## Standards.InK-7 History

November 09, 2008, at 02:15 PM by LFS -
Changed line 249 from:
• IN_3C-2-4 Know and use the inverse relationship between multiplication and division facts, such as 6  7 = 42, 42  7 = 6, 7  6 = 42, 42  6 = 7.
to:
• IN_3C-2-4 Know and use the inverse relationship between multiplication and division facts, such as 6 x 7 = 42, 42 ÷ 7 = 6, 7 x 6 = 42, 42 ÷ 6 = 7.
November 09, 2008, at 01:52 PM by LFS -
Changed line 214 from:
to:
Changed line 220 from:
to:
Changed lines 223-243 from:

[]

• CA_3NS-1-0 Students understand the place value of whole numbers:
• CA_3NS-1-1 Count, read, and write whole numbers to 10,000.
• CA_3NS-1-2 Compare and order whole numbers to 10,000.
• CA_3NS-1-3 Identify the place value for each digit in numbers to 10,000.
• CA_3NS-1-4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
• CA_3NS-1-5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).
• CA_3NS-2-0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:
• CA_3NS-2-1 Find the sum or difference of two whole numbers between 0 and 10,000.
• CA_3NS-2-2 Memorize to automaticity the multiplication table for numbers between 1 and 10.
• CA_3NS-2-3 Use the inverse relationship of multiplication and division to compute and check results.
• CA_3NS-2-4 Solve simple problems involving multiplication of multidigit numbers by one-digit numbers (3,671 x 3 = __).
• CA_3NS-2-5 Solve division problems in which a multidigit number is evenly divided by a one-digit number (135 ÷ 5 = __).
• CA_3NS-2-6 Understand the special properties of 0 and 1 in multiplication and division.
• CA_3NS-2-7 Determine the unit cost when given the total cost and number of units.
• CA_3NS-2-8 Solve problems that require two or more of the skills mentioned above.
• CA_3NS-3-0 Students understand the relationship between whole numbers, simple fractions, and decimals:
• CA_3NS-3-1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4).
• CA_3NS-3-2 Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as 1/2).
• CA_3NS-3-3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
• CA_3NS-3-4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar).
to:
• IN_3NS-1-1a Students understand the relationships among numbers, quantities, and place value in whole numbers up to 1,000. They understand the relationship among whole numbers, simple fractions, and decimals.
• IN_3NS-1-1 Count, read, and write whole numbers up to 1,000.
• IN_3NS-1-2 Identify and interpret place value in whole numbers up to 1,000.
• IN_3NS-1-3 Use words, models, and expanded form to represent numbers up to 1,000.
• IN_3NS-1-4 Identify any number up to 1,000 in various combinations of hundreds, tens, and ones.
• IN_3NS-1-5 Compare whole numbers up to 1,000 and arrange them in numerical order.
• IN_3NS-1-6 Round numbers less than 1,000 to the nearest ten and the nearest hundred.
• IN_3NS-1-7 Identify odd and even numbers up to 1,000 and describe their characteristics.
• IN_3NS-1-8 Show equivalent fractions using equal parts.
• IN_3NS-1-9 Identify and use correct names for numerators and denominators.
• IN_3NS-1-10 Given a pair of fractions, decide which is larger or smaller by using objects or pictures.
• IN_3NS-1-11 Given a set of objects or a picture, name and write a decimal to represent tenths and hundredths.
• IN_3NS-1-12 Given a decimal for tenths, show it as a fraction using a place-value model.
Changed lines 241-242 from:
to:
Changed lines 264-272 from:
• CA_3AF-1-0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:
• CA_3AF-1-1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.
• CA_3AF-1-2 Solve problems involving numeric equations or inequalities.
• CA_3AF-1-3 Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).
• CA_3AF-1-4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).
• CA_3AF-1-5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).
• CA_3AF-2-0 Students represent simple functional relationships:
• CA_3AF-2-1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).
• CA_3AF-2-2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).
to:
• IN_3AF-3-1a Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number and functional relationships.
• IN_3AF-3-1 Represent relationships of quantities in the form of a numeric expression or equation.
• IN_3AF-3-2 Solve problems involving numeric equations.
• IN_3AF-3-3 Choose appropriate symbols for operations and relations to make a number sentence true.
• IN_3AF-3-4 Understand and use the commutative and associative properties of multiplication.
• IN_3AF-3-5 Create, describe, and extend number patterns using multiplication.
• IN_3AF-3-6 Solve simple problems involving a functional relationship between two quantities.
• IN_3AF-3-7 Plot and label whole numbers on a number line up to 10.
Changed lines 274-275 from:
to:
Changed lines 277-278 from:
to:
Changed lines 282-293 from:
• CA_3MG-1-0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:
• CA_3MG-1-1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
• CA_3MG-1-2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
• CA_3MG-1-3 Find the perimeter of a polygon with integer sides.
• CA_3MG-1-4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
• CA_3MG-2-0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:
• CA_3MG-2-1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
• CA_3MG-2-2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).
• CA_3MG-2-3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).
• CA_3MG-2-4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.
• CA_3MG-2-5 Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
• CA_3MG-2-6 Identify common solid objects that are the components needed to make a more complex solid object.
to:
• IN_3GE-4-1a Students describe and compare the attributes of plane and solid geometric shapes and use their understanding to show relationships and solve problems.
• IN_3GE-4-1 Identify quadrilaterals as four-sided shapes.
• IN_3GE-4-2 Identify right angles in shapes and objects and decide whether other angles are greater or less than a right angle.
• IN_3GE-4-3 Identify, describe, and classify: cube, sphere, prism, pyramid, cone, and cylinder.
• IN_3GE-4-4 Identify common solid objects that are the parts needed to make a more complex solid object.
• IN_3GE-4-5 Draw a shape that is congruent* to another shape.
• IN_3GE-4-6 Use the terms point, line, and line segment in describing two-dimensional shapes.
• IN_3GE-4-7 Draw line segments and lines.
• IN_3GE-4-8 Identify and draw lines of symmetry in geometric shapes (by hand or using technology).
• IN_3GE-4-9 Sketch the mirror image reflections of shapes.
• IN_3GE-4-10 Recognize geometric shapes and their properties in the environment and specify their locations.
Changed lines 295-296 from:
to:
Changed lines 298-299 from:
to:
Changed lines 303-307 from:
• CA_3SP-1-0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:
• CA_3SP-1-1 Identify whether common events are certain, likely, unlikely, or improbable.
• CA_3SP-1-2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.
• CA_3SP-1-3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).
• CA_3SP-1-4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).
to:
• IN_3ME-5-1a Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money.
• IN_3ME-5-1 Measure line segments to the nearest half-inch.
• IN_3ME-5-2 Add units of length that may require regrouping of inches to feet or centimeters to meters.
• IN_3ME-5-3 Find the perimeter of a polygon.
• IN_3ME-5-4 Estimate or find the area of shapes by covering them with squares.
• IN_3ME-5-5 Estimate or find the volumes of objects by counting the number of cubes that would fill them.
• IN_3ME-5-6 Estimate and measure capacity using quarts, gallons, and liters.
• IN_3ME-5-7 Estimate and measure weight using pounds and kilograms.
• IN_3ME-5-8 Compare temperatures in Celsius and Fahrenheit.
• IN_3ME-5-9 Tell time to the nearest minute and find how much time has elapsed.
• IN_3ME-5-10 Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts in decimal notation using the $symbol. • IN_3ME-5-11 Use play or real money to decide whether there is enough money to make a purchase. • IN_3ME-5-12 Carry out simple unit conversions within a measurement system (e.g., centimeters to meters, hours to minutes). Changed lines 318-319 from: to: Changed lines 320-321 from: to: Added lines 325-329: • IN_3SP-6-1a Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings. They show outcomes for simple probability situations. • IN_3NS-1-13 Interpret data displayed in a circle graph and answer questions about the situation. • IN_3NS-1-14 Identify whether everyday events are certain, likely, unlikely, or impossible. • IN_3NS-1-15 Record the possible outcomes for a simple probability experiment [tableend] Changed lines 331-345 from: • CA_3MR-1-0 Students make decisions about how to approach problems: • CA_3MR-1-1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. • CA_3MR-1-2 Determine when and how to break a problem into simpler parts. • CA_3MR-2-0 Students use strategies, skills, and concepts in finding solutions: • CA_3MR-2-1 Use estimation to verify the reasonableness of calculated results. • CA_3MR-2-2 Apply strategies and results from simpler problems to more complex problems. • CA_3MR-2-3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. • CA_3MR-2-4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. • CA_3MR-2-5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. • CA_3MR-2-6 Make precise calculations and check the validity of the results from the context of the problem. • CA_3MR-3-0 Students move beyond a particular problem by generalizing to other situations: • CA_3MR-3-1 Evaluate the reasonableness of the solution in the context of the original situation. • CA_3MR-3-2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. • CA_3MR-3-3 Develop generalizations of the results obtained and apply them in other circumstances. [tableend] to: Deleted lines 332-337: Changed lines 334-336 from: to: Changed lines 338-340 from: to: Added lines 360-368: November 09, 2008, at 03:30 AM by LFS - November 09, 2008, at 03:07 AM by LFS - Changed lines 340-347 from: • IN_4NS-1-1 Identify and write whole numbers up to 1,000,000, given a place-value model. • IN_4NS-1-1 Round whole numbers up to 10,000 to the nearest ten, hundred, and thousand. • IN_4NS-1-1 Order and compare whole numbers using symbols for “less than” (<), “equal to” (=), and “greater than” (>). • IN_4NS-1-1 Rename and rewrite whole numbers as fractions. • IN_4NS-1-1 Name and write mixed numbers, using objects or pictures. • IN_4NS-1-1 Name and write mixed numbers as improper fractions, using objects or pictures. • IN_4NS-1-1 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75 . • IN_4NS-1-1 Round two-place decimals to tenths or to the nearest whole number. to: • IN_4NS-1-2 Identify and write whole numbers up to 1,000,000, given a place-value model. • IN_4NS-1-3 Round whole numbers up to 10,000 to the nearest ten, hundred, and thousand. • IN_4NS-1-4 Order and compare whole numbers using symbols for “less than” (<), “equal to” (=), and “greater than” (>). • IN_4NS-1-5 Rename and rewrite whole numbers as fractions. • IN_4NS-1-6 Name and write mixed numbers, using objects or pictures. • IN_4NS-1-7 Name and write mixed numbers as improper fractions, using objects or pictures. • IN_4NS-1-8 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75 . • IN_4NS-1-9 Round two-place decimals to tenths or to the nearest whole number. November 09, 2008, at 02:10 AM by LFS - Changed lines 399-405 from: • IN_4GE-5-1a? Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems. • IN_4GE-5-1? Identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles using appropriate mathematical tools and technology. • IN_4GE-5-2? Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology. • IN_4GE-5-3? Identify, describe, and draw parallelograms*, rhombuses*, and trapezoids*, using appropriate mathematical tools and technology. • IN_4GE-5-4? Identify congruent* quadrilaterals* and give reasons for congruence using sides, angles, parallels, and perpendiculars. • IN_4GE-5-5? Identify and draw lines of symmetry in polygons. • IN_4GE-5-6? Construct cubes and prisms* and describe their attributes. to: • IN_4GE-4-1a Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems. • IN_4GE-4-1 Identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles using appropriate mathematical tools and technology. • IN_4GE-4-2 Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology. • IN_4GE-4-3 Identify, describe, and draw parallelograms*, rhombuses*, and trapezoids*, using appropriate mathematical tools and technology. • IN_4GE-4-4 Identify congruent* quadrilaterals* and give reasons for congruence using sides, angles, parallels, and perpendiculars. • IN_4GE-4-5 Identify and draw lines of symmetry in polygons. • IN_4GE-4-6 Construct cubes and prisms* and describe their attributes. Changed lines 450-462 from: • IN_4MR-7-1a? Students make decisions about how to approach problems and communicate their ideas. • IN_4MR-7-1? Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. • IN_4MR-7-2? Decide when and how to break a problem into simpler parts. • IN_4MR-7-3a? Students use strategies, skills, and concepts in finding and communicating solutions to problems. • IN_4MR-7-3? Apply strategies and results from simpler problems to solve more complex problems. • IN_4MR-7-4? Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. • IN_4MR-7-5? Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. • IN_4MR-7-6? Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. • IN_4MR-7-7? Know and use appropriate methods for estimating results of whole-number computations. • IN_4MR-7-8? Make precise calculations and check the validity of the results in the context of the problem. • IN_4MR-7-9a? Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. • IN_4MR-7-9? Decide whether a solution is reasonable in the context of the original situation. • IN_4MR-7-10? Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. to: • IN_3MR-7-1a Students make decisions about how to approach problems and communicate their ideas. • IN_3MR-7-1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. • IN_3MR-7-2 Decide when and how to break a problem into simpler parts. • IN_3MR-7-3a Students use strategies, skills, and concepts in finding and communicating solutions to problems. • IN_3MR-7-3 Apply strategies and results from simpler problems to solve more complex problems. • IN_3MR-7-4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. • IN_3MR-7-5 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. • IN_3MR-7-6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. • IN_3MR-7-7 Know and use appropriate methods for estimating results of whole-number computations. • IN_3MR-7-8 Make precise calculations and check the validity of the results in the context of the problem. • IN_3MR-7-9a Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations. • IN_3MR-7-9 Decide whether a solution is reasonable in the context of the original situation. • IN_3MR-7-10 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. November 09, 2008, at 01:50 AM by LFS - Changed line 421 from: • IN_4ME-5-5 Estimate and calculate the area of rectangular shapes using appropriate units, such as square centimeter (cm2), square meter (m2), square inch (in2), or square yard (yd2). to: • IN_4ME-5-5 Estimate and calculate the area of rectangular shapes using appropriate units, such as square centimeter (( cm^2 ), square meter ( m^2 ), square inch ( in^2 ), or square yard ( yd^2 ). November 09, 2008, at 01:40 AM by LFS - Changed line 1 from: to: November 09, 2008, at 12:30 AM by LFS - Deleted line 347: November 09, 2008, at 12:29 AM by LFS - Changed lines 827-830 from: to: Changed lines 841-842 from: to: November 09, 2008, at 12:27 AM by LFS - Changed line 329 from: to: November 09, 2008, at 12:26 AM by LFS - Changed line 335 from: to: Changed line 346 from: • IN_4NS-1-1 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75$}.
to:
• IN_4NS-1-1 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75 .
Changed line 355 from:
to:
Changed lines 376-377 from:
to:
Changed lines 381-389 from:
• CA_4AF-1-0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:
• CA_4AF-1-1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
• CA_4AF-1-2 Interpret and evaluate mathematical expressions that now use parentheses.
• CA_4AF-1-3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.
• CA_4AF-1-4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships.
• CA_4AF-1-5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.
• CA_4AF-2-0 Students know how to manipulate equations:
• CA_4AF-2-1 Know and understand that equals added to equals are equal.
• CA_4AF-2-2 Know and understand that equals multiplied by equals are equal.
to:
• IN_4AF-3-1a Students use and interpret variables, mathematical symbols, and properties to write and simplify numerical expressions and sentences. They understand relationships among the operations of addition, subtraction, multiplication, and division.
• IN_4AF-3-1 Use letters, boxes, or other symbols to represent any number in simple expressions, equations, or inequalities (i.e., demonstrate an understanding of and the use of the concept of a variable).
• IN_4AF-3-2 Use and interpret formulas to answer questions about quantities and their relationships.
• IN_4AF-3-3 Understand that multiplication and division are performed before addition and subtraction in expressions without parentheses.
• IN_4AF-3-4 Understand that an equation such as y = 3x + 5 is a rule for finding a second number when a first number is given.
• IN_4AF-3-5 Continue number patterns using multiplication and division.
• IN_4AF-3-6 Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve problems.
• IN_4AF-3-7 Relate problem situations to number sentences involving multiplication and division.
• IN_4AF-3-8 Plot and label whole numbers on a number line up to 100. Estimate positions on the number line.
Changed line 392 from:
to:
Changed lines 395-396 from:
to:
Changed lines 400-415 from:
• CA_4MG-1-0 Students understand perimeter and area:
• CA_4MG-1-1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter ( cm^2 ), square meter ( m^2 ), square kilometer ( km^2 ), square inch ( in^2 ), square yard ( yd^2 ), or square mile ( mi^2 ).
• CA_4MG-1-2 Recognize that rectangles that have the same area can have different perimeters.
• CA_4MG-1-3 Understand that rectangles that have the same perimeter can have different areas.
• CA_4MG-1-4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.
• CA_4MG-2-0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
• CA_4MG-2-1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).
• CA_4MG-2-2 Understand that the length of a horizontal line segment equals the difference of the x- coordinates.
• CA_4MG-2-3 Understand that the length of a vertical line segment equals the difference of the y- coordinates.
• CA_4MG-3-0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:
• CA_4MG-3-1 Identify lines that are parallel and perpendicular.
• CA_4MG-3-2 Identify the radius and diameter of a circle.
• CA_4MG-3-3 Identify congruent figures.
• CA_4MG-3-4 Identify figures that have bilateral and rotational symmetry.
• CA_4MG-3-5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
• CA_4MG-3-6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
to:
• IN_4GE-5-1a? Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.
• IN_4GE-5-1? Identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles using appropriate mathematical tools and technology.
• IN_4GE-5-2? Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology.
• IN_4GE-5-3? Identify, describe, and draw parallelograms*, rhombuses*, and trapezoids*, using appropriate mathematical tools and technology.
• IN_4GE-5-4? Identify congruent* quadrilaterals* and give reasons for congruence using sides, angles, parallels, and perpendiculars.
• IN_4GE-5-5? Identify and draw lines of symmetry in polygons.
• IN_4GE-5-6? Construct cubes and prisms* and describe their attributes.
Changed lines 409-410 from:
to:
Changed lines 412-413 from:
to:
Changed lines 417-423 from:
• CA_4SP-1-0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
• CA_4SP-1-1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
• CA_4SP-1-2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
• CA_4SP-1-3 Interpret one-and two-variable data graphs to answer questions about a situation.
• CA_4SP-2-0 Students make predictions for simple probability situations:
• CA_4SP-2-1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
• CA_4SP-2-2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).
to:
• IN_4ME-5-1a Students understand perimeter and area, as well as measuring volume, capacity, time, and money.
• IN_4ME-5-1 Measure length to the nearest quarter-inch, eighth-inch, and millimeter.
• IN_4ME-5-2 Subtract units of length that may require renaming of feet to inches or meters to centimeters.
• IN_4ME-5-3 Know and use formulas for finding the perimeters of rectangles and squares.
• IN_4ME-5-4 Know and use formulas for finding the areas of rectangles and squares.
• IN_4ME-5-5 Estimate and calculate the area of rectangular shapes using appropriate units, such as square centimeter (cm2), square meter (m2), square inch (in2), or square yard (yd2).
• IN_4ME-5-6 Understand that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas.
• IN_4ME-5-7 Find areas of shapes by dividing them into basic shapes such as rectangles.
• IN_4ME-5-8 Use volume and capacity as different ways of measuring the space inside a shape.
• IN_4ME-5-9 Add time intervals involving hours and minutes.
• IN_4ME-5-10 Determine the amount of change from a purchase.
Changed lines 430-431 from:
to:
Changed lines 432-433 from:
to:
• IN_4SP-6-1a Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings. They show outcomes for simple probability situations.
• IN_4SP-6-1 Represent data on a number line and in tables, including frequency tables.
• IN_4SP-6-3 Summarize and display the results of probability experiments in a clear and organized way.

[tableend]

Changed lines 443-457 from:
• CA_3MR-1-0 Students make decisions about how to approach problems:
• CA_3MR-1-1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
• CA_3MR-1-2 Determine when and how to break a problem into simpler parts.
• CA_3MR-2-0 Students use strategies, skills, and concepts in finding solutions:
• CA_3MR-2-1 Use estimation to verify the reasonableness of calculated results.
• CA_3MR-2-2 Apply strategies and results from simpler problems to more complex problems.
• CA_3MR-2-3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
• CA_3MR-2-4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
• CA_3MR-2-5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
• CA_3MR-2-6 Make precise calculations and check the validity of the results from the context of the problem.
• CA_3MR-3-0 Students move beyond a particular problem by generalizing to other situations:
• CA_3MR-3-1 Evaluate the reasonableness of the solution in the context of the original situation.
• CA_3MR-3-2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
• CA_3MR-3-3 Develop generalizations of the results obtained and apply them in other circumstances.

[tableend]

to:
Deleted lines 444-449:
Changed lines 446-448 from:
to:
Deleted lines 449-452:
Changed lines 451-462 from:
• CA_5NS-1-0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers:
• CA_5NS-1-1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers.
• CA_5NS-1-2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.
• CA_5NS-1-3 Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication.
• CA_5NS-1-4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 23 x 3).
• CA_5NS-1-5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers.
• CA_5NS-2-0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals:
• CA_5NS-2-1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results.
• CA_5NS-2-2 Demonstrate proficiency with division, including division with positive decimals and long division with multidigit divisors.
• CA_5NS-2-3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.
• CA_5NS-2-4 Understand the concept of multiplication and division of fractions.
• CA_5NS-2-5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.
to:
• IN_4MR-7-1a? Students make decisions about how to approach problems and communicate their ideas.
• IN_4MR-7-1? Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
• IN_4MR-7-2? Decide when and how to break a problem into simpler parts.
• IN_4MR-7-3a? Students use strategies, skills, and concepts in finding and communicating solutions to problems.
• IN_4MR-7-3? Apply strategies and results from simpler problems to solve more complex problems.
• IN_4MR-7-4? Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures.
• IN_4MR-7-5? Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.
• IN_4MR-7-6? Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
• IN_4MR-7-7? Know and use appropriate methods for estimating results of whole-number computations.
• IN_4MR-7-8? Make precise calculations and check the validity of the results in the context of the problem.
• IN_4MR-7-9a? Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.
• IN_4MR-7-9? Decide whether a solution is reasonable in the context of the original situation.
• IN_4MR-7-10? Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
Changed lines 466-471 from:
to:
Changed lines 473-474 from:
to:
Changed lines 483-488 from:
• CA_5AF-1-0 Students use variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret the results:
• CA_5AF-1-1 Use information taken from a graph or equation to answer questions about a problem situation.
• CA_5AF-1-2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.
• CA_5AF-1-3 Know and use the distributive property in equations and expressions with variables.
• CA_5AF-1-4 Identify and graph ordered pairs in the four quadrants of the coordinate plane.
• CA_5AF-1-5 Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid.
to:
• CA_5NS-1-0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers:
• CA_5NS-1-1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers.
• CA_5NS-1-2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.
• CA_5NS-1-3 Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication.
• CA_5NS-1-4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 23 x 3).
• CA_5NS-1-5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers.
• CA_5NS-2-0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals:
• CA_5NS-2-1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results.
• CA_5NS-2-2 Demonstrate proficiency with division, including division with positive decimals and long division with multidigit divisors.
• CA_5NS-2-3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.
• CA_5NS-2-4 Understand the concept of multiplication and division of fractions.
• CA_5NS-2-5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.

[tableend]

Changed lines 497-498 from:
to:
Changed lines 499-500 from:
to:
November 09, 2008, at 12:04 AM by LFS -
Changed line 329 from:
to:
Changed lines 338-358 from:
• CA_4NS-1-0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
• CA_4NS-1-1 Read and write whole numbers in the millions.
• CA_4NS-1-2 Order and compare whole numbers and decimals to two decimal places.
• CA_4NS-1-3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
• CA_4NS-1-4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
• CA_4NS-1-5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
• CA_4NS-1-6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2} = 0.5 or .50; \frac{7}{4}= 1 \,\frac{3}{4} = 1.75 ).
• CA_4NS-1-7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• CA_4NS-1-8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").
• CA_4NS-1-9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
• CA_4NS-2-0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
• CA_4NS-2-1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
• CA_4NS-2-2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.
• CA_4NS-3-0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
• CA_4NS-3-1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.
• CA_4NS-3-2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.
• CA_4NS-3-3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.
• CA_4NS-3-4 Solve problems involving division of multidigit numbers by one-digit numbers.
• CA_4NS-4-0 Students know how to factor small whole numbers:
• CA_4NS-4-1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3).
• CA_4NS-4-2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.
to:
• IN_4NS-1-1a Students understand the place value of whole numbers* and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.
• IN_4NS-1-1 Read and write whole numbers up to 1,000,000.
• IN_4NS-1-1 Identify and write whole numbers up to 1,000,000, given a place-value model.
• IN_4NS-1-1 Round whole numbers up to 10,000 to the nearest ten, hundred, and thousand.
• IN_4NS-1-1 Order and compare whole numbers using symbols for “less than” (<), “equal to” (=), and “greater than” (>).
• IN_4NS-1-1 Rename and rewrite whole numbers as fractions.
• IN_4NS-1-1 Name and write mixed numbers, using objects or pictures.
• IN_4NS-1-1 Name and write mixed numbers as improper fractions, using objects or pictures.
• IN_4NS-1-1 Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g., \frac{1}{2}=0.5=0.50 , \frac{7}{4}=1\frac{3}{4}= 1.75\$}.
• IN_4NS-1-1 Round two-place decimals to tenths or to the nearest whole number.
Changed line 354 from:
to:
November 08, 2008, at 11:53 PM by LFS -
Deleted line 2:
[[Printable Version
November 08, 2008, at 11:47 PM by LFS -