VIEWS: 12 PAGES: 9 POSTED ON: 10/31/2011
Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 1 Add whole numbers. 1 Add integers. 2 Subtract whole 2 Subtract integers. numbers with regrouping. 3 Select grade level 1 Select grade level 1 Select grade level 3 Select appropriate 1 Select appropriate appropriate appropriate operation appropriate operation operation to solve word operation to solve word operation to solve to solve word to solve word problems involving problems. word problems. problems. problems. integers. 4 Solve word problems 2 Solve word problems 2 Solve word problems 4 Solve word problems 2 Solve word problems using grade level using grade level using appropriate using appropriate using appropriate appropriate appropriate operations and operations and numbers. operations and numbers. operations and operations and numbers. (integers) numbers. numbers. (mental computation, estimation, calculators, and paper and pencil) 5 Multiply up to 3-digit 3 Multiply up to 3-digit 5 Multiply integers. 3 Determine the square of numbers by 2-digit numbers by 3-digit an integer. whole numbers. whole numbers. (e.g., 426 * 329) Italics denote a repetition of a performance objective (learned in an earlier grade). 8 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 6 Divide a 4-digit 4 Divide a 4-digit 3 Calculate multiplication 6 Divide integers. 4 Determine the square dividend by a 1-digit dividend by a 2-digit and division with two- root of an integer. divisor (w/ or w/out divisor. digit divisors and remainders). remainders. (e.g. percentages and money) 7 Use division with remainders in contextual situations. 8 State multiplication and division facts through 12's. 9 Demonstrate the 5 Demonstrate the Associate property of Distributive property multiplication. of multiplication over addition. [e.g., 3*38 = 3(30 + 8) = (3*30) + (3 * 8)] Italics denote a repetition of a performance objective (learned in an earlier grade). 9 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 10 Use Distributive 6 Demonstrate the 5 Identify squaring and property to solve addition and finding square roots as multiplication multiplication inverse operations. problems. properties of equality. (identity elements) 11 Apply grade-level 7 Apply grade-level 4 Apply grade-level 7 Apply grade-level 6 Apply grade-level appropriate appropriate appropriate properties appropriate properties appropriate properties properties to assist in properties to assist in to assist in to assist in computation. to assist in computation. computation. computation. computation. Associative, Associative, Associative, Associative, Associative, Commutative, Commutative, Commutative, Commutative, Commutative, Identity, Identity, Identity to assist in Identity to assist in Identity. Distributive. Distributive. computation. computation. 12 Apply the symbol: • 8 Apply the symbol 5 Apply the symbols for 8 Apply the symbols + and 7 Apply the symbols "√" to and ( ) and * for "[ ]" to represent "…" or "____" to - to represent positive represent square root, "±" multiplication, and ≥ grouping. represent non- and negative numbers, to represent roots, and and ≤ . terminating and and "| |" to represent "{ }" as grouping repeating decimals and absolute value. symbols. " : " to represent ratios, superscripts as exponents. Italics denote a repetition of a performance objective (learned in an earlier grade). 10 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 13 Use grade-level 9 Use grade-level 6 Use grade-level 9 Use grade-level 8 Use grade-level appropriate appropriate appropriate appropriate appropriate mathematical mathematical mathematical mathematical mathematical terminology. terminology. terminology. terminology. terminology. 10 Simplify fractions to 7 Simplify fractions to lowest terms. lowest terms. 14 Add fractions with 11 Add proper fractions 8 Add proper fractions like denominators, no and mixed numbers and mixed numbers regrouping. with like denominators with unlike with regrouping. denominators with regrouping. 15 Subtract fractions 12 Subtract proper 9 Subtract proper with like fractions and mixed fractions and mixed denominators, no numbers with like numbers with unlike regrouping. denominators with denominators with regrouping. regrouping. 10 Add mixed numbers. 11 Subtract mixed numbers. 12 Demonstrate the process of multiplication of proper fractions using models. Italics denote a repetition of a performance objective (learned in an earlier grade). 11 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 13 Determine a fractional part of a whole number greater than 1. ( e.g., 1/6 of 24 or 2/5 of 200). 14 Multiply proper fractions. 15 Divide proper fractions. 16 Multiply mixed numbers. 17 Divide mixed numbers. 18 Demonstrate that division is the inverse of multiplication with fractions and decimals. Italics denote a repetition of a performance objective (learned in an earlier grade). 12 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 16 Add money with 13 Add decimals to the 19 Solve problems regrouping through thousandths. involving fractions or $99.99. decimals (including money) in contextual situations. 17 Subtract money with 14 Subtract decimals to regrouping through the thousandths. $99.99. 18 Multiply 3-digit 15 Multiply decimals 20 Multiply decimals numbers using factors through using factors through representing money the hundredths place. the thousandths place. by 1- and 2- digit whole numbers. 19 Divide a 4-digit 16 Divide decimal 21 Calculate common 10 Calculate percent of a 9 Find any missing values dividend numbers through the percent of a given given number. in percent calculations (is representing money hundredths place with number. (e.g., 10%, part / of whole = % / by a 1-digit divisor whole number 25%, 33%, 50%, 75%) 100). (w/out remainders). divisors. (e.g., 67.2 ÷ 16 = 4.2) Italics denote a repetition of a performance objective (learned in an earlier grade). 13 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 17 Divide decimal 22 Divide decimal numbers through the numbers through the hundredths place thousandths place by with decimal decimal divisors. divisors. (e.g., 26.25 ÷2.1 = 12.5) 11 Convert numbers 10 Convert standard expressed in standard notation to scientific notation to scientific notation and vice versa notation and vice versa (introduce negative (positive exponents exponents, but mastery only). expectation is for positive exponents only). 20 Simplify numerical 18 Simply numerical 23 Simplify numerical 12 Simplify numerical 11 Evaluate and simplify expressions using the expressions using the expressions using the expressions using order numerical expressions order of operations order of operations order of operations of operations, including using order of operation with grade- with grade- rule on number sets exponents. rules on number sets appropriate appropriate using (including exponents). operations on operations on number ( ), x, ÷ , + , - number sets. sets. Italics denote a repetition of a performance objective (learned in an earlier grade). 14 e.g. - means for example. This list is not exclusive. Other examples may apply. Strand 1: Numeration and Process Strands Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands. Concept 2: Numerical Operations Understand and apply numerical operations and their relationship to one another. 4th Grade 5thGrade 6th Grade 7th Grade 8th Grade Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 13 Solve a simple 12 Evaluate algebraic proportion using proper absolute value terminology. (product of expressions. means = product of extreme, i.e., cross products) Italics denote a repetition of a performance objective (learned in an earlier grade). 15 e.g. - means for example. This list is not exclusive. Other examples may apply. C1:PO1 Describe how to use a (Struc/Log proportion to solve a ic) problem in context C3:PO11 Use ratios and C2:PO6 Simplify algebraic (Patrn & proportions to solve a expressions using the Alg) given problem (e.g. Distributive Property unit pricing, similar figures, scale drawings) C1:PO1 Use ratios and Evaluate algebraic C3:PO1 (Patrn & Alg) (Struc/Log proportions to express expressions, including ic) mathematical absolute value and square relationships roots Select appropriate operations and solve word problems C3:PO11 Solve a simple Solve proportions which C3:PO11 (Patrn & Alg) (Patrn & algebraic proportion generate linear equations Alg) using proper terminology (product of the means equals products of the extremes) (e.g. 3:4 = 6:8…4 & 6 = mean, 3 & 8 = extremes)