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K.1
The student, given two
sets containing 10 or fewer concrete items, will identify and describe
one set as having more, fewer, or the same number of members as the
other set, using the concept of one-to-one correspondence.
(No change)
K.2
The student, given a set containing 10
or fewer concrete items,
will
a) tell
how many are in the set by counting the number of items orally;
b) select
the corresponding numeral from a given set; and
c) write
the numeral to tell how many are in the set.
K.3
The student, given an ordered set of three objects and/or
pictures, will indicate the ordinal position
of each item, first through third, and the ordered position of each item
from left-to-right, right-to-left, top-to-bottom, and/or bottom-to-top.
K.4 The
student will investigate and recognize patterns from counting by fives
and tens to 30, using concrete objects and a calculator.
K.5 The
student will count forward to 30 and backward from 10.
Computation and Estimation
K.6
The student will add and subtract whole numbers, using up to 10
concrete items.
Measurement
K.7
The student will recognize a penny, nickel, dime, and quarter and
will determine the value of a collection of pennies and/or nickels whose
total value is 10 cents or less.
K.8
The student will identify the instruments used to measure length
(ruler), weight (scale), time (clock: digital and analog; calendar: day,
month, and season), and temperature (thermometer).
K.9
The student will tell time to the hour, using an analog or
digital clock.
K.10
The student will compare two objects or events, using direct
comparisons or nonstandard units of measure, according to one or more of
the following attributes: length (shorter, longer), height (taller,
shorter), weight (heavier, lighter), temperature (hotter, colder).
Examples of nonstandard units include foot length, hand span, new
pencil, paper clip, block.
Geometry
K.11
The student will identify, describe, and draw two-dimensional
(plane) geometric figures (circle, triangle, square, and rectangle).
K.12
The student will describe the location of one object relative to
another (above, below, next to) and identify representations of plane
geometric figures (circle, triangle, square, and rectangle) regardless
of their position and orientation in space.
K.13
The student will compare the size (larger, smaller) and shape of
plane geometric figures (circle, triangle, square, and rectangle).
Probability and Statistics
K.14
The student will gather data relating to familiar experiences by
counting and tallying.
K.15
The student will display objects and information, using objects
graphs, pictorial graphs, and tables.
K.16
The student will investigate and describe the results of dropping
a two-colored counter or using a multicolored
spinner.
Patterns, Functions, and Algebra
K.17
The student will sort and classify objects according to similar
attributes (size, shape, and color).
K.18
The student will identify, describe, and extend a repeating
relationship (pattern) found in common objects, sounds, and movements.
GRADE
ONE
Number and Number Sense
1.1
The student will count objects in a given set containing between
1 and 100 objects and write the corresponding numeral.
1.2
The student will group a collection of up to 100 objects into
tens and ones and write the corresponding numeral to develop an
understanding of place value.
1.3
The student will count forward by ones, fives, and tens to 100,
by twos to 20, and backward by ones from 20.
1.4
The student will recognize and write numerals 0 through 100.
1.5
The student will identify the ordinal positions first through
tenth, using an ordered set of objects.
1.6
The student will identify and represent the concepts of one-half
and one-fourth, using appropriate materials or a drawing.
Computation and Estimation
1.7
The student, given a familiar problem situation involving
magnitude, will
a) select
a reasonable magnitude from three given quantities: a one-digit numeral,
a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500);
and
b) explain
the reasonableness of his/her choice.
1.8
The student will recall basic addition facts i.e., sums to 10
or less and the corresponding subtraction facts.
1.9
The student will create and solve story and picture problems
involving one-step solutions, using basic addition and subtraction
facts.
Measurement
1.10
The student will
a) identify
the number of pennies equivalent to a nickel, a dime, and a quarter;
b) determine
the value of a collection of pennies, nickels, and dimes whose total
value is 100 cents or less.
1.11
The student will tell time to the half-hour, using an analog or
digital clock.
1.12
The student will use nonstandard units to measure length and
weight.
1.13
The student will compare the volumes of two given containers by
using concrete materials (e.g., jelly beans, sand, water, rice).
1.14
The student will compare the weights of two objects, using a
balance scale.
Geometry
1.15
The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and
next to).
1.16
The student will draw, describe, and sort plane geometric figures
(triangle, square, rectangle, and circle) according to number of sides,
corners, and square corners.
1.17
The student will identify and describe objects in his/her
environment that depict plane geometric figures (triangle, rectangle,
square, and circle).
Probability and Statistics
1.18
The student will investigate, identify, and describe various
forms of data collection in his/her world (e.g., recording daily
temperature, lunch count, attendance, and favorite ice cream), using
tables, picture graphs, and object graphs.
1.19
The student will interpret information displayed in a picture or
object graph, using the vocabulary more, less, fewer, greater than, less than, and equal
to.
Patterns, Functions, and Algebra
1.20
The student will sort and classify concrete objects according to
one or more attributes, including color, size, shape, and thickness.
1.21
The student will recognize, describe, extend, and create a wide
variety of patterns, including rhythmic, color, shape, and numerical.
Patterns will include both growing and repeating patterns. Concrete
materials and calculators will be used by students.
GRADE
TWO
Number and Number Sense
2.1
The student will
a) read,
write, and identify the place value of each digit in a three-digit
numeral, using numeration models; and
b)
round two-digit numbers to the nearest ten.
2.2
The student will compare two whole numbers between 0 and 999,
using symbols (>, <, or =) and words (greater than, less than, or
equal to).
2.3
The student will identify the ordinal positions first through
twentieth, using an ordered set of objects.
2.4
The student will identify the part of a set and/or region that
represents fractions for one-half, one-third, one-fourth, one-eighth,
and one-tenth and write the corresponding fraction.
2.5
The student will
a) count
forward by twos, fives, and tens to 100, starting at various multiples
of 2, 5, or 10, using mental mathematics, paper and pencil, hundred
chart, calculators, and/or concrete objects, as appropriate;
b) count
backward by tens from 100;
c) group
objects by threes and fours; and
d) recognize
even and odd numbers, using objects.
Computation and Estimation
2.6
The student will recall basic addition facts i.e., sums to
18 or less and the corresponding subtraction facts.
2.7
The student, given two whole numbers whose sum is 99 or less,
will
a) estimate
the sum; and
b) find
the sum, using various methods of calculation (mental computation,
concrete materials, and paper and pencil).
2.8
The student, given two whole numbers, each of which is 99 or
less, will
a) estimate
the difference; and
b) find
the difference, using various methods of calculation (mental
computation, concrete materials, and paper and pencil).
2.9
The student will create and solve one-step addition and
subtraction problems using data from simple
tables, picture graphs, bar graphs, and practical situations.
2.10
The student, given a simple addition or subtraction fact, will
recognize and describe the related facts which represent and describe
the inverse relationship between addition and subtraction (e.g., 3 + __
= 7, ___ + 3 = 7; 7 3 = __, and 7 __ = 3).
Measurement
2.11
The student will
a) count
and compare a collection of pennies, nickels, dimes, and quarters whose
total value is $2.00 or less; and
b) identify
the correct usage of the cent symbol (’), dollar symbol ($), and decimal
point
(.).
2.12
The student will estimate and then use a ruler to make linear
measurements to the nearest centimeter and inch, including measuring the
distance around a polygon in order to determine perimeter.
2.13
The student, given grid paper, will estimate and then count the
number of square units needed to cover a given
surface in order to determine area.
2.14
The student will estimate and then count the number of cubes in a
rectangular box in order to determine volume.
2.15
The student will estimate and then determine weight/mass of
familiar objects in pounds and/or kilograms, using a scale.
2.16
The student will tell and write time to the quarter hour, using
analog and digital clocks.
2.17
The student will use actual measuring devices to compare metric
and U.S. Customary units (cups, pints, quarts, gallons, and liters) for
measuring liquid volume, using the concepts of
more, less, and equivalent.
2.18
The student will
a) use
calendar language appropriately (e.g., months, today,
yesterday, next week, last week);
b) determine
past and future days of the week; and
c) identify
specific dates on a given calendar.
2.19
The student will read the temperature on a Celsius and/or
Fahrenheit thermometer to the nearest 10
degrees.
Geometry
2.20
The student will identify, describe, and sort three-dimensional
(solid) concrete figures, including a cube, rectangular solid (prism),
square pyramid, sphere, cylinder, and cone, according to the number and
shape of the solids faces, edges, and corners.
2.21
The student will identify and create figures, symmetric along a
line, using various concrete materials.
2.22
The student will compare and contrast plane and solid geometric
shapes (circle/sphere, square/cube, and rectangle/rectangular solid).
Probability and Statistics
2.23
The student will read, construct, and interpret a simple picture
and bar graph.
2.24
The student will record data from experiments, using spinners and
colored tiles/cubes, and use the data to predict which of two events is
more likely to occur if the experiment is
repeated.
Patterns, Functions, and Algebra
2.25
The student will identify, create, and extend a wide variety of
patterns, using numbers concrete objects and
pictures.
2.26
The student will solve problems by completing a numerical
sentence involving the basic facts for addition and subtraction.
Examples include: 3 + __ = 7, or 9 __ = 2. Students will create
story problems, using the numerical sentences.
GRADE
THREE
Number and Number Sense
3.1
The student will read and write six-digit numerals and identify
the place value for each digit.
3.2
The student will round a whole number, 9,999 or less, to the
nearest ten, hundred, and thousand.
3.3
The student will compare two whole numbers between 0 and 9,999,
using symbols (>, <, or = ) and words (greater than, less than,
or equal to).
3.4
The student will recognize and use the inverse relationships
between addition/subtraction and multiplication/division to complete
basic fact sentences. Students will use these relationships to solve
problems such as 5 + 3 = 8 and 8 3 = ____.
3.5
The student will
a) divide
regions and sets to represent a fraction; and
b) name
and write the fractions represented by a given model (area/region,
length/measurement, and set). Fractions (including mixed numbers)
will include halves, thirds, fourths, eighths,
and tenths.
3.6
The student will compare the numerical value of two fractions
having like and unlike denominators, using concrete or pictorial models
involving areas/regions, lengths/measurements, and sets.
3.7
The student will read and write decimals expressed as tenths and
hundredths, using concrete materials and
models.
Computation and Estimation
3.8
The student will solve problems involving the sum or difference
of two whole numbers, each 9,999 or less, with or without regrouping,
using various computational methods, including calculators, paper and
pencil, mental computation, and estimation.
3.9
The student will recall the multiplication and division facts
through the nines table.
3.10
The student will represent multiplication and division, using
area and set models, and create and solve problems that involve
multiplication of two whole numbers, one factor 99 or less and the
second factor 5 or less.
3.11
The student will add and subtract with proper fractions having
like denominators of 10 or less, using concrete materials and pictorial
models representing areas/regions, lengths/measurements, and sets.
3.12
The student will add and subtract with decimals expressed as
tenths, using concrete materials, pictorial
representations, and paper and pencil.
Measurement
3.13
The student will determine by counting the value of a collection
of bills and coins whose total value is $5.00 or less, compare the value
of the coins or bills, and make change.
3.14
The student will estimate and then use actual measuring devices
with metric and U.S. Customary units to measure
a) length
inches, feet, yards, centimeters, and meters;
b) liquid
volume cups, pints, quarts, gallons, and liters; and
c) weight/mass
ounces, pounds, grams, and kilograms.
3.15
The student will tell time to the nearest five-minute interval
and to the nearest minute, using analog and digital clocks.
3.16
The student will identify equivalent periods of time, including
relationships among days, months, and years, as well as minutes and
hours.
3.17
The student will read temperature to the nearest degree from a
Celsius thermometer and a Fahrenheit
thermometer. Real thermometers and physical models of thermometers will
be used.
Geometry
3.18
The student will analyze two-dimensional (plane) and
three-dimensional (solid) geometric figures (circle, square, rectangle,
triangle, cube, rectangular solid [prism], square pyramid, sphere, cone,
and cylinder) and identify relevant properties, including the number of
corners, square corners, edges, and the number and shape of faces, using
concrete models.
3.19
The student will identify and draw representations of line
segments and angles, using a ruler or straightedge.
3.20
The student, given appropriate drawings or models, will identify
and describe congruent and symmetrical, two-dimensional (plane) figures,
using tracing procedures.
Probability and Statistics
3.21
The student, given grid paper, will
a) collect
and organize data on a given topic of his/her choice, using
observations, measurements, surveys, or experiments; and
b) construct
a line plot, a picture graph, or a bar graph to represent the results.
Each graph will include an appropriate title and key.
3.22
The student will read and interpret data represented in line
plots, bar graphs, and picture graphs and write a sentence analyzing the
data.
3.23
The student will investigate and describe the concept of
probability as chance and list possible results of a given situation.
Patterns, Functions, and Algebra
3.24
The student will recognize and describe a variety of patterns
formed using concrete objects, numbers, tables, and pictures, and extend
the pattern, using the same or different forms (concrete objects,
numbers, tables, and pictures).
3.25
The student will
a) investigate
and create patterns involving numbers, operations (addition and
multiplication), and relations that model the identity and commutative
properties for addition and multiplication; and
b) demonstrate
an understanding of equality by recognizing that the equal sign (=)
links equivalent quantities, such as 4 3 = 2 6.
GRADE
FOUR
Number and Number Sense
4.1
The student will
a) identify
(orally and in writing) the place value for each digit in a whole number
expressed through millions;
b) compare
two whole numbers expressed through millions, using symbols ( >,
<,
or = ); and
c) round
whole numbers expressed through millions to the nearest thousand, ten
thousand, and hundred thousand.
4.2
The student will
a) identify,
model, and compare rational numbers (fractions and mixed numbers), using
concrete objects and pictures;
b) represent
equivalent fractions; and
c) relate
fractions to decimals, using concrete objects.
4.3
The student will compare the numerical value of fractions (with
like and unlike denominators) having denominators of 12 or less, using
concrete materials.
4.4
The student will
a) read,
write, represent, and identify decimals expressed through thousandths;
b) round
to the nearest whole number, tenth, and hundredth; and
c) compare
the value of two decimals, using symbols (<, >, or =), concrete
materials, drawings, and calculators.
Computation and Estimation
4.5
The student will estimate whole-number sums and differences and
describe the method of estimation. Students will refine estimates, using
terms such as closer to, between,
and a little more than.
4.6
The student will add and subtract whole numbers written in
vertical and horizontal form, choosing appropriately between paper and
pencil methods and calculators.
4.7
The student will find the product of two whole numbers when one
factor has two digits or fewer and the other factor has three digits or
fewer, using estimation and paper and pencil. For larger products (a
two-digit numeral times a three-digit numeral), estimation and
calculators will be used.
4.8
The student will estimate and find the quotient of two whole
numbers, given a one-digit divisor.
4.9
The student will
a) add
and subtract with fractions having like and unlike denominators of 12 or
less, using concrete materials, pictorial representations, and paper and
pencil;
b) add
and subtract with decimals through thousandths, using concrete
materials, pictorial representations, and paper and pencil; and
c) solve
problems involving addition and subtraction with fractions having like
and unlike denominators of 12 or less and with decimals expressed
through thousandths, using various computational methods, including
calculators, paper and pencil, mental
computation, and estimation.
Measurement
4.10
The student will
a) estimate
and measure weight/mass, using actual measuring devices, and describe
the results in U.S. Customary/metric units as appropriate, including
ounces, pounds, grams, and kilograms;
b) identify
equivalent measurements between units within the U.S. Customary system
(ounces and pounds) and between units within the metric system (grams
and kilograms); and
c) estimate
the conversion of ounces and grams and pounds and kilograms, using
approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the
weight of a paper clip; 1 kilogram is a little more than 2 pounds). *
*
The intent of this standard is for students to make ballpark comparisons
and not to memorize conversion factors between
U.S.
Customary and metric units.
4.11
The student will
a) estimate
and measure length, using actual measuring devices, and describe the
results in both metric and U.S. Customary units, including part of an
inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters,
and meters;
b) identify
equivalent measurements between units within the U.S. Customary system
(inches and feet; feet and yards; inches and yards) and between units
within the metric system (millimeters and centimeters; centimeters and
meters; and millimeters and meters); and
c) estimate
the conversion of inches and centimeters, yards and meters, and miles
and kilometers, using approximate comparisons (1 inch is about 2.5
centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly
farther than 1.5 kilometers, or 1 kilometer is slightly farther than
half a mile). *
* The
intent of this standard is for students to make ballpark comparisons and
not to memorize conversion factors between
U.S.
Customary and metric units.
4.12
The student will
a) estimate
and measure liquid volume, using actual measuring devices and using
metric and U.S. Customary units, including cups, pints, quarts, gallons,
milliliters, and liters;
b) identify
equivalent measurements between units within the U.S. Customary system
(cups, pints, quarts, and gallons) and between units within the metric
system (milliliters and liters); and
c) estimate
the conversion of quarts and liters, using approximate comparisons (1
quart is a little less than 1 liter, 1 liter is a little more than 1
quart).*
*
The intent of this standard is for students to make ballpark comparisons
and not to memorize conversion factors between
U. S.
Customary and metric units.
4.13
The student will
a) identify
and describe situations representing the use of perimeter and area; and
b) use
measuring devices to find perimeter in both standard and nonstandard
units of measure.
Geometry
4.14
The student will investigate and describe the relationships
between and among points, lines, line
segments, and rays.
4.15
The student will
a) identify
and draw representations of points, lines, line segments, rays, and
angles, using a straightedge or ruler; and
b) describe
the path of shortest distance between two points on a flat surface.
4.16
The student will identify and draw representations of lines that
illustrate intersection, parallelism, and
perpendicularity.
4.17
The student will
a) analyze
and compare the properties of two-dimensional (plane) geometric figures
(circle, square, rectangle, triangle, parallelogram, and rhombus) and
three-dimensional (solid) geometric figures (sphere, cube, and
rectangular solid [prism]);
b) identify
congruent and noncongruent shapes; and
c) investigate
congruence of plane figures after geometric transformations such as
reflection (flip), translation (slide) and rotation (turn), using
mirrors, paper folding, and tracing.
4.18
The student will identify the ordered pair for a point and locate
the point for an ordered pair in the first
quadrant of a coordinate plane.
Probability and Statistics
4.19
The student will
a) predict
the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible;
and
b) determine
the probability of a given simple event, using concrete materials.
4.20
The student will collect, organize, and display data in line and
bar graphs with scale increments of one or greater than one and use the
display to interpret the results, draw conclusions, and make
predictions.
Patterns, Functions, and Algebra
4.21
The student will recognize, create, and extend numerical and
geometric patterns, using concrete materials,
number lines, symbols, tables, and words.
4.22
The student will recognize and demonstrate the meaning of
equality, using symbols representing numbers, operations, and relations
[e.g., 3 + 5 = 5 + 3 and
15 + (35 + 16) = (15 + 35)
+ 16].
GRADE
FIVE
Number
and Number Sense SOL STATEMENT
5.1
The student will
a) read,
write, and identify the place values of decimals through thousandths;
b) round
decimal numbers to the nearest tenth or hundredth; and
c) compare
the values of two decimals through thousandths, using the symbols >,
<,
or =.
5.2
The student will
a) recognize
and name commonly used fractions (halves, fourths, fifths, eighths, and
tenths) in their equivalent decimal form and vice versa; and
b) order
a given set of fractions and decimals from least to greatest. Fractions
will include like and unlike denominators limited to 12 or less, and
mixed numbers.
Computation and Estimation
5.3
The student will create and solve problems involving addition,
subtraction, multiplication, and division of whole numbers, using paper
and pencil, estimation, mental computation,
and calculators.
5.4
The student will find the sum, difference, and product of two
numbers expressed as decimals through thousandths, using an appropriate
method of calculation, including paper and pencil, estimation, mental
computation, and calculators.
5.5
The student, given a dividend of four digits or fewer and a
divisor of two digits or fewer, will find the
quotient and remainder.
5.6
The student, given a dividend expressed as a decimal through
thousandths and a single-digit divisor, will find the quotient.
5.7
The student will add and subtract with fractions and mixed
numbers, with and without regrouping, and express answers in simplest
form. Problems will include like and unlike denominators
limited to 12 or less.
Measurement
5.8
The student will describe and determine the perimeter of a
polygon and the area of a square, rectangle, and right triangle, given
the appropriate measures.
5.9
The student will identify and describe the diameter, radius,
chord, and circumference of a circle.
5.10
The student will differentiate between perimeter, area, and
volume and identify whether the application of the concept of perimeter,
area, or volume is appropriate for a given situation.
5.11
The student will choose an appropriate measuring device and unit
of measure to solve problems involving measurement of
a) length
part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles,
millimeters, centimeters, meters, and kilometers;
b) weight/mass
ounces, pounds, tons, grams, and kilograms;
c) liquid
volume cups, pints, quarts, gallons, milliliters, and liters;
d) area
square units; and
e) temperature
Celsius and Fahrenheit units.
Problems
also will include estimating the conversion of Celsius and Fahrenheit
units relative to familiar situations (water freezes at 0°C and 32°F,
water boils at 100°C and 212°F, normal body temperature is about 37°C
and 98.6°F).
5.12
The student will determine an amount of elapsed time in hours and
minutes within a 24-hour period.
5.13
The student will measure and draw right, acute, and obtuse angles
and triangles, using appropriate tools.
Geometry
5.14
The student will classify angles and triangles as right, acute,
or obtuse.
5.15
The student, using two-dimensional (plane) figures (square,
rectangle, triangle, parallelogram, rhombus,
kite, and trapezoid) will
a) recognize,
identify, describe, and analyze their properties in order to develop
definitions of these figures;
b) identify
and explore congruent, noncongruent, and similar figures;
c) investigate
and describe the results of combining and subdividing shapes;
d) identify
and describe a line of symmetry; and
e) recognize
the images of figures resulting from geometric transformations such as
translation (slide), reflection (flip), or rotation (turn).
5.16
The student will identify, compare, and analyze properties of
three-dimensional (solid) geometric shapes
(cylinder, cone, cube, square pyramid, and rectangular prism).
Probability and Statistics
5.17
The student will
a) solve
problems involving the probability of a single event by using tree
diagrams or by constructing a sample space representing all possible
results;
b) predict
the probability of outcomes of simple experiments, representing it with
fractions or decimals from 0 to 1, and test the prediction; and
c) create
a problem statement involving probability and based on information from
a given problem situation. Students will not be required to solve the
created problem statement.
5.18
The student will, given a problem situation, collect, organize,
and display a set of numerical data in a variety of forms, using bar
graphs, stem-and-leaf plots, and line graphs, to draw conclusions and
make predictions.
5.19
The student will find the mean, median, mode, and range of a set
of data.
Patterns, Functions, and Algebra
5.20
The student will analyze the structure of numerical and geometric
patterns (how they change or grow) and express the relationship, using
words, tables, graphs, or a mathematical sentence. Concrete materials
and calculators will be used.
5.21
The student will
a) investigate
and describe the concept of variable;
b) use
a variable expression to represent a given verbal quantitative
expression involving one operation ; and
c) write
an open sentence to represent a given mathematical relationship, using a
variable.
5.22
The student will create a problem situation based on a given open
sentence using a single variable.
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