VIEWS: 1 PAGES: 12 POSTED ON: 10/4/2011
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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 1 Model 1 Demonstrate the 1 Demonstrate the addition process of process of addition through sums addition through using manipulatives of 10 using sums of 20 with two 3-digit manipulatives. using whole numbers (e.g., Say: 2 + maipulatives. using 4 . Student manipulatives. models problem through use of manipulatives ) 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 2 Model 2 Demonstrate the 2 Demonstrate the 1 Demonstrate the subtraction process of process of process of with minuends subtraction with subtraction with subtraction of 10 using minuends of 20 two-digit whole through 3-digit manipulatives. using numbers using whole numbers (e.g.,Say: 4 - manipulatives. manipulatives. using 2. Student manipulatives . models through use of manipulatives ) 3 Verbal or 3 Verbal or written written demonstration of demonstration accuracy with basic with accuracy addition and with basic subtraction facts up addition and to 20. subtraction facts up to 20 (with or without a number line). 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 4 Add 1- and 2- 4 Add 1- and 2-digit 2 Add two 3-digit 1 Add whole digit whole whole numbers whole numbers numbers. numbers with regrouping. with regrouping. without regrouping. 5 Subtract 1- and 5 Subtract 1- and 2- 3 Subtract two 2 Subtract whole 2-digit whole digit whole 3-digit whole numbers with numbers numbers with or numbers, with regrouping. without without regrouping. regrouping. regrouping. 6 Add three 1- or 2- 4 Add a column of digit addends. 3-digit numbers. 3 Select the 6 Select the grade- 7 Select the grade- 5 Select the grade- 3 Select the grade 1 Select the grade- operation level level appropriate level appropriate level appropriate level appropriate (+,-) to solve appropriate operation to solve operation to operation to solve operation to solve word operation to word problems. solve word word problems. word problems. problems solve word problems. using problems. (e.g., numbers 0 + and -) through 9. 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. 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 4 Solve word 7 Solve word 8 Solve word 6 Solve word 4 Solve word 2 Solve word problems problems using problems using problems using problems using problems using presented addition and addition and grade-level grade level grade-level orally using subtraction of 2- subtraction of two appropriate appropriate appropriate addition or digit whole 2-digit numbers operations and operations and operations and subtraction numbers with regrouping numbers. numbers. numbers. with whole without AND two 3-digit numbers regrouping. whole numbers through 9. without regrouping. 5 Skip count by 8 Count by 9 Count by multiples 7 Demonstrate the 5 Multiply 3-digit 3 Multiply 3-digit 10's to 100. multiples to of three. process of whole numbers by 2- whole numbers by 3- show the multiplication as digit whole digit whole process of repeatedly adding numbers. numbers. multiplication to the same number, (e.g., 426 x 329) 110. (e.g., skip counting by count by 2 and multiples, 5) combining equal sets, and making arrays. Italics denote a repetition of a performance objective (learned in an earlier grade). 16 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 8 Demonstrate the 6 Divide a 4-digit 4 Divide a 4-digit process of dividend by a 1- dividend by a 2- division with one- digit divisor (w/ or digit divisor. digit divisors w/out remainders). (separating elements of a set into smaller equal sets, sharing equally, or repeatedly subtracting the same number). 9 Demonstrate 9 Demonstrate 7 Use division with families of families of remainders in equations for equations for contextual addition and multiplication situations. subtraction and division through 18. through 10s. (e.g., (i.e., fact 7 + 9 = 16, families) 9 + 7 = 16, 16 - 9 = 7, 16 - 7 = 9) Italics denote a repetition of a performance objective (learned in an earlier grade). 17 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 10 State multiplication 10 State 8 State multiplication facts ( 2s,5s,10s). multiplication and division facts and division facts through 12's. through 10's. 10 Demonstrate 11 Demonstrate the 11 Demonstrate the 9 Demonstrate the 5 Demonstrate the Identity and Associative Commutative and Associative Distributive Commutative property of Identity property of property of properties addition. properties of multiplication. multiplication over through 18. [e.g., (3 + 5) + 4 = multiplication. addition. 3 + (5 + 4)] [e.g., (3*38 = 3(30+8) = (3*30) +(3*8) ] 11 Identify 12 Identify 10 Use the distributive 6 Demonstrate the addition & multiplication property to solve addition and subtraction as and division as multiplication multiplication inverse inverse problems. properties of operations. operations. equality (identity (e.g., 3+4 = elements). 4+3) Italics denote a repetition of a performance objective (learned in an earlier grade). 18 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 12 Apply grade-level 13 Apply grade- 11 Apply grade level 7 Apply grade-level appropriate level appropriate appropriate appropriate properties to assist properties to properties to assist properties to assist in computation;. assist in in computation; in computation; Associative, computation; Associative, Associative, Commutative Associative, Commutative, Commutative, Commutative, Distributive, Distributive, Identity Identity Identity 6 Identify the 12 Apply the 13 Apply the symbols 14 Apply the 12 Apply the symbols 8 Apply the symbol: symbols symbols (+, -, (+,-, symbols • and * ( ) for "[ ]" to represent ( +, –, = ). =). x , /, ÷, *%and the multiplication, grouping. <,>, grouping symbols and ≤ and ≥. %, ≠ ). ( ) and " , ". Italics denote a repetition of a performance objective (learned in an earlier grade). 19 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 7 Use grade 13 Use grade level 14 Use grade-level 15 Use grade-level 13 Use grade-level 9 Use grade-level level appropriate appropriate appropriate appropriate appropriate appropriate mathematical mathematical mathematical mathematical mathematical mathematical terminology. terminology. terminology. terminology. terminology. terminology. (e.g., (e.g., add, subtraction, subtract, greater than or equals, more, less than) less) 10 Simplify fractions to lowest terms. 14 Demonstrate 15 Demonstrate 16 Add fractions 14 Add fractions with 11 Add proper addition of addition of with like like denominators, fractions and mixed fractions with fractions with like denominators no regrouping. numbers with like like denominators (halves, thirds, denominators with denominators (halves and fourths) fourths, fifths, regrouping. (halves) using using models. sixths, eighths, models. and tenths). Italics denote a repetition of a performance objective (learned in an earlier grade). 20 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 15 Demonstrate 16 Demonstrate 17 Subtract fractions 15 Subtract fractions 12 Subtract proper subtraction of subtraction of with like with like fractions and mixed fractions with fractions with like denominators denominators, no numbers with like like denominators (halves, thirds, regrouping. denominators with denominators (halves and fourths) fourths, fifths, regrouping. (halves) using using models. sixths, eighths, models. and tenths). 16 Add money 17 Add money without 18 Apply addition 16 Add money with 13 Add decimals to the without regrouping through in contextual regrouping through thousandths. regrouping $5.00 using situations, $99.99. through 99¢ manipulatives and through $20.00. using paper and pencil. manipulatives and pencil/paper, . 17 Subtract money 18 Subtract money 19 Apply 17 Subtract money 14 Subtract decimals to without without regrouping subtraction in with regrouping the thousandths. regrouping through $5.00 contextual through $99.99. through using manipulatives situations, 99¢using and paper and through $20.00. manipulatives pencil.. and pencil/paper, . Italics denote a repetition of a performance objective (learned in an earlier grade). 21 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 18 Multiply 3-digit 15 Multiply decimals numbers using factors representing through the money by 1- and 2- hundredths place. digit whole numbers. 19 Divide a 4-digit 16 Divide decimal dividend numbers through the representing hundredths place money by a 1- with whole number digit divisor (w/out divisors. remainders). (e.g., 67.2 ÷ 16 = 4.2) 17 Divide decimal numbers through the hundredths place with decimal divisors. (e.g., 26.25 ÷ 2.1 = 12.5) Italics denote a repetition of a performance objective (learned in an earlier grade). 22 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. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Performance Performance Performance Performance Performance Performance Objectives: Objectives: Objectives: Objectives: Objectives: Objectives: 20 Simplify numerical 18 Simplify numerical expressions using expressions using the order of the order of operations with operations with grade appropriate grade- appropriate operations on operations on number sets. number sets. Italics denote a repetition of a performance objective (learned in an earlier grade). 23 e.g., means for example. This list is not exclusive. Other examples may apply. 15 Identify 15 Identify one to ten 100 more more or or less less of a than a number up number up to 100. to 1,000. (e.g.., 10 (e.g., 100 more than more than 50 = 60, 3 862 = 962, less than 100 less 47 = 44) than 625 = 525) 10 Construct equivalent forms of whole numbers, using any operation. (e.g., 31 = 10 + 10 + 10 + 1; (10 x 3) + 1; 25 + 6 ; 41 - 10 ;