pythagorean Theorem page 7 of 7 26) The Concept of “change” a) Amount of change b) Direction of change c) Percentage of change 27) Applied mathematics a) b) c) g) h) i) j) Sales tax and discount Interest and commissions Change and banking Unit pricing Take–home pay Inflation Credit ® LLC Copyright 2007 Training/TR_003_Scope_Gr_by_Gr_v02–36 .• Pre–Algebra Checklist • 25) Geometry a) Points b) Lines: • intersecting lines • perpendicular lines • parallel lines • transversal c) Rays and Line segments d) distance e) Area and Perimeter • parallelogram • rectangle • square • trapezoid • triangle • circle f) Volume and Surface Area • rectangular solid (a box) • cube • right circular cylinder (a soup can) • sphere (a ball) • pyramid g) Angles • Naming angles: acute. right.

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