(:title Indiana Standards for K-7:) (:div1 style="margin-left:5px" :) [table border=1 width=98% cellpadding=3] (:if false :) [row] []Kindergarten >>&<< [row] >>&<< [row] [](:showhide init=hide div=div11 lshow='+' lhide='-':) %exa c12%Grade 1%% (:div11 id=div11 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div111 lshow='+' lhide='-':) %def c11%Number Sense (:div111 id=div111 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_1NS-1-0]] %pra%Students understand and use numbers up to 100:%% **[[CA_1NS-1-1]] Count, read, and write whole numbers to 100. **[[CA_1NS-1-2]] Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >). **[[CA_1NS-1-3]] Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 -2, 11 -3). **[[CA_1NS-1-4]] Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4). **[[CA_1NS-1-5]] Identify and know the value of coins and show different combinations of coins that equal the same value. *[[CA_1NS-2-0]] %pra%Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:%% **[[CA_1NS-2-1]] Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. **[[CA_1NS-2-2]] Use the inverse relationship between addition and subtraction to solve problems. **[[CA_1NS-2-3]] Identify one more than, one less than, 10 more than, and 10 less than a given number. **[[CA_1NS-2-4]] Count by 2s, 5s, and 10s to 100. **[[CA_1NS-2-5]] Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). **[[CA_1NS-2-6]] Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 = __). **[[CA_1NS-2-7]] Find the sum of three one-digit numbers. *[[CA_1NS-3-0]] %pra%Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places:%% **[[CA_1NS-3-1]] Make reasonable estimates when comparing larger or smaller numbers. [tableend] >>&<< (:div111end:) [row] [](:showhide init=hide div=div112 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div112 id=div112 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_1AF-1-0]] %pra%Students use number sentences with operational symbols and expressions to solve problems:%% **[[CA_1AF-1-1]] Write and solve number sentences from problem situations that express relationships involving addition and subtraction. **[[CA_1AF-1-2]] Understand the meaning of the symbols +, -, =. **[[CA_1AF-1-3]] Create problem situations that might lead to given number sentences involving addition and subtraction. [tableend] >>&<< (:div112end:) [row] [](:showhide init=hide div=div113 lshow='+' lhide='-':) %def c11%Measurement and Geometry (:div113 id=div113 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_1MG-1-0]] %pra%Students use direct comparison and nonstandard units to describe the measurements of objects:%% **[[CA_1MG-1-1]] Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. **[[CA_1MG-1-2]] Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). *[[CA_1MG-2-0]] %pra%Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:%% **[[CA_1MG-2-1]] Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects. **[[CA_1MG-2-2]] Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification. **[[CA_1MG-2-3]] Give and follow directions about location. **[[CA_1MG-2-4]] Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of). [tableend] >>&<< (:div113end:) [row] [](:showhide init=hide div=div114 lshow='+' lhide='-':) %def c11%Statistics, Data Analysis and Probability (:div114 id=div114 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_1SP-1-0]] %pra%Students organize, represent, and compare data by category on simple graphs and charts:%% **[[CA_1SP-1-1]] Sort objects and data by common attributes and describe the categories. **[[CA_1SP-1-2]] Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs. *[[CA_1SP-2-0]] %pra%Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors:%% **[[CA_1SP-2-1]] Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape). [tableend] >>&<< (:div114end:) >>&<< [row] [](:showhide init=hide div=div115 lshow='+' lhide='-':) %def c11%Mathematical Reasoning (same for grades 1 & 2) (:div115 id=div115 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] >>&<< *[[CA_1MR-1-0]] %pra%Students make decisions about how to set up a problem: **[[CA_1MR-1-1]] Determine the approach, materials, and strategies to be used. **[[CA_1MR-1-2]] Use tools, such as manipulatives or sketches, to model problems. *[[CA_1MR-2-0]] %pra%Students solve problems and justify their reasoning: **[[CA_1MR-2-1]] Explain the reasoning used and justify the procedures selected. **[[CA_1MR-2-2]] Make precise calculations and check the validity of the results from the context of the problem. *[[CA_1MR-3-0]] %pra%Students note connections between one problem and another. [tableend] >>&<< (:div115end:) >>&<< [tableend] (:div11end:) >>&<< [row] [](:showhide init=hide div=div12 lshow='+' lhide='-':) %exa c12%Grade 2%% (:div12 id=div12 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div121 lshow='+' lhide='-':) %def c11%Number Sense (:div121 id=div121 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_2NS-1-0]] %pra%Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000:%% **[[CA_2NS-1-1]] Count, read, and write whole numbers to 1,000 and identify the place value for each digit. **[[CA_2NS-1-2]] Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000). **[[CA_2NS-1-3]] Order and compare whole numbers to 1,000 by using the symbols <, =, >. *[[CA_2NS-2-0]] %pra%Students estimate, calculate, and solve problems involving addition and subtraction of two-and three-digit numbers:%% **[[CA_2NS-2-1]] Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions. **[[CA_2NS-2-2]] Find the sum or difference of two whole numbers up to three digits long. **[[CA_2NS-2-3]] Use mental arithmetic to find the sum or difference of two two-digit numbers. *[[CA_2NS-3-0]] %pra%Students model and solve simple problems involving multiplication and division:%% **[[CA_2NS-3-1]] Use repeated addition, arrays, and counting by multiples to do multiplication. **[[CA_2NS-3-2]] Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division. **[[CA_2NS-3-3]] Know the multiplication tables of 2s, 5s, and 10s (to "times 10") and commit them to memory. *[[CA_2NS-4-0]] %pra%Students understand that fractions and decimals may refer to parts of a set and parts of a whole:%% **[[CA_2NS-4-1]] Recognize, name, and compare unit fractions from 1/12 to 1/2. **[[CA_2NS-4-2]] Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls). **[[CA_2NS-4-3]] Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one. *[[CA_2NS-5-0]] %pra%Students model and solve problems by representing, adding, and subtracting amounts of money:%% **[[CA_2NS-5-1]] Solve problems using combinations of coins and bills. **[[CA_2NS-5-2]] Know and use the decimal notation and the dollar and cent symbols for money. *[[CA_2NS-6-0]] %pra%Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places:%% **[[CA_2NS-6-1]] Recognize when an estimate is reasonable in measurements (e.g., closest inch). [tableend] >>&<< (:div111end:) [row] [](:showhide init=hide div=div122 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div122 id=div122 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_2AF-1-0]] %pra%Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:%% **[[CA_2AF-1-1]] Use the commutative and associative rules to simplify mental calculations and to check results. **[[CA_2AF-1-2]] Relate problem situations to number sentences involving addition and subtraction. **[[CA_2AF-1-3]] Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences. [tableend] >>&<< (:div122end:) [row] [](:showhide init=hide div=div123 lshow='+' lhide='-':) %def c11%Measurement and Geometry (:div123 id=div123 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_2MG-1-0]] %pra%Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured: **[[CA_2MG-1-1]] Measure the length of objects by iterating (repeating) a nonstandard or standard unit.%% **[[CA_2MG-1-2]] Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used. **[[CA_2MG-1-3]] Measure the length of an object to the nearest inch and/ or centimeter. **[[CA_2MG-1-4]] Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). **[[CA_2MG-1-5]] Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.). *[[CA_2MG-2-0]] %pra%Students identify and describe the attributes of common figures in the plane and of common objects in space:%% **[[CA_2MG-2-1]] Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices. **[[CA_2MG-2-2]] Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle). [tableend] >>&<< (:div123end:) [row] [](:showhide init=hide div=div124 lshow='+' lhide='-':) %def c11%Statistics, Data Analysis and Probability (:div124 id=div124 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_2SP-1-0]] %pra%Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:%% **[[CA_2SP-1-1]] Record numerical data in systematic ways, keeping track of what has been counted. **[[CA_2SP-1-2]] Represent the same data set in more than one way (e.g., bar graphs and charts with tallies). **[[CA_2SP-1-3]] Identify features of data sets (range and mode). **[[CA_2SP-1-4]] Ask and answer simple questions related to data representations. *[[CA_2SP-2-0]] %pra%Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways:%% **[[CA_2SP-2-1]] Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...; the number of ears on one horse, two horses, three horses, four horses). **[[CA_2SP-2-2]] Solve problems involving simple number patterns. [tableend] >>&<< (:div124end:) >>&<< [row] [](:showhide init=hide div=div125 lshow='+' lhide='-':) %def c11%Mathematical Reasoning (same for grades 1 & 2) (:div125 id=div125 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] >>&<< *[[CA_1MR-1-0]] %pra%Students make decisions about how to set up a problem: **[[CA_1MR-1-1]] Determine the approach, materials, and strategies to be used. **[[CA_1MR-1-2]] Use tools, such as manipulatives or sketches, to model problems. *[[CA_1MR-2-0]] %pra%Students solve problems and justify their reasoning: **[[CA_1MR-2-1]] Explain the reasoning used and justify the procedures selected. **[[CA_1MR-2-2]] Make precise calculations and check the validity of the results from the context of the problem. *[[CA_1MR-3-0]] %pra%Students note connections between one problem and another. [tableend] >>&<< (:div125end:) >>&<< [tableend] (:div12end:) >>&<< (:ifend:) >>&<< [row] [](:showhide init=hide div=div13 lshow='+' lhide='-':) %exa c12%Grade 3%% [[Attach:3indiana2006.pdf|Printable Version]]      [[http://www.doe.in.gov/standards/grade03.html|DOE-IN]] (:div13 id=div13 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div131 lshow='+' lhide='-':) %def c11%Number Sense (:div131 id=div131 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] *[[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. [tableend] >>&<< (:div131end:) >>&<< [row] [](:showhide init=hide div=div132 lshow='+' lhide='-':) %def c11%Computation (:div132 id=div132 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] **[[IN_3C-2-1a]] Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division. **[[IN_3C-2-1]] Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system. **[[IN_3C-2-2]] Represent the concept of multiplication as repeated addition. **[[IN_3C-2-3]] Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups. **[[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. **[[IN_3C-2-5]] Show mastery of multiplication facts for 2, 5, and 10. **[[IN_3C-2-6]] Add and subtract simple fractions with the same denominator. **[[IN_3C-2-7]] Use estimation to decide whether answers are reasonable in addition and subtraction problems. **[[IN_3C-2-8]] Use mental arithmetic to add or subtract with numbers less than 100. [tableend] >>&<< (:div132end:) >>&<< [row] [](:showhide init=hide div=div133 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div133 id=div133 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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. [tableend] >>&<< (:div133end:) >>&<< [row] [](:showhide init=hide div=div134 lshow='+' lhide='-':) %def c11%Geometry (:div134 id=div134 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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. [tableend] >>&<< (:div134end:) >>&<< [row] [](:showhide init=hide div=div135 lshow='+' lhide='-':) %def c11%Measurement (:div135 id=div135 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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). [tableend] >>&<< (:div135end:) [row] [](:showhide init=hide div=div136 lshow='+' lhide='-':) %def c11%Data Analysis and Probability (:div136 id=div136 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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_3SP-6-1|IN_3NS-1-13]] Interpret data displayed in a circle graph and answer questions about the situation. **[[IN_3SP-6-2|IN_3NS-1-14]] Identify whether everyday events are certain, likely, unlikely, or impossible. **[[IN_3SP-6-3|IN_3NS-1-15]] Record the possible outcomes for a simple probability experiment [tableend] >>&<< (:div136end:) >>&<< [row] [](:showhide init=hide div=div137 lshow='+' lhide='-':) %def c11%Problem Solving (same for grades 3,4,5,6 & 7) (:div137 id=div137 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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. [tableend] >>&<< (:div137end:) >>&<< [tableend] (:div13end:) >>&<< [row] [](:showhide init=hide div=div14 lshow='+' lhide='-':) %exa c12%Grade 4%% [[Attach:4indiana2006.pdf|Printable Version]] [[http://www.doe.in.gov/standards/grade04.html|DOE-IN]] (:div14 id=div14 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div141 lshow='+' lhide='-':) %def c11%Number Sense (:div141 id=div141 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] *[[IN_4NS-1-1a]] %pra%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-1-2]] 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. [tableend] >>&<< (:div141end:) >>&<< [row] [](:showhide init=hide div=div142 lshow='+' lhide='-':) %def c11%Computation (:div142 id=div142 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] *[[IN_4C-2-1a]] %pra%Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among these operations. They extend their use and understanding of whole numbers to the addition and subtraction of simple fractions and decimals. **[[IN_4C-2-1]] Understand and use standard algorithms* for addition and subtraction. **[[IN_4C-2-2]] Represent as multiplication any situation involving repeated addition. **[[IN_4C-2-3]] Represent as division any situation involving the sharing of objects or the number of groups of shared objects. **[[IN_4C-2-4]] Demonstrate mastery of the multiplication tables for numbers between 1 and 10 and of the corresponding division facts. **[[IN_4C-2-5]] Use a standard algorithm to multiply numbers up to 100 by numbers up to 10, using relevant properties of the number system. **[[IN_4C-2-6]] Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system. **[[IN_4C-2-7]] Understand the special properties of 0 and 1 in multiplication and division. **[[IN_4C-2-8]] Add and subtract simple fractions with different denominators, using objects or pictures. **[[IN_4C-2-9]] Add and subtract decimals (to hundredths), using objects or pictures. **[[IN_4C-2-10]] Use a standard algorithm to add and subtract decimals (to hundredths). **[[IN_4C-2-11]] Know and use strategies for estimating results of any whole-number computations. **[[IN_4C-2-12]] Use mental arithmetic to add or subtract numbers rounded to hundreds or thousands. [tableend] >>&<< (:div142end:) >>&<< [row] [](:showhide init=hide div=div143 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div143 id=div143 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[IN_4AF-3-1a]] %pra%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. [tableend] >>&<< (:div143end:) >>&<< [row] [](:showhide init=hide div=div144 lshow='+' lhide='-':) %def c11%Geometry (:div144 id=div144 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[IN_4GE-4-1a]] %pra%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. [tableend] >>&<< (:div144end:) >>&<< [row] [](:showhide init=hide div=div145 lshow='+' lhide='-':) %def c11%Measurement (:div145 id=div145 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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 (({$ cm^2 $}), square meter ({$ m^2 $}), square inch ({$ in^2 $}), or square yard ({$ yd^2 $}). **[[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. [tableend] >>&<< (:div145end:) [row] [](:showhide init=hide div=div146 lshow='+' lhide='-':) %def c11%Data Analysis and Probability (:div146 id=div146 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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-6-2]] Interpret data graphs to answer questions about a situation. **[[IN_4SP-6-3]] Summarize and display the results of probability experiments in a clear and organized way. [tableend] >>&<< (:div146end:) >>&<< [row] [](:showhide init=hide div=div147 lshow='+' lhide='-':) %def c11%Problem Solving (same for grades 3,4,5,6 & 7) (:div147 id=div147 style="margin-left:10px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[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. [tableend] >>&<< (:div147end:) >>&<< [tableend] (:div14end:) >>&<< (:if false:) [row] [](:showhide init=hide div=div15 lshow='+' lhide='-':) %exa c12%Grade 5%% (:div15 id=div15 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div151 lshow='+' lhide='-':) %def c11%Number Sense (:div151 id=div151 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_5NS-1-0]] %pra%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]] %pra%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] >>&<< (:div151end:) [row] [](:showhide init=hide div=div152 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div152 id=div152 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_5AF-1-0]] %pra%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. >>&<< [tableend] (:div152end:) [row] [](:showhide init=hide div=div153 lshow='+' lhide='-':) %def c11%Measurement and Geometry (:div153 id=div153 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_5MG-1-0]]%pra% Students understand and compute the volumes and areas of simple objects:%% **[[CA_5MG-1-1]] Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i.e., two of the same triangles make a parallelogram with twice the area; a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram). **[[CA_5MG-1-2]] Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects. **[[CA_5MG-1-3]] Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter {$ [cm^3] $}, cubic meter {$ [m^3] $}, cubic inch {$ [in^3] $}, cubic yard {$ [yd^3] $}) to compute the volume of rectangular solids. **[[CA_5MG-1-4]] Differentiate between, and use appropriate units of measures for, two-and three-dimensional objects (i.e., find the perimeter, area, volume). *[[CA_5MG-2-0]] %pra%Students identify, describe, and classify the properties of, and the relationships between, plane and solid geometric figures:%% **[[CA_5MG-2-1]] Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software). **[[CA_5MG-2-2]] Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems. **[[CA_5MG-2-3]] Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids. [tableend] >>&<< (:div153end:) >>&<< [row] [](:showhide init=hide div=div154 lshow='+' lhide='-':) %def c11%Statistics, Data Analysis and Probability (:div154 id=div154 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *%pra%[[CA_5SP-1-0]] Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: **[[CA_5SP-1-1]] Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ. **[[CA_5SP-1-2]] Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. **[[CA_5SP-1-3]] Use fractions and percentages to compare data sets of different sizes. **[[CA_5SP-1-4]] Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. **[[CA_5SP-1-5]] Know how to write ordered pairs correctly; for example, ( x, y ). [tableend] >>&<< (:div154end:) >>&<< [row] [](:showhide init=hide div=div155 lshow='+' lhide='-':) %def c11%Mathematical Reasoning (same for grades 3,4,5,6 & 7) (:div155 id=div155 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] >>&<< *[[CA_3MR-1-0]] %pra%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]] %pra%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]] %pra%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] >>&<< (:div155end:) >>&<< [tableend] >>-<< (:div15end:) >>&<< [row] [](:showhide init=hide div=div16 lshow='+' lhide='-':) %exa c12%Grade 6%% (:div16 id=div16 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div161 lshow='+' lhide='-':) %def c11%Number Sense (:div161 id=div161 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_6NS-1-0]] %pra%Students compare and order positive and negative fractions, decimals, and mixed numbers. Students solve problems involving fractions, ratios, proportions, and percentages:%% **[[CA_6NS-1-1]] Compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line. **[[CA_6NS-1-2]] Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations ( a/b, a to b, a:b ). **[[CA_6NS-1-3]] Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/ 21, find the length of a side of a polygon similar to a known polygon). Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse. **[[CA_6NS-1-4]] Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. *[[CA_6NS-2-0]] %pra%Students calculate and solve problems involving addition, subtraction, multiplication, and division:%% **[[CA_6NS-2-1]] Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. **[[CA_6NS-2-2]] Explain the meaning of multiplication and division of positive fractions and perform the calculations (e.g., 5/8 ÷ 15/16 = 5/8 x 16/15 = 2/3). **[[CA_6NS-2-3]] Solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations, that use positive and negative integers and combinations of these operations. **[[CA_6NS-2-4]] Determine the least common multiple and the greatest common divisor of whole numbers; use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). >>&<< [tableend] >>&<< (:div161end:) >>&<< [row] [](:showhide init=hide div=div162 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div162 id=div162 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_6AF-1-0]] %pra%Students write verbal expressions and sentences as algebraic expressions and equations; they evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results:%% **[[CA_6AF-1-1]] Write and solve one-step linear equations in one variable. **[[CA_6AF-1-2]] Write and evaluate an algebraic expression for a given situation, using up to three variables. **[[CA_6AF-1-3]] Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process. **[[CA_6AF-1-4]] Solve problems manually by using the correct order of operations or by using a scientific calculator. *[[CA_6AF-2-0]]%pra% Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions:%% **[[CA_6AF-2-1]] Convert one unit of measurement to another (e.g., from feet to miles, from centimeters to inches). **[[CA_6AF-2-2]] Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity. **[[CA_6AF-2-3]] Solve problems involving rates, average speed, distance, and time. *[[CA_6AF-3-0]] %pra%Students investigate geometric patterns and describe them algebraically:%% **[[CA_6AF-3-1]] Use variables in expressions describing geometric quantities (e.g., {$ P = 2w + 2l $}, {$ A = \frac{1}{2}\,bh $}, {$ C = \pi d $} - the formulas for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively). **[[CA_6AF-3-2]] Express in symbolic form simple relationships arising from geometry. [tableend] >>&<< (:div162end:) >>&<< [row] [](:showhide init=hide div=div163 lshow='+' lhide='-':) %def c11%Measurement and Geometry (:div163 id=div163 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *%pra%[[CA_6MG-1-0]] Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems: **[[CA_6MG-1-1]] Understand the concept of a constant such as p; know the formulas for the circumference and area of a circle. **[[CA_6MG-1-2]] Know common estimates of π (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements. **[[CA_6MG-1-3]] Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid. *[[CA_6MG-2-0]] Students identify and describe the properties of two-dimensional figures: **[[CA_6MG-2-1]] Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. **[[CA_6MG-2-2]] Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle. **[[CA_6MG-2-3]] Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle). [tableend] >>&<< (:div163end:) >>&<< [row] [](:showhide init=hide div=div164 lshow='+' lhide='-':) %def c11%Statistics, Data Analysis and Probability (:div164 id=div164 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] >>&<< *%pra%[[CA_6SP-1-0]] Students compute and analyze statistical measurements for data sets:%% **[[CA_6SP-1-1]] Compute the range, mean, median, and mode of data sets. **[[CA_6SP-1-2]] Understand how additional data added to data sets may affect these computations of measures of central tendency. **[[CA_6SP-1-3]] Understand how the inclusion or exclusion of outliers affects measures of central tendency. **[[CA_6SP-1-4]] Know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given context. *%pra%[[CA_6SP-2-0]] Students use data samples of a population and describe the characteristics and limitations of the samples: **[[CA_6SP-2-1]] Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample. **[[CA_6SP-2-2]] Identify different ways of selecting a sample (e.g., convenience sampling, responses to a survey, random sampling) and which method makes a sample more representative for a population. **[[CA_6SP-2-3]] Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached. **[[CA_6SP-2-4]] Identify data that represent sampling errors and explain why the sample (and the display) might be biased. **[[CA_6SP-2-5]] Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims. *%pra%[[CA_6SP-3-0]] Students determine theoretical and experimental probabilities and use these to make predictions about events: **[[CA_6SP-3-1]] Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome. **[[CA_6SP-3-2]] Use data to estimate the probability of future events (e.g., batting averages or number of accidents per mile driven). **[[CA_6SP-3-3]] Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1- P is the probability of an event not occurring. **[[CA_6SP-3-4]] Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another, in independent trials, is the product of the two probabilities. **[[CA_6SP-3-5]] Understand the difference between independent and dependent events. [tableend] >>&<< (:div164end:) >>&<< [row] [](:showhide init=hide div=div165 lshow='+' lhide='-':) %def c11%Mathematical Reasoning (same for grades 3,4,5,6 & 7) (:div165 id=div165 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] >>&<< *[[CA_3MR-1-0]] %pra%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]] %pra%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]] %pra%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] >>&<< (:div165end:) >>&<< [tableend] (:div16end:) >>&<< [row] [](:showhide init=hide div=div17 lshow='+' lhide='-':) %exa c12%Grade 7%% (:div17 id=div17 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) >>-<< [table border=1 width=98% cellpadding=3] [row] [](:showhide init=hide div=div171 lshow='+' lhide='-':) %def c11%Number Sense (:div171 id=div171 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_7NS-1-0]] Students know the properties of, and compute with, rational numbers expressed in a variety of forms: **[[CA_7NS-1-1]] Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation. **[[CA_7NS-1-2]] Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. **[[CA_7NS-1-3]] Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. **[[CA_7NS-1-4]] Differentiate between rational and irrational numbers. **[[CA_7NS-1-5]] Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions. **[[CA_7NS-1-6]] Calculate the percentage of increases and decreases of a quantity. **[[CA_7NS-1-7]] Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. *[[CA_7NS-2-0]] Students use exponents, powers, and roots and use exponents in working with fractions: **[[CA_7NS-2-1]] Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. **[[CA_7NS-2-2]] Add and subtract fractions by using factoring to find common denominators. **[[CA_7NS-2-3]] Multiply, divide, and simplify rational numbers by using exponent rules. **[[CA_7NS-2-4]] Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why. **[[CA_7NS-2-5]] Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers. [tableend] >>&<< (:div171end:) >>&<< [row] [](:showhide init=hide div=div172 lshow='+' lhide='-':) %def c11%Algebra and Functions (:div172 id=div172 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_7AF-1-0]] Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs: **[[CA_7AF-1-1]] Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A). **[[CA_7AF-1-2]] Use the correct order of operations to evaluate algebraic expressions such as {$ 3(2x + 5)^2 $}. **[[CA_7AF-1-3]] Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used. **[[CA_7AF-1-4]] Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly. **[[CA_7AF-1-5]] Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph. *[[CA_7AF-2-0]] Students interpret and evaluate expressions involving integer powers and simple roots: **[[CA_7AF-2-1]] Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents. **[[CA_7AF-2-2]] Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. *[[CA_7AF-3-0]] Students graph and interpret linear and some nonlinear functions: **[[CA_7AF-3-1]] Graph functions of the form {$ y = nx^2 $} and {$ y = n^x3 $} and use in solving problems. **[[CA_7AF-3-2]] Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths). **[[CA_7AF-3-3]] Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio ("rise over run") is called the slope of a graph. **[[CA_7AF-3-4]] Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. *[[CA_7AF-4-0]] Students solve simple linear equations and inequalities over the rational numbers: **[[CA_7AF-4-1]] Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results. **[[CA_7AF-4-2]] Solve multistep problems involving rate, average speed, distance, and time or a direct variation. >>&<< [tableend] >>&<< (:div172end:) >>&<< [row] [](:showhide init=hide div=div173 lshow='+' lhide='-':) %def c11%Measurement and Geometry (:div173 id=div173 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_7MG-1-0]] Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: **[[CA_7MG-1-1]] Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters). **[[CA_7MG-1-2]] Construct and read drawings and models made to scale. **[[CA_7MG-1-3]] Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer. *[[CA_7MG-2-0]] Students compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale: **[[CA_7MG-2-1]] Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders. **[[CA_7MG-2-2]] Estimate and compute the area of more complex or irregular two-and three-dimensional figures by breaking the figures down into more basic geometric objects. **[[CA_7MG-2-3]] Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor. **[[CA_7MG-2-4]] Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or {$ 1 [ft^2] = 144 [in^2] $}, 1 cubic inch is approximately 16.38 cubic centimeters or {$ 1 [in^3] = 16.38 [cm^3] \$}). *[[CA_7MG-3-0]] Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures: **[[CA_7MG-3-1]] Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge. **[[CA_7MG-3-2]] Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections. **[[CA_7MG-3-3]] Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. **[[CA_7MG-3-4]] Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures. **[[CA_7MG-3-5]] Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones. **[[CA_7MG-3-6]] Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect). [tableend] >>&<< (:div173end:) >>&<< [row] [](:showhide init=hide div=div174 lshow='+' lhide='-':) %def c11%Statistics, Data Analysis and Probability (:div174 id=div174 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] *[[CA_7SP-1-0]] Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program: **[[CA_7SP-1-1]] Know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot; use the forms to display a single set of data or to compare two sets of data. **[[CA_7SP-1-2]] Represent two numerical variables on a scatterplot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level). **[[CA_7SP-1-3]] Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set. [tableend] >>&<< (:div174end:) >>&<< [row] [](:showhide init=hide div=div175 lshow='+' lhide='-':) %def c11%Mathematical Reasoning (same for grades 3,4,5,6 & 7) (:div175 id=div175 style="margin-left:20px" border='1px solid #999' padding=5px bgcolor=#fed :) [table border=1 width=98% cellpadding=3] [row] [] >>&<< *[[CA_3MR-1-0]] %pra%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]] %pra%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]] %pra%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] >>&<< (:div175end:) >>&<< [tableend] (:div17end:) >>&<< >>&<< (:ifend:) [tableend] (:div1end:) >>&<< ---- >>&<< [table width=100% border=0] [row] [][[standards/| Attach:main/tri_purple_up_a.gif ]] [[standards/| Up one level]] [r](:html:) (:htmlend:) [tableend]