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```					                           Participation and Supported Independence (P/SI) Mathematics
Extended Grade Level Content Expectations (EGLCEs) and
Extended High School Content Expectations (HSCEs)
FINAL VERSION    6/20/07
Background Information: The federal No Child Left Behind Act of 2001 mandated the existence of a set of comprehensive state grade level assessments that
are designed and based on rigorous grade level content. MI-Access has used Michigan’s version 12.05 Grade Level Content Expectations (Grades K-8) and the
High School Content Expectations (HSCEs) that were approved in 2006 by the Michigan State Board of Education to develop content expectations that are
appropriate for the Participation and Supported Independence (P/SI) populations. The P/SI Assessment Plan Writing Team, comprised of Michigan stakeholders,
and MDE staff developed the mathematics Extended GLCEs and Extended HSCEs found in this document, starting in the spring of 2006 through June 2007 .

Mathematics Elementary and Middle School (Grades K-8) GLCEs Organization

STRAND 1                         STRAND 2                       STRAND 3                           STRAND 4                          STRAND 5
Numbers and                        Algebra                      Measurement                         Geometry                           Data and
Operations (N)                        (A)                            (M)                                (G)                          Probability (D)

Domains

ME: Meaning, notation, place     PA:   Patterns, relations,     UN:   Units and systems of        GS: Geometric shape,               RE: Data representation
value, and comparisons             functions, and change          measurement                     properties, and
mathematical arguments         AN: Data interpretation and
MR: Number relationships         RP: Representation             TE:   Techniques and formulas                                            analysis
and meaning of                                                    for measurement             LO: Location and spatial
operations                   FO:    Formulas,                                                     relationship                   PR: Probability
expressions,             PS:   Problem solving
FL:   Fluency with operations          equations, and                 involving measurement       SR: Spatial reasoning and
and estimations                  inequalities                                                   geometric modeling
TR: Transformation and
symmetry

Mathematics High School Content Expectations (HSCEs) Organization

STRAND 1                                    STRAND 2                                STRAND 3                                  STRAND 4
Quantitative Literacy                       Algebra & Functions                   Geometry & Trigonometry                   Statistics& Probability
and Logic (L)                                    (A)                                     (G)                                       (S)

Standards

L1:   Reasoning About Numbers,            A1:   Expressions, Equations, and             G1: Figures and Their Properties      S1:   Univariate Data-Examining
Systems and Quantitative                  Inequalities                                                                        Distributions
Situations                                                                        G2: Relationships Between
A2:   Function                                    Figures                           S2:   Bivariate Data-Examining
L2:   Calculation, Algorithms, and                                                                                                  Relationships
Estimation                          A3:   Mathematical Modeling                   G3: Transformations of Figures in
the Plane                         S3:   Samples, Surveys, and
L3:   Mathematical Reasoning, Logic,                                                                                                Experiments
and Proof
S4:   Probability Models and
Probability CalcullationT
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Meaning, notation, place value, and comparisons

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                        High School
(Classroom/LEA/ISD; State)

N.ME.04.01                                N.ME.06.05                                  L1.1.1
Read and write numbers to 1,000,000;      Order rational numbers and place them       Know the different properties that hold in
Mathematics
relate them to the quantities they        on the number line.                         different number systems and recognize
Elementary and Middle School Grade Level
represent; compare and order.                                                         that the applicable properties change in
Content Expectation v.12.05
the transition from the positive integers
to all integers, to the rational numbers,
High School Content Expectation (April 2006)i
and to the real numbers.

N.ME.e4.SI.EG01a                          N.ME.m6.SI.EG05a                            EHSCE.SI.L1.1.1a
Using quantities of concrete objects or   Using numbers, demonstrate                  Using numbers, demonstrate
Supported Independence
visual representations, demonstrate       understanding of the terms same as,         understanding of the terms equal to,
understanding of the terms same           greater than, and/or less than              greater than, and/or less than
and/or more (numbers 0-20).               (numbers 0-50).                             (numbers 1-100).
Extended High School Content Expectation
Example:                                  Example:                                    Example:
Classroom/LEA/ISD and State
 use visuals (jars of marbles, dice)       compare two numbers with different         compare two numbers with the same
digits in the tens column                   digit in the tens column
N.ME.e4.P.EG01a                           N.ME.m6.P.EG05a                             EHSCE.P.L1.1.1a
Given two sets of objects with extreme    Given two sets of objects with extreme      Given two sets of objects with extreme
differences, be able to determine which   differences, be able to determine which     differences, be able to determine which
Participation
has more. The larger set will have 5      has more. The larger set will have 4        has more. The larger set will have 3
times more objects than the smaller       times as many objects as the smaller set.   times as many objects as the smaller set.
set.
Extended High School Content Expectation
Example:                                    Example:
Example:                                    2 jars, one with 20 marbles, and one       2 jars, one with 15 marbles and one
Classroom/LEA/ISD and State
 2 jars, one with 25 marbles, and          with 5 marbles                              with 5 marbles
one with 5 marbles

2
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Meaning, notation, place value, and comparisons

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                      High School
(Classroom/LEA/ISD; State)

N.ME.04.01                                N.ME.06.05                                L1.1.1
Read and write numbers to 1,000,000;      Order rational numbers and place them     Know the different properties that hold in
Mathematics
relate them to the quantities they        on the number line.                       different number systems and recognize
Elementary and Middle School Grade Level
represent; compare and order.                                                       that the applicable properties change in
Content Expectation v.12.05
the transition from the positive integers
to all integers, to the rational numbers,
High School Content Expectation (April 2006)i
and to the real numbers.

N.ME.e4.SI.EG01b                          N.ME.m6.SI.EG05b                          EHSCE.SI.L1.1.1b
Supported Independence
Count up to 20 using whole numbers.       Count up to 50 using whole numbers.       Count up to 100 using whole numbers.
Example:                                  Example:                                  Example:
Extended High School Content Expectation
 complete 20 repetitions of an            count out 50 marbles from a bag          count out 100 marbles from a bag
exercise (knee bends, situps, etc.)       containing 100 marbles                    containing 200 marbles
Classroom/LEA/ISD and State
N.ME.e4.P.EG01b                           N.ME.m6.P.EG05b                           EHSCE.P.L1.1.1b
Discriminate the number 1 from            Discriminate the number 1 from another    Discriminate the number 1 from another
Participation
another object or symbol.                 object or symbol.                         object or symbol.
Examples:                                 Examples:                                 Examples:
Extended High School Content Expectation
 use a plastic 1 and a plastic animal     use a plastic 1 and a plastic animal     use a plastic 1 and a plastic animal
 use a picture of the number 1 and        use a picture of the number 1 and a      use a picture of the number 1 and a
Classroom/LEA/ISD and State
a picture of the letter A                 picture of the letter A                   picture of the letter A

N.ME.m6.P.EG05c                           EHSCE.P.L1.1.1c
Participation
Associate value with the number 1.        Associate value with the number 1.
N/A                      Example:                                  Example:
Extended High School Content Expectation
 when directed, students will "just       when directed, students will "just
take one"                                 take one"
Classroom/LEA/ISD and State

3
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Meaning, notation, place value, and comparisons

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                         High School
(Classroom/LEA/ISD; State)

N.ME.04.01                                 N.ME.06.05                                  L1.1.1
Read and write numbers to 1,000,000;       Order rational numbers and place them       Know the different properties that hold in
Mathematics
relate them to the quantities they         on the number line.                         different number systems and recognize
Elementary and Middle School Grade Level
represent; compare and order.                                                          that the applicable properties change in
Content Expectation v.12.05
the transition from the positive integers
to all integers, to the rational numbers,
High School Content Expectation (April 2006)i
and to the real numbers.

N.ME.e4.SI.EG01c                           N.ME.m6.SI.EG05c                            EHSCE.SI.L1.1.1c
Fill in a missing number on a number       Fill in missing numbers on a number line.   Fill in missing numbers on a number line.
Supported Independence                line. Number line limited to starting at   Number line limited to starting at 1 and    Number line limited to starting at 1 and
1 and ending at 10, with only 1 missing    ending at 10, with 2 missing numbers.       ending at 10, with 3 missing numbers.
Extended Grade Level Content Expectation/      number.
Extended High School Content Expectation                                                  Example:                                    Example:
Example:
Classroom/LEA/ISD and State

Participation

N/A                                         N/A                                         N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

4
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Meaning, notation, place value, and comparisons

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                            High School
(Classroom/LEA/ISD; State)

N.ME.04.01                                  N.ME.06.05                                    L1.1.1
Read and write numbers to 1,000,000;        Order rational numbers and place them         Know the different properties that hold in
Mathematics
relate them to the quantities they          on the number line.                           different number systems and recognize
Elementary and Middle School Grade Level
represent; compare and order.                                                             that the applicable properties change in
Content Expectation v.12.05
the transition from the positive integers
to all integers, to the rational numbers,
High School Content Expectation (April 2006)i
and to the real numbers.

N.ME.e4.SI.EG01d                            N.ME.m6.SI.EG05d                              EHSCE.SI.L1.1.1d
Use ordinal terms to identify position in   Use ordinal terms to identify position in     Use ordinal terms to identify position in
Supported Independence                sequence and/or complete a sequence         sequence and/or complete a sequence           sequence and/or complete a sequence
with up to 3 steps (e.g., 1st, 2nd, 3rd).   with up to 3 steps (e.g., 1st, 2nd, 3rd).     with up to 3 steps (e.g., 1st, 2nd, 3rd).
Extended High School Content Expectation       Example:                                    Example:                                      Example:
 Direct the student to, “first, take        Direct the student to, “first, take off      Direct the student to, “first, take off
Classroom/LEA/ISD and State                off your coat, second, put it on the        your coat, second, put it on the              your coat, second, put it on the
hook, and third, sit at your desk.          hook, and third, sit at your desk.            hook, and third, sit at your desk.

N.ME.e4.P.EG01c                             N.ME.m6.P.EG05d                               EHSCE.P.L1.1.1d
Use ordinal terms to identify position in   Use ordinal terms to identify position in a   Use ordinal terms to identify position in a
a pattern or sequence (e.g., 1st, 2nd,      pattern or sequence (e.g., 1st, 2nd, 3rd).    pattern or sequence (e.g., 1st, 2nd, 3rd).
Participation
3rd).
Example:                                      Example:
Example:                                      The teacher engages the student in           The teacher engages the student in
Extended High School Content Expectation
 The teacher engages the student             the first step of a familiar routine          the first step of a familiar routine
in the first step of a familiar             and then asks, “What comes                    and then asks, “What comes
Classroom/LEA/ISD and State
routine and then asks, “What                second?”                                      second?”
comes second?”

5
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Meaning, notation, place value, and comparisons

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                      High School
(Classroom/LEA/ISD; State)

N.ME.04.20                                N.ME.06.06                                 L1.2.1
Understand fractions as parts of a set    Represent rational numbers as fractions    Use mathematical symbols (e.g., interval
Mathematics
of objects.                               or terminating decimals when possible,     notation, set notation, summation
Elementary and Middle School Grade Level
and translate between these                notation) to represent quantitative
Content Expectation v.12.05
representations.                           relationships and situations.
High School Content Expectation (April 2006)i

N.ME.e4.SI.EG20a                          N.ME.m6.SI.EG06a                           EHSCE.SI.L1.2.1a
Identify the difference between full or   Recognize and/or name commonly used        Recognize, name, and/or write commonly
whole and half.                           fractions such as ½, ⅓, and ¼.             used fractions such as ½, ⅓, and ¼.
Supported Independence
Examples:                                 Example:                                   Examples:
 Identify a picture that is a half of     Match pictures, pies, measuring           Match pictures, pies, measuring
an object.                                cups, etc., to the common fractions.       cups, etc., to the common fractions.
Extended High School Content Expectation
 Equally divide a small set of                                                       write a common fraction
objects.
Classroom/LEA/ISD and State
 Recognize/differentiate a whole
object from a half of the same
type of object (apple, pizza, etc.).

N.ME.e4.P.EG20a                           N.ME.m6.P.EG06a                            EHSCE.P.L1.2.1a
Participation                   Differentiate between a whole object      Differentiate between a whole object and   Differentiate between a whole object and
and part of an object.                    part of an object.                         part of an object.
Extended High School Content Expectation       Examples:                                 Examples:                                  Examples:
 a whole puzzle vs. one piece             a whole puzzle vs. one piece              a whole puzzle vs. one piece
Classroom/LEA/ISD and State               a whole pizza vs. one piece              a whole pizza vs. one piece               a whole pizza vs. one piece

6
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Number relationships and meaning of operations

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                        High School
(Classroom/LEA/ISD; State)

N.MR.04.07                               A.RP.07.02                                   A2.1.1
Mathematics                       Use factors and multiples to compose     Represent directly proportional and linear   Recognize whether a relationship (given
Elementary and Middle School Grade Level       and decompose whole numbers.             relationships using verbal descriptions,     in contextual, symbolic, tabular, or
Content Expectation v.12.05                                                       tables, graphs, and formulas, and            graphical form) is a function and identify
translate among these representations.       its domain and range.
High School Content Expectation (April 2006)i

N.MR.e4.SI.EG07a                         A.RP.m7.SI.EG02a                             EHSCE.SI.A2.1.1a
Create, describe, and/or extend simple   Create, describe, and/or extend simple       Create, describe, and/or extend simple
number patterns or patterns involving    number patterns or patterns involving        number patterns or patterns involving
counting objects or symbols.             counting objects or symbols.                 counting objects or symbols.
Supported Independence
Examples:                                Examples:                                    Examples:
1, 2,___, 4                              2, 4, ___, 8                                 5, 10, ___, 20
Extended High School Content Expectation
2, 4, ___                                5, 10, ___                                   10, 20, ___
Classroom/LEA/ISD and State

N.MR.e4.P.EG07a                          A.RP.m7.P.EG02a                              EHSCE.P.A2.1.1a
Extend or describe patterns involving    Extend or describe patterns involving        Extend or describe patterns involving
Participation
objects or symbols.                      objects or symbols.                          objects or symbols.
Examples:                                Examples:                                    Examples:
Extended High School Content Expectation

Classroom/LEA/ISD and State

7
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Number relationships and meaning of operations

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                     High School
(Classroom/LEA/ISD; State)

N.MR.03.15                               N.ME.06.06                                L1.1.5
Given problems that use any one of the   Represent rational numbers as fractions   Justify numerical relationships (e.g.,
Mathematics
four operations with appropriate         or terminating decimals when possible,    show that the sum of even integers is
Elementary and Middle School Grade Level
numbers, represent with objects,         and translate between these               even; that every integer can be written
Content Expectation v.12.05
words (including “product” and           representations.                          as 3m+k, where k is 0, 1, or 2, and m is
“quotient”), and mathematical                                                      an integer; or that the sum of the first n
High School Content Expectation (April 2006)i
statements; solve.                                                                 positive integers is n (n+1)/2).

N.MR.e3.SI.EG15a                         N.ME.m6.SI.EG06b                          EHSCE.SI.L1.1.5a
Select appropriate numbers in order to   Select appropriate numbers in order to    Select appropriate numbers in order to
Supported Independence                solve problems. Limited to no more       solve problems. Limited to no more than   solve problems. Limited to no more than
than 10.                                 25.                                       50.
Extended High School Content Expectation       Example:                                 Example:                                  Example:
 selecting the correct number of         selecting the correct number of          selecting the correct number of
Classroom/LEA/ISD and State                envelopes needed to mail 10              envelopes needed to mail 25 letters       envelopes needed to mail 50 letters
letters

Participation

N/A                                        N/A                                       N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

8
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Fluency with operations and estimations

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

N.FL.04.08                                N.FL.07.07                                 L2.1.5
Add and subtract whole numbers            Solve problems involving operations with   Add, subtract, and multiply complex
Mathematics
fluently.                                 integers.                                  numbers; use conjugates to simplify
Elementary and Middle School Grade Level
quotients of complex numbers.
Content Expectation v.12.05

High School Content Expectation (April 2006)i

N.FL.e4.SI.EG08a                          N.FL.m7.SI.EG07a                           EHSCE.SI.L2.1.5a
Demonstrate knowledge of basic            Calculate sums and/or differences using    Calculate sums and/or differences using
addition and/or subtraction facts         two 2-digit numbers. Use of                two 3-digit numbers. Use of
(single digits, no regrouping, and        manipulatives and/or a calculator is       manipulatives and/or a calculator is
Supported Independence
sums/differences less than ten). Use of   permissible.                               permissible.
manipulatives and/or a calculator is
permissible.                              Example:                                   Example:
Extended High School Content Expectation
 Give the student 10 red blocks and        Give the student 100 red beads and
Classroom/LEA/ISD and State
 Give the student 3 red blocks and         blocks are there altogether?”              beads are there altogether?”
2 blue blocks and ask, “How many
blocks are there altogether?”

Participation

N/A                                        N/A                                        N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

9
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: NUMBERS AND OPERATIONS
Domain: Fluency with operations and estimations

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                         High School
(Classroom/LEA/ISD; State)

N.FL.04.08                                 N.FL.07.07                                  L1.1.5
Add and subtract whole numbers             Solve problems involving operations with    Justify numerical relationships (e.g. show
Mathematics
fluently.                                  integers.                                   that the sum of even integers is even;
Elementary and Middle School Grade Level
that every integer can be written as
Content Expectation v.12.05
3m+k, where k is 0, 1, or 2, and m is an
integer; or that the sum of the first n
High School Content Expectation (April 2006)i
positive integers is n (n+1)/2).

N.FL.e4.SI.EG08b                           N.FL.m7.SI.EG07b                            EHSCE.SI.L1.1.5b
Select appropriate numbers (or             Select appropriate numbers (or number       Select appropriate numbers (or number
number of objects) needed to solve         of objects) needed to solve addition or     of objects) needed to solve addition or
addition or subtraction problems and       subtraction problems and calculate the      subtraction problems and calculate the
calculate the sum or difference.           sum or difference. Limited to two 2-digit   sum or difference. Limited to two 3-digit
Supported Independence
Limited to single digits, no regrouping,   numbers. Use of manipulatives and/or a      numbers. Use of manipulatives and/or a
and sums/differences less than ten.        calculator is permissible.                  calculator is permissible.
Use of manipulatives and/or a
Extended High School Content Expectation
calculator is permissible.                 Example:                                    Example:
 selecting the correct number of            selecting the correct number of
Classroom/LEA/ISD and State
Example:                                      envelopes needed to mail 10 letters         envelopes needed to mail 100 letters
 selecting the correct number of            and 15 greeting cards                       and 100 greeting cards
envelopes needed to mail 3 letters
and 5 greeting cards

Participation

N/A                                        N/A                                         N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

10
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                        High School
(Classroom/LEA/ISD; State)

D.RE.04.01                               D.RE.07.01                                   L1.2.4
Mathematics                       Construct tables and bar graphs from     Represent and interpret data using circle    Organize and summarize a data set in a
Elementary and Middle School Grade Level       given data.                              graphs, stem and leaf plots, histograms,     table, plot, chart, or spreadsheet; find
Content Expectation v.12.05                                                       and box-and-whisker plots, and select        patterns in a display of data; understand
appropriate representation to address        and critique data displays in the media.
High School Content Expectation (April 2006)i                                            specific questions.

D.RE.e4.SI.EG01a                         D.RE.m7.SI.EG01a                             EHSCE.SI.L1.2.4a
Gather and/or organize data using        Gather and/or organize data using            Gather and/or organize data using
pictures or concrete objects that can    pictures or concrete objects to represent    pictures or concrete objects to represent
be collected and sorted (maximum of      real life situations or to make a            real life situations or to make a
10 objects and 1 attribute).             pictograph (maximum of 15 objects and        pictograph (maximum of 15 objects and
Supported Independence                                                         2 attributes).                               3 attributes).
Examples:
Extended Grade Level Content Expectation/        make a pictograph by sorting          Examples:                                    Examples:
Extended High School Content Expectation          pictures of classmates by               make a pictograph by sorting                make a pictograph by sorting
absent/present                           pictures of classmates by                    pictures of classmates by
Classroom/LEA/ISD and State               sort a group of 10 pictures of           absent/present males                         absent/present males with brown
familiar people by hair color           sort a group of 15 pictures of familiar      hair
people by hair color and gender             sort a group of 15 pictures of familiar
people by hair color, gender, and
color of shirt

D.RE.e4.P.EG01a                          D.RE.m7.P.EG01a                              EHSCE.P.L1.2.4a
Participation                   Differentiate between themselves and     Differentiate between themselves and         Differentiate between themselves and
an inanimate object.                     another person.                              another person.
Extended High School Content Expectation       Example:                                 Example:                                     Example:
 choose a picture of themselves          choose a picture of themselves over         choose a picture of themselves over
Classroom/LEA/ISD and State                over an object                           another person                               another person

11
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

D.RE.07.01                                  L1.2.4
Mathematics                                                                Represent and interpret data using circle   Organize and summarize a data set in a
Elementary and Middle School Grade Level                                                graphs, stem and leaf plots, histograms,    table, plot, chart, or spreadsheet; find
Content Expectation v.12.05                               N/A                     and box-and-whisker plots, and select       patterns in a display of data; understand
appropriate representation to address       and critique data displays in the media.
High School Content Expectation (April 2006)i                                            specific questions.

D.RE.m7.SI.EG01b                            EHSCE.SI.L1.2.4b
Read and interpret pictographs with a       Solve problems using pictographs with a
scale of one.                               scale of one and totals of ten or less.
Supported Independence
Example:                                    Example:
N/A
Extended High School Content Expectation
is 1 person.                               is 1 person.
Classroom/LEA/ISD and State                                                             How many people are below?                 How many people are below?

EHSCE.P.L1.2.4b
Organize data by sorting pictures or
Participation                                                                                                        objects.

Extended Grade Level Content Expectation/                                                                                           Example:
N/A                                           N/A
Extended High School Content Expectation                                                                                              Using pictures of self and
classmates, differentiate between
Classroom/LEA/ISD and State                                                                                                     present/absent, male/female, or
activity choices

12
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                          High School
(Classroom/LEA/ISD; State)

D.RE.04.03                                 D.RE.07.01                                   L1.2.4
Mathematics                       Solve problems using data presented in     Represent and interpret data using circle    Organize and summarize a data set in a
Elementary and Middle School Grade Level       tables and bar graphs, (e.g., compare      graphs, stem and leaf plots, histograms,     table, plot, chart, or spreadsheet; find
Content Expectation v.12.05              data represented in two bar graphs and     and box-and-whisker plots, and select        patterns in a display of data; understand
read bar graphs showing two data           appropriate representation to address        and critique data displays in the media.
High School Content Expectation (April 2006)i   sets).                                     specific questions.

D.RE.e4.SI.EG03a                           D.RE.m7.SI.EG01c                             EHSCE.SI.L1.2.4c
Identify what type or quantity of data     Identify what type or quantity of data are   Identify what type or quantity of data are
are needed to answer a question, solve     needed to answer a question, solve a         needed to answer a question, solve a
a problem, or complete a chart or          problem, or complete a chart, bar graph,     problem, or complete a chart, bar graph,
Supported Independence
pictograph.                                pictograph, or circle graph.                 pictograph, or circle graph.
Example:                                   Example:                                     Example:
Extended High School Content Expectation
 Show the student a set of 3               Show the student a set of 5 different       Show the student a set of 5 different
objects (comb, tooth brush, and            articles of clothing (hat, jacket,           articles of clothing (hat, jacket,
Classroom/LEA/ISD and State
soap) and ask, “Which one do we            shorts, sandals, and gloves) and ask,        shorts, sandals, and gloves) and ask,
need to brush our teeth?”                  “Which ones do we need to go                 “Which ones do we need to go
outside on a cold day?”                      outside on a cold day?”

D.RE.e4.P.EG03a                            D.RE.m7.P.EG01b                              EHSCE.P.L1.2.4c
Identify which of 2 choices is needed to   Identify which of 2 choices is needed to     Identify which of 2 choices is needed to
Participation                   answer a question or solve a problem.      answer a question or solve a problem.        answer a question or solve a problem.

Extended Grade Level Content Expectation/      Example:                                   Example:                                     Example:
Extended High School Content Expectation         The student is shown a spoon and          The student is shown a spoon and a          The student is shown a spoon and a
a fork and asked, “Which one do            fork and asked, “Which one do we             fork and asked, “Which one do we
Classroom/LEA/ISD and State                we need?” to complete a table              need?” to complete a table place             need?” to complete a table place
place setting missing a spoon.             setting missing a spoon.                     setting missing a spoon.

13
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                         High School
(Classroom/LEA/ISD; State)

D.RE.07.01                                    L1.2.4
Mathematics                                                                Represent and interpret data using circle     Organize and summarize a data set in a
Elementary and Middle School Grade Level                                                graphs, stem and leaf plots, histograms,      table, plot, chart, or spreadsheet; find
Content Expectation v.12.05                               N/A                     and box-and-whisker plots, and select         patterns in a display of data; understand
appropriate representation to address         and critique data displays in the media.
High School Content Expectation (April 2006)i                                            specific questions.

D.RE.m7.SI.EG01d                              EHSCE.SI.L1.2.4d
Supported Independence                                                         Use a calendar to locate significant dates.   Use a calendar to locate significant dates.

Extended Grade Level Content Expectation/                                               Example:                                      Example:
N/A
Extended High School Content Expectation                                                  The student locates his/her birthday         The student locates his/her birthday
and the first day of winter vacation          and the first day of winter vacation
Classroom/LEA/ISD and State                                                         on the calendar.                              on the calendar.

Participation

N/A                                        N/A                                           N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

14
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

D.RE.07.01                                  L1.2.4
Mathematics                                                                Represent and interpret data using circle   Organize and summarize a data set in a
Elementary and Middle School Grade Level                                                graphs, stem and leaf plots, histograms,    table, plot, chart, or spreadsheet; find
Content Expectation v.12.05                               N/A                     and box-and-whisker plots, and select       patterns in a display of data; understand
appropriate representation to address       and critique data displays in the media.
High School Content Expectation (April 2006)i                                            specific questions.

D.RE.m7.SI.EG01e                            EHSCE.SI.L1.2.4e
Supported Independence
classroom and job related activities.       classroom and job related activities.
N/A                     Example:                                    Example:
Extended High School Content Expectation
 The student is shown his daily             The student is shown his daily
Classroom/LEA/ISD and State
are we doing next?”                         are we doing next?”

Participation

N/A                                        N/A                                         N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

15
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                         High School
(Classroom/LEA/ISD; State)

D.RE.04.02                                 D.RE.07.01                                  L1.2.4
Mathematics                       Order a given set of data, find the        Represent and interpret data using circle   Organize and summarize a data set in a
Elementary and Middle School Grade Level       median, and specify the range of           graphs, stem and leaf plots, histograms,    table, plot, chart, or spreadsheet; find
Content Expectation v.12.05              values.                                    and box-and-whisker plots, and select       patterns in a display of data; understand
appropriate representation to address       and critique data displays in the media.
High School Content Expectation (April 2006)i                                              specific questions.

D.RE.e4.SI.EG02a                           D.RE.m7.SI.EG01f                            EHSCE.SI.L1.2.4f
Follow complete or partial daily routine   Follow complete or partial daily routine    Follow complete or partial daily routine
Supported Independence                patterns-limited to 2 steps.               patterns-limited to 3 steps.                patterns-limited to 3 steps.

Extended Grade Level Content Expectation/      Examples:                                  Examples:                                   Examples:
Extended High School Content Expectation         washing hands                             washing hands                              washing hands
 setting a table,                          setting a table                            setting a table
Classroom/LEA/ISD and State               recipe directions with visual cues        recipe directions with visual cues         recipe directions with visual cues
 personal hygiene                          personal hygiene                           personal hygiene

D.RE.e4.P.EG02a                            D.RE.m7.P.EG01c                             EHSCE.P.L1.2.4d
Follow an eating, dressing, or physical    Follow an eating, dressing, or physical     Follow an eating, dressing, or physical
Participation                   activity pattern/sequence-limited to       activity pattern/sequence-limited to        activity pattern/sequence-limited to
indicating or engaging in the next step.   indicating or engaging in the next step.    indicating or engaging in the next step.
Extended High School Content Expectation       Examples:                                  Examples:                                   Examples:
 socks then shoes                          socks then shoes                           socks then shoes
Classroom/LEA/ISD and State               shirt then coat                           shirt then coat                            shirt then coat
 coat then outside                         coat then outside                          coat then outside

16
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: DATA AND PROBABILITY
Domain: Data representation

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

D.RE.04.02                               D.RE.07.01                                  L1.2.4
Mathematics                       Order a given set of data, find the      Represent and interpret data using circle   Organize and summarize a data set in a
Elementary and Middle School Grade Level       median, and specify the range of         graphs, stem and leaf plots, histograms,    table, plot, chart, or spreadsheet; find
Content Expectation v.12.05              values.                                  and box-and-whisker plots, and select       patterns in a display of data; understand
appropriate representation to address       and critique data displays in the media.
High School Content Expectation (April 2006)i                                            specific questions.

D.RE.e4.SI.EG02b                         D.RE.m7.SI.EG01g                            EHSCE.SI.L1.2.4g
Check and/or complete sets of            Check and/or complete sets of               Check and/or complete sets of
multiple uses of 1:1 correspondence      multiple uses of 1:1 correspondence         multiple uses of 1:1 correspondence
Supported Independence
necessary to complete a single task.     necessary to complete a single task.        necessary to complete a single task.
Example:                                 Example:                                    Example:
Extended High School Content Expectation
 The student is shown a table with       The student is shown a table with          The student is shown a table with
three place settings where one is        three place settings where one is           three place settings where one is
Classroom/LEA/ISD and State
missing a plate and asked, “What         missing a plate and asked, “What do         missing a plate and asked, “What do
do we need to complete the place         we need to complete the place               we need to complete the place
settings?”                               settings?”                                  settings?”

Participation

N/A                                       N/A                                        N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

17
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: ALGEBRA
Domain: Formulas, expressions, equations, and inequalities

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                      High School
(Classroom/LEA/ISD; State)

A.FO.06.06                                A1.1.1
Mathematics                                                                 Represent information given in words      Give a verbal description of an expression
Elementary and Middle School Grade Level                                                 using algebraic expressions and           that is presented in symbolic form, write
Content Expectation v.12.05                               N/A                      equations.                                an algebraic expression from a verbal
description, and evaluate expressions
High School Content Expectation (April 2006)i                                                                                       given values of the variables.

A.FO.m6.SI.EG06a                          EHSCE.SI.A1.1.1a
Identify the unknown component and        Identify the unknown component and
quantity in an applied problem.           quantity in an applied problem.
Supported Independence
Example:                                  Example:
N/A                        While completing 5 place settings,       While completing 5 place settings,
Extended High School Content Expectation
the student recognizes that there is      the student recognizes that there is
a missing item (e.g., fork) and           a missing item (e.g., fork) and
Classroom/LEA/ISD and State
identifies the correct quantity (5)       identifies the correct quantity (5)
needed.                                   needed.

Participation

N/A                                         N/A                                      N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

18
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                          High School
(Classroom/LEA/ISD; State)

M.UN.04.01                                  M.UN.06.01                                  L3.1.1
Mathematics
Measure using common tools and select       Convert between basic units of              Convert units of measurement within and
Elementary and Middle School Grade Level
appropriate units of measure.               measurement within a single                 between systems; explain how arithmetic
Content Expectation v.12.05
measurement system, (e.g., square           operations on measurements affect units,
inches to square feet).                     and carry units through calculations
High School Content Expectation (April 2006)i
correctly.
M.UN.e4.SI.EG01a                            M.UN.m6.SI.EG01a                            EHSCE.SI.L3.1.1a
Supported Independence                Associate time with common events of        Associate time with common events of        Associate time with common events of
the day.                                    the day.                                    the day.
Extended High School Content Expectation       Examples:                                   Examples:                                   Examples:
 lunch time, snack time                     lunch time, snack time                     lunch time, snack time
Classroom/LEA/ISD and State                beginning/end of school day                beginning/end of school day                beginning/end of school day

M.UN.e4.P.EG01a                             M.UN.m6.P.EG01a                             EHSCE.P.L3.1.1a
Participation                   Associate activities with the approximate   Associate activities with the approximate   Associate activities with the approximate
time of day.                                time of day.                                time of day.
Extended High School Content Expectation       Examples:                                   Examples:                                   Examples:
 meals                                      meals                                      meals
Classroom/LEA/ISD and State                going to school /going home                going to school / going home               going to school / going home

19
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

M.UN.06.01                                 L3.1.1
Mathematics                                                                Convert between basic units of             Convert units of measurement within and
Elementary and Middle School Grade Level                                                measurement within a single                between systems; explain how arithmetic
Content Expectation v.12.05                               N/A                     measurement system, (e.g., square          operations on measurements affect units,
inches to square feet).                    and carry units through calculations
High School Content Expectation (April 2006)i                                                                                       correctly.

M.UN.m6.SI.EG01b                           EHSCE.SI.L3.1.1b
Tell time to the hour using a digital or   Tell time to the hour using a digital or
analog clock.                              analog clock.

Supported Independence

Extended Grade Level Content Expectation/                       N/A
Extended High School Content Expectation
Example:                                   Example:
Classroom/LEA/ISD and State                                                        The student is shown 3 picture            The student is shown 3 picture
cards, each with a clock showing a         cards, each with a clock showing a
different time, and asked, “Lunch is       different time, and asked, “Lunch is
at 12:00. Which shows 12:00?”              at 12:00. Which shows 12:00?”

Participation

N/A                                        N/A                                        N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

20
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                       High School
(Classroom/LEA/ISD; State)

M.UN.04.01                               M.UN.06.01                                  L3.1.1
Mathematics
Measure using common tools and           Convert between basic units of              Convert units of measurement within and
Elementary and Middle School Grade Level
select appropriate units of measure.     measurement within a single                 between systems; explain how arithmetic
Content Expectation v.12.05
measurement system, (e.g., square           operations on measurements affect units,
inches to square feet).                     and carry units through calculations
High School Content Expectation (April 2006)i
correctly.
M.UN.e4.SI.EG01b                         M.UN.m6.SI.EG01c                            EHSCE.SI.L3.1.1c
Know and use common terms for parts      Know and use common terms for parts of      Know and use common terms for parts of
of the day (e.g., morning, afternoon,    the day (e.g., morning, afternoon,          the day (e.g., morning, afternoon,
Supported Independence                evening, night) and/or relative time     evening, night) and/or relative time        evening, night) and/or relative time
(e.g., yesterday, today, tomorrow).      (e.g., yesterday, today, tomorrow).         (e.g., yesterday, today, tomorrow).
Extended High School Content Expectation       Examples:                                Examples:                                   Examples:
 The student could be asked, “What       The student could be asked, “What          The student could be asked, “What
Classroom/LEA/ISD and State                did you have for lunch yesterday?”       did you have for lunch yesterday?”          did you have for lunch yesterday?”
 The student could be asked, “What       The student could be asked, “What          The student could be asked, “What
was our first activity this              was our first activity this morning?”       was our first activity this morning?”
morning?”
M.UN.m6.SI.EG01d                            EHSCE.SI.L3.1.1d
Order the days of the week or months of     Order the days of the week or months of
the year in the correct sequence. Limited   the year in the correct sequence, up to 7
to no more than 3 consecutive days of       consecutive days of the week and 12
Supported Independence                                                         the week or 6 consecutive months of the     consecutive months of the year.
year.
Extended Grade Level Content Expectation/                                                                                           Example:
N/A
Extended High School Content Expectation                                                                                              The student could be given 7 cards,
Example:
 The student could be given 3 cards,         each with a day of the week, and
Classroom/LEA/ISD and State                                                                                                     directed, “Here are cards showing
each with a month of the year, and
directed, “Here are cards showing           the days of the week. Put them in
January, March, and February. Put           order from first to last.”
them in order from first to last.”
Participation

N/A                                        N/A                                        N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State
21
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                        High School
(Classroom/LEA/ISD; State)

M.UN.04.03                               A.RP.06.10                                   A1.1.1
Measure and compare integer              Represent simple relationships between       Give a verbal description of an expression
Mathematics
temperatures in degrees.                 quantities using verbal descriptions,        that is presented in symbolic form, write
Elementary and Middle School Grade Level
formulas or equations, tables, and           an algebraic expression from a verbal
Content Expectation v.12.05
graphs, (e.g., perimeter-side relationship   description, and evaluate expressions
for a square, distance-time graphs, and      given values of the variables.
High School Content Expectation (April 2006)i
conversions such as feet to inches).

M.UN.e4.SI.EG03a                         A.RP.m6.SI.EG10a                             EHSCE.SI.A1.1.1b
Compare approximate temperatures in      Compare approximate temperatures in          Compare approximate temperatures in
order to solve problems.                 order to solve problems.                     order to solve problems.
Supported Independence
Example:                                 Examples:                                    Examples:
 Identify appropriate clothing for       Identify appropriate clothing for           Identify appropriate clothing for
different temperatures.                  different temperatures.                      different temperatures.
Extended High School Content Expectation
 Give the student pictures of two            Give the student pictures of two
thermometers with temperatures at            thermometers with temperatures at
Classroom/LEA/ISD and State
least 30 degrees different and ask,          least 30 degrees different and ask,
“Which one shows a warmer                    “Which one shows a warmer
temperature?”                                temperature?”

M.UN.e4.P.EG03a                          A.RP.m6.P.EG10a                              EHSCE.P.A1.1.1a
Differentiate between warm and cold      Differentiate between warm and cold          Differentiate between warm and cold
Participation
items.                                   items.                                       items.
Examples:                                Examples:                                    Examples:
Extended High School Content Expectation
 warm vs. cold water                     warm vs. cold water                         warm vs. cold water
 select clothing for appropriate         select clothing for appropriate             select clothing for appropriate
Classroom/LEA/ISD and State
temperatures                             temperatures                                 temperatures

22
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                     High School
(Classroom/LEA/ISD; State)

M.UN.04.01                               M.TE.05.09                                 G2.1.3
Mathematics                       Measure using common tools and           Use filling (unit cubes or liquid), and    Know and use the relationship between
Elementary and Middle School Grade Level       select appropriate units of measure.     counting or measuring to find the volume   the volumes of pyramids and prisms (of
Content Expectation v.12.05                                                       of a cube and rectangular prism.           equal base and height) and cones and
cylinders (of equal base and height).
High School Content Expectation (April 2006)i

M.UN.e4.SI.EG01c                         M.TE.m5.SI.EG09AA                          EHSCE.SI.G2.1.3a
Measure volume using cups.               Measure volume using a cup and half        Measure volume using a cup, quarter
Supported Independence                                                         cup.                                       cup, and/or half cup.
Example:
Extended Grade Level Content Expectation/        While making lemonade, direct the     Example:                                   Example:
Extended High School Content Expectation          student to add 2 cups of water to       While making lemonade, direct the         While making lemonade, direct the
the pitcher.                             student to add 2 and ½ cups of             student to add 2 and ¼ cups of
Classroom/LEA/ISD and State                                                         water to the pitcher.                      water to the pitcher.

Participation

N/A                                        N/A                                      N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

23
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                         High School
(Classroom/LEA/ISD; State)

M.UN.04.01                                 G.SR.07.01                                  L3.1.1
Mathematics                       Measure using common tools and             Use a ruler and other tools to draw         Convert units of measurement within and
Elementary and Middle School Grade Level       select appropriate units of measure.       squares, rectangles, triangles, and         between systems; explain how arithmetic
Content Expectation v.12.05                                                         parallelograms with specified dimensions.   operations on measurements affect units,
and carry units through calculations
High School Content Expectation (April 2006)i                                                                                          correctly.

M.UN.e4.SI.EG01d                           G.SR.m7.SI.EG01a                            EHSCE.SI.L3.1.1e
Identify which of two objects is heavier   Identify and/or use the appropriate         Identify and/or use the appropriate tool
or longer.                                 measuring device to measure the length      for different types of measurement.
Supported Independence                                                           or weight of an object in whole units
Example:                                   (pounds or inches).                         Example:
Extended Grade Level Content Expectation/        The student could be given a                                                          The student could be shown a ruler,
Extended High School Content Expectation          bowling ball and a ping-pong ball       Example:                                       thermometer, and a scale then
and asked, “Which one is heavier?”        The student could be shown a ruler          asked, “Which one do we use to
Classroom/LEA/ISD and State                                                           and a scale then asked, “Which one          measure the temperature outside?”
do we use to measure the length of a
pencil in inches?”

M.UN.e4.P.EG01b                            G.SR.m7.P.EG01a                             EHSCE.P.L3.1.1b
Participation                   Compare size between two like objects      Compare size between two like objects       Compare size between two like objects
(which is bigger or smaller).              (which is bigger or smaller).               (which is bigger or smaller).
Extended High School Content Expectation       Example:                                   Example:                                    Example:
 large vs. small block of the same         large vs. small block of the same          large vs. small block of the same
Classroom/LEA/ISD and State                color                                      color                                       color

24
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                            High School
(Classroom/LEA/ISD; State)

M.UN.04.01                                M.UN.06.01                                     L1.2.1
Mathematics                       Measure using common tools and            Convert between basic units of                 Use mathematical symbols (e.g., interval
Elementary and Middle School Grade Level       select appropriate units of measure.      measurement within a single                    notation, set notation, summation
Content Expectation v.12.05                                                        measurement system, (e.g., square              notation) to represent quantitative
inches to square feet).                        relationships and situations.
High School Content Expectation (April 2006)i

M.UN.e4.SI.EG01e                          M.UN.m6.SI.EG01e                               EHSCE.SI.L1.2.1b
Match a designated coin to another of     Identify different coins and bills (up to \$1   Identify different coins and bills (\$1 , \$5,
the same denomination presented           and \$5).                                       \$10, and \$20), and/or use bills for
Supported Independence
within a group.                                                                          purchases.
Example:
Example:                                    The students is shown a group of            Example:
Extended High School Content Expectation
 The student is shown a quarter,           coins of various denominations and            The students is shown a group of
then directed to find another             directed to find a quarter.                    bills of various denominations and
Classroom/LEA/ISD and State
quarter within a group of 9 coins                                                        directed to find a \$5 bill.
of various denominations.

M.UN.e4.P.EG01c                           M.UN.m6.P.EG01b                                EHSCE.P.L1.2.1b
Participation                   Distinguish a coin from another similar   Distinguish a coin from another similar        Distinguish a coin from another similar
object.                                   object.                                        object.
Extended High School Content Expectation       Examples:                                 Examples:                                      Examples:
 coin vs. button                          coin vs. button                               coin vs. button
Classroom/LEA/ISD and State               coin vs. bottle cap                      coin vs. bottle cap                           coin vs. bottle cap

EHSCE.P.L1.2.1c
Participation                                                                                                            Recognize coins or bills as money.

Extended Grade Level Content Expectation/                                                                                               Example:
N/A                                         N/A
Extended High School Content Expectation                                                                                                  The student is shown a \$1 bill and a
Classroom/LEA/ISD and State                                                                                                         one is money?”

25
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                        High School
(Classroom/LEA/ISD; State)

M.UN.04.01                                M.UN.06.01                                  L1.2.1
Mathematics                       Measure using common tools and            Convert between basic units of              Use mathematical symbols (e.g., interval
Elementary and Middle School Grade Level       select appropriate units of measure.      measurement within a single                 notation, set notation, summation
Content Expectation v.12.05                                                        measurement system, (e.g., square           notation) to represent quantitative
inches to square feet).                     relationships and situations.
High School Content Expectation (April 2006)i

M.UN.e4.SI.EG01f                          M.UN.m6.SI.EG01f                            EHSCE.SI.L1.2.1c
Count out a specified amount of money     Count out a specified amount of money       Count out a specified amount of money
Supported Independence
up to \$5 (\$1 bills only).                 up to \$5 (\$1 bills only).                   up to \$20 using \$1 \$5, and/ or \$10 bills.
Example:                                  Example:                                    Example:
Extended High School Content Expectation
When presented with a stack of ten \$1       When presented with a stack of ten         When presented with a stack of ten
bills, the student correctly counts out      \$1 bills, the student correctly counts      \$1 bills, two \$5 bills, and one \$10 bill
Classroom/LEA/ISD and State
\$5.                                          out \$5.                                     the student correctly counts out \$20.

M.UN.e4.P.EG01d                           M.UN.m6.P.EG01c                             EHSCE.P.L1.2.1d
Participation                   money to pay for real life things.        money to pay for real life things.          money to pay for real life things.

Extended Grade Level Content Expectation/      Example:                                  Example:                                    Example:
Extended High School Content Expectation         The student correctly identifies the     The student correctly identifies the       The student correctly identifies the
correct person to receive money           correct person to receive money for         correct person to receive money for
Classroom/LEA/ISD and State                for a snack or lunch item.                a snack or lunch item.                      a snack or lunch item.

26
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: MEASUREMENT
Domain: Units and systems of measurement

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                    High School
(Classroom/LEA/ISD; State)

M.UN.06.01                                L1.2.1
Mathematics
Convert between basic units of            Use mathematical symbols (e.g., interval
Elementary and Middle School Grade Level
measurement within a single               notation, set notation, summation
Content Expectation v.12.05                               N/A
measurement system, (e.g., square         notation) to represent quantitative
inches to square feet).                   relationships and situations.
High School Content Expectation (April 2006)i
M.UN.m6.SI.EG01g                          EHSCE.SI.L1.2.1d
Determine if they have enough money for   Determine if they have enough money for
Supported Independence                                                         a purchase up to \$5.                      a purchase up to \$20.

Extended Grade Level Content Expectation/                                               Example:                                  Example:
N/A
Extended High School Content Expectation                                                  The student is shown an object           The student is shown an object
costing \$5 or less and asked, “Do         costing \$20 or less and asked, “Do
Classroom/LEA/ISD and State                                                         you have enough money to buy              you have enough money to buy
this?”                                    this?”

Participation

N/A                                        N/A                                      N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

27
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: GEOMETRY
Domain: Geometric shape, properties, and mathematical arguments

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                             High School
(Classroom/LEA/ISD; State)

G.GS.04.02                                    G.GS.04.02                                    G1.1.6
Identify basic geometric shapes,              Identify basic geometric shapes,              Recognize Euclidean Geometry as an
Mathematics                       including isosceles, equilateral, and right   including isosceles, equilateral, and right   axiom system; know the key axioms
Elementary and Middle School Grade Level       triangles, and use their properties to        triangles, and use their properties to        and understand the meaning of and
Content Expectation v.12.05              solve problems.                               solve problems.                               distinguish between undefined terms
(e.g., point, line, plane), axioms,
High School Content Expectation (April 2006)i                                                                                               definitions, and theorems.

G.GS.e4.SI.EG02a                              G.GS.m4.SI.EG02AA                             EHSCE.SI.G1.1.6a
Identify common two dimensional shapes        Identify common two dimensional shapes        Differentiate between common two
Supported Independence                (e.g., square, circle, star).                 (e.g., square, circle, triangle, and star).   dimensional shapes (e.g., square,
circle, triangle, star).
Extended Grade Level Content Expectation/      Example:                                      Example:
Extended High School Content Expectation         The student is shown pictures of a           The student is shown pictures of a         Example:
square, circle, and star then asked,          square, circle, and star then asked,         The student is shown pictures of a
Classroom/LEA/ISD and State                “Which one is a circle?”                      “Which one is a circle?”                      square, circle, and star then
asked, “Which one is a circle?”

G.GS.e4.P.EG02a                               G.GS.m4.P.EG02AA                              EHSCE.P.G1.1.6a
Differentiate between round and square        Differentiate between round and square        Differentiate between round and
Participation                   or sphere and cube..                          or sphere and cube.                           square or sphere and cube.

Extended Grade Level Content Expectation/      Examples:                                     Examples:                                     Examples:
Extended High School Content Expectation         selecting a circle when shown                selecting a circle when shown                selecting a circle when shown
pictures of a circle and a square             pictures of a circle and a square             pictures of a circle and a square
Classroom/LEA/ISD and State               selecting a ball when given a ball and       selecting a ball when given a ball and       selecting a ball when given a ball
a block (sphere/cube)                         a block (sphere/cube)                         and a block (sphere/cube)

28
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: GEOMETRY
Domain: Location and spatial relationship

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                            High School
(Classroom/LEA/ISD; State)

Mathematics                       G.LO.01.02                                   G.TR.08.10                                   G3.1.1
Elementary and Middle School Grade Level       Describe relative position of objects on a   Understand and use reflective and            Define reflection, rotation, translation,
Content Expectation v.12.05              plane and in space, using words such as      rotational symmetries of two-dimensional     and glide reflection and find the image
above, below, behind, in front of.           shapes and relate them to                    of a figure under a given isometry.
High School Content Expectation (April 2006)i                                                transformations to solve problems.
G.LO.e1.SI.EG02AA                            G.TR.m8.SI.EG10a                             EHSCE.SI.G3.1.1a
Identify the positions of objects in space   Identify the positions of objects in space   Identify the positions of objects in
using terms describing relative position     using terms describing relative position     space using terms describing relative
Supported Independence                (e.g., first, last, above, below,            (e.g., first, last, above, below,            position (e.g., first, last, above,
behind, in front of, inside, outside,        behind, in front of, inside, outside,        below, behind, in front of, next to,
Extended Grade Level Content Expectation/      next to).                                    next to, left, right).                       inside, outside, beside, left, right).
Extended High School Content Expectation
Example:                                     Example:                                     Example:
Classroom/LEA/ISD and State               The student could be handed a ball          The student could be handed a ball           The student could be handed a ball
then directed, “Put this ball on the           then directed, “Put this ball on the         then directed, “Put this ball on the
floor in front of you, then put it             floor in front of you, then put it           floor in front of you, then put it
behind you.                                    behind you.                                  behind you.
G.TR.m8.P.EG10a                              EHSCE.P.G3.1.1a
Self-awareness of position. Students will    Self-awareness of position. Students
know the difference between standing up      will know the difference between
Participation
and sitting down (ambulatory students        standing up and sitting down
only).                                       (ambulatory students only).
N/A
Extended High School Content Expectation
Example:                                     Example:
 The student could be moved into a           The student could be moved into a
Classroom/LEA/ISD
you sitting down?”                           you sitting down?

G.TR.m8.P.EG10b                              EHSCE.P.G3.1.1b
Demonstrate understanding of terms           Demonstrate understanding of terms
Participation
describing relative position (e.g.,          describing relative position (e.g.,
between, in, out, inside, outside).          between, in, out, inside, outside).
N/A
Extended High School Content Expectation
Example:                                      Example:
 The student could be moved to the           The student could be moved to the
Classroom/LEA/ISD and State
inside the room?”                            you inside the room?”
29
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: GEOMETRY
Domain: Spatial reasoning and geometric modeling

Level of Independence (Full, SI, P)
Assessable at:                                                                                                 High School
(Classroom/LEA/ISD; State)

G.SR.04.03
Mathematics                       Identify and count the faces, edges, and
Elementary and Middle School Grade Level       vertices of basic three-dimensional
Content Expectation v.12.05              geometric solids including cubes,                             N/A               N/A
rectangular prisms, and pyramids;
High School Content Expectation (April 2006)i   describe the shape of their faces.

G.SR.e4.SI.EG03a
Match objects to their outlines.
Supported Independence
Example:
Extended Grade Level Content Expectation/        The student could be given a shape
N/A               N/A
Extended High School Content Expectation          sorter with holes in the shapes of a
triangle, square, and star, then
Classroom/LEA/ISD and State                handed a block and directed, “Put
the block in the right hole.”

Participation

N/A                                        N/A               N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

30
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: GEOMETRY
Domain: Transformation and symmetry

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                             High School
(Classroom/LEA/ISD; State)

G.TR.04.05                                    G.TR.06.03                                   G3.1.1
Mathematics                       Recognize rigid motion transformations        Understand the basic rigid motions in the    Define reflection, rotation, translation,
Elementary and Middle School Grade Level       (flips, slides, turns) of a two-dimensional   plane (reflections, rotations,               and glide reflection and find the image
Content Expectation v.12.05              object.                                       translations), relate these to congruence,   of a figure under a given isometry.
and apply them to solve problems.
High School Content Expectation (April 2006)i

G.TR.e4.SI.EG05a                              G.TR.m6.SI.EG03a                             EHSCE.SI.G3.1.1b
Demonstrate knowledge of the routes           Demonstrate knowledge of the routes          Demonstrate knowledge of the routes
involved in moving around the school          involved in moving around the school         involved in moving around the school
(bathroom, gym, cafeteria, bus stop,          (bathroom, gym, cafeteria, bus stop,         (bathroom, gym, cafeteria, bus stop,
Supported Independence
etc).                                         etc).                                        etc).
Examples:                                     Examples:                                    Examples:
Extended High School Content Expectation
 The student could be directed, “Take         The student could be directed, “Take        The student could be directed,
this note to the office.”                     this note to the office.”                    “Take this note to the office.”
Classroom/LEA/ISD and State
 The student could be told, “We need          The student could be told, “We need         The student could be told, “We
to check our books back into the              to check our books back into the             need to check our books back into

G.TR.e4.P.EG05a                               G.TR.m6.P.EG03a                              EHSCE.P.G3.1.1c
Demonstrate finding targeted                  Demonstrate finding targeted                 Demonstrate finding targeted
areas/objects.                                areas/objects.                               areas/objects.
Participation
Examples:                                     Examples:                                    Examples:
 finding the office, classroom,               finding the office, classroom,              finding the office, classroom,
Extended High School Content Expectation
bathroom, bus stop, etc.                      bathroom, bus stop, etc.                     bathroom, bus stop, etc.
 using eye gaze, locate familiar              using eye gaze, locate familiar             using eye gaze, locate familiar
Classroom/LEA/ISD and State
objects/people in the immediate               objects/people in the immediate              objects/people in the immediate
vicinity                                      vicinity                                     vicinity

31
Participation and Supported Independence Mathematics
Extended Grade Level Content Expectations/Extended High School Content Expectations
FINAL VERSION    6/20/07

MATHEMATICS
STRAND: GEOMETRY
Domain: Transformation and symmetry

Level of Independence (Full, SI, P)
Assessable at:                                                                                                                                       High School
(Classroom/LEA/ISD; State)

G.TR.06.03                                        G3.1.1
Understand the basic rigid motions in the         Define reflection, rotation, translation,
Mathematics                                                                          plane (reflections, rotations,                    and glide reflection and find the image
Elementary and Middle School Grade Level                                                          translations), relate these to congruence,        of a figure under a given isometry.
Content Expectation v.12.05                                    N/A                          and apply them to solve problems.

High School Content Expectation (April 2006)i

G.TR.m6.SI.EG03b                                  EHSCE.SI.G3.1.1c
Use maps to find locations. Understand            Use maps to find locations.
and use directions such as north, south,          Understand and use directions such as
east, and west and directional terms such         north, south, east, and west and
Supported Independence                                                                   as left, right, forward, and back.                directional terms such as left, right,
forward, and back.
Extended Grade Level Content Expectation/                                                         Example:
N/A
Extended High School Content Expectation                                                            Given a simple map of the school,              Example:
the student could be directed, “You              Given a simple map of the school,
Classroom/LEA/ISD and State                                                                    are here on the map. Go out the                   the student could be directed,
classroom door, turn left, and take               “You are here on the map. Go out
this note to Mrs. O’Brien.                        the classroom door, turn left, and
take this note to Mrs. O’Brien.

Participation

N/A                                              N/A                                             N/A
Extended High School Content Expectation

Classroom/LEA/ISD and State

i
Michigan Department of Education (2006). High school content expectations: Mathematics. Retrieved from the Michigan Department of Education Web site:
http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf