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					                                                               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 ;

				
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posted:10/4/2011
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