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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 1. Make a model to represent a given whole
number 0 through 20. |
PO 1. Make a model to represent a given whole
number 0 through 100. |
PO 1. Make a model to represent a given whole
number 0 through 999. |
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PO 2. Identify orally a whole number represented by
a model with a word name and symbol 0 through 20. |
PO 2. Identify a whole number represented by a
model with a word name and symbol 0 through 100. |
PO 2. Identify a whole number represented by a
model with a word name and symbol 0 through 999. |
PO 1. Read
whole numbers in contextual situations (through six-digit numbers). |
PO 1 Read whole numbers in contextual situations. |
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PO 3. Count
aloud, forward or backward, in consecutive order (0 through 20). |
PO
3. Count aloud, forward or backward,
in consecutive order (0 through 100). |
PO
3. Count aloud, forward or backward,
in consecutive order (0 through 999). |
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PO
4. Identify whole numbers through 20 in or out of
order. |
PO
4. Identify
whole numbers through 100 in or out of order |
PO
4. Identify whole numbers through 999 in or out of
order. |
PO
2. Identify
six-digit whole numbers in or out of order. |
PO
2. Identify
whole numbers in or out of order. |
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PO
5. Write whole numbers through 20 in or out of order. |
PO
5. Write
whole numbers through 100 in or out of order. |
PO
5. Write
whole numbers through 999 in or out of order. |
PO
3. Write
whole numbers through six-digits in or out of order. |
PO
3. Write
whole numbers in or out of order. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 6. Construct equivalent forms of whole numbers,
using manipulatives, through 20. (e.g., □□+□□
=□□□+□) |
PO 6. Construct equivalent forms of whole numbers,
using manipulatives or symbols, through 99.
(e.g., 9 + 3 = 6 + 6) |
PO 6. State equivalent forms of whole numbers
through 999. (e.g., 15 + 5 = 10 + 10) |
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PO
7 State verbally whole numbers, through 20, using correct place value. (e.g.,
a student will read 15 as one ten and five ones). |
PO
7. State verbally whole numbers,
through 100, using correct place value. (e.g., a student will read 84 as
eight tens and four ones) |
PO
7. State verbally whole numbers,
through 999, using correct place value. (e.g., a student will read 528 as
five hundreds, two tens and eight ones) |
PO 4. State
whole numbers, through six-digits, with correct place value, by using models,
illustrations, symbols, or expanded notation. (53,941 = 50,000 + 3,000 + 900
+ 40 +1) |
PO
4. State
place values for whole numbers using symbols. (203,495 = 200,000 + 3,000 +
400 + 90 + 5) |
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PO
8. Use manipulatives to construct models that represent place value concepts. |
PO
8. Construct models to represent place value concepts
for the one’s and ten’s places. |
PO
8. Construct
models to represent place value concepts for the one’s, ten’s, and hundred’s
places. |
PO
5. Construct
models to represent place value concepts for the one’s, ten’s, and hundred’s
places |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 9. Demonstrate expanded notation using
manipulatives. (e.g., model 17 units = one group of ten and seven units: see
teacher resource guide) |
PO
9. Apply
expanded notation to model place value. (37 = 3 groups of ten + 7 units: see teacher
resource guide) |
PO
9. Apply
expanded notation to model place value. (378 = 3
hundreds + 7 tens + 8 ones: see teacher resource guide) |
PO 6.
Apply expanded notation to model place value, through six digits.
(5,378 = 5(1,000) + 3 (100) + 7(10) + 8(1): see teacher resource guide) |
PO
5. Apply expanded notation to model place
value. |
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PO
10. Identify odd and even whole numbers through 20. |
PO
10. Identify odd and even whole numbers through 100. |
PO 10. Identify odd and even (including 0) whole
numbers through 999. |
PO 7. Sort whole numbers into sets containing
only odd numbers or only even numbers. |
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PO
11. Compare
two whole numbers through 20. |
PO 11. Compare
two whole numbers through 100. |
PO
11. Compare
two whole numbers through 999. |
PO 8. Compare two whole
numbers, through six-digits. |
PO 6. Compare two whole numbers. |
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PO
12. Recognize the ordinal numbers
through fifth. (i.e., first, second, third, etc.) |
PO 12. Use
ordinal number through tenth. |
PO
12. Use ordinal numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO
13. Order
three or more whole numbers through 20 (least to greatest or greatest to
least). |
PO 13. Order
three or more whole numbers through 100 (least to greatest or greatest to
least). |
PO
13. Order
three or more whole numbers through 999 (least to greatest or greatest to
least). |
PO 9. Order three or more
whole numbers through six-digit numbers (least to greatest, or greatest to
least). |
PO 7. Order three or more whole numbers. |
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PO 14. Make models that represent given fractions
to show that wholes are made up of parts. |
PO 14. Make models that represent given fractions.
(halves) |
PO 14. Make models that represent given fractions
(fourths and eighths). |
PO 10. Make
models that represent proper fractions. |
PO
8. Make models that represent improper fractions. |
PO
1. Make models that represent mixed numbers. |
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PO
15. Identify the fraction represented by a model with a word name. |
PO
15. Identify in symbols and in words a model that is divided into equal
fractional parts. (Halves) |
PO
15. Identify in symbols and words a model that is divided into equal
fractional parts. (Fourths and eights). |
PO
11. Identify symbols, words, or models that represent proper fractions. |
PO 9.
Identify symbols, words, or models that represent improper fractions. |
PO 2.
Identify symbols, words, or models that represent mixed numbers. |
PO
1. Express fractions as ratios, comparing two whole numbers. (e.g., ¾ is
equivalent to 3:4 and 3 to 4) |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 12. Use
proper fractions in contextual situations. |
PO 10. Use
improper fractions in contextual situations. |
PO 3. Use
mixed numbers in contextual situations. |
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PO
13. Compare
two unit fractions or proper fractions with like denominators. |
PO 11. Compare
two unit fractions or proper or improper fractions with like denominators. |
PO
4. Compare two unit fractions, proper fractions with like denominators or
mixed numbers with like denominators. |
PO 2. Compare
two proper fractions, improper fractions or mixed numbers. |
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PO 14. Order three or more unit
fractions or proper fractions with like denominators. |
PO
12. Order
three or more unit fractions or proper or improper fractions with like
denominators. |
PO 5. Order
three or more unit fractions, proper or improper fractions with like
denominators or mixed numbers with like denominators. |
PO
3. Order three or more proper fractions, improper fractions or mixed numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO
16. Name penny, nickel, dime, quarter, and dollar by using manipulatives or
pictures. |
PO 16. Identify
money by name and value: penny,
nickel, dime, quarter, and one-dollar. |
PO 16. Count money through $5.00 using manipulatives and
pictures. |
PO 15. Count amounts of money through $20.00
using pictures or actual bills and coins. |
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PO
17. Identify
the value of a collection of coins using the symbols ¢ and $. |
PO
17. Identify
the value of a collection of money using the symbols ¢ and $ through $5.00. |
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PO 18. Use
decimals through hundredths in contextual situations. |
PO 16. Use decimals through thousandths in
contextual situations. |
PO 13. Use
decimals in contextual situations. |
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PO 19. Compare two
decimals, through hundredths, using models, illustrations, or symbols. |
PO 17. Compare two decimals, through thousandths,
using models, illustrations, or symbols. |
PO
14. Compare two decimals. |
PO 6. Compare
two whole numbers, fractions, and decimals. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 20. Order three or more
decimals, through hundredths, using models, illustrations, or symbols. |
PO 18. Order three or more decimals, through
thousandths, using models, illustrations, or symbols. |
PO
15. Order three or more decimals. |
PO
7. Order whole numbers, fractions, and decimals. |
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PO
21. Distinguish
the equivalency among decimals, fractions and percents. (e.g., 1/2=0.50=50%,
1/4 = 0.25=25%) |
PO
19. Determine the equivalency among decimals,
fractions, and percents. (e.g., 1/10 = 0.1=10%, 1/5 = 0.2=20%) |
PO
16. Determine
the equivalency among decimals, fractions, and percents. (e.g., 1/20 =
0.05=5%, 1/25 = 0.04=4%, 1/50 = 0.02=2%) |
PO 8. Determine the equivalency between and among
fractions, decimals, and percents in contextual situations. |
PO 4. Determine
the equivalency between and among fractions, decimals, and percents in
contextual situations. |
PO
1. Express fractions as terminating or repeating decimals. |
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PO 20. Identify all whole-number factors and pairs
of factors for a given whole number through 24. |
PO 17. Identify all whole-number factors and pairs
of factors for a given whole number through 144. |
PO
9. Identify all whole number factors and pairs of factors for a number. |
PO 5. Identify the greatest common factor for two
whole numbers. |
PO 2. Identify the greatest common factor for a set
of whole numbers. |
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PO 21. Determine multiples of a given whole number with products through 24. |
PO 18. Determine multiples of a given whole number
with products through 144. |
PO
10. Recognize that 1 is neither a prime nor a composite number. |
PO 6. Determine the least common multiple for two
whole numbers. |
PO 3. Determine the least common multiple for a set
of whole numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 11. Sort whole numbers (through 50) into sets
containing only prime numbers or only composite numbers. |
PO 7. Express a whole number as a product of its
prime factors using exponents when appropriate. |
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PO
4. Choose the appropriate signed
real number to represent a contextual situation, including absolute value. |
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PO 5. Locate integers on a number line. |
PO 1. Locate rational numbers on a number line. |
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PO 6. Order integers. |
PO 2. Identify irrational
numbers. |
PO
1. Classify numbers as members of one
or more of subsets of the real number system: natural, whole, integers, rational, or irrational numbers. |
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Concept 1:
Number Sense |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 7. Classify numbers as natural numbers, whole
numbers, and integers. |
PO 3. Classify numbers as
rational or irrational. |
PO
2. Compare subsets of the real number
system with regard to these properties:
commutative, associative, distributive, identity, inverse, and
closure. |
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PO
3. Distinguish between finite and
infinite sets of numbers. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 1. Demonstrate the process of addition using
manipulatives. |
PO 1. Demonstrate the process of addition using
manipulatives. |
PO 1.
Demonstrate the process of addition through two three-digit whole
numbers, using manipulatives. |
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PO 2. Demonstrate the process of subtraction using
manipulatives. |
PO 2. Demonstrate the process of subtraction using
manipulatives. |
PO 2.
Demonstrate the process of subtraction using manipulatives through two
three-digit whole numbers. |
PO
1. Demonstrate the process of subtraction using manipulatives through two
three-digit whole numbers. |
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PO 3. State addition facts for sums through 18 and
subtraction for differences with minuends through 9 or less. |
PO 3. State addition facts for sums through 18 and
subtraction for differences with minuends through 9 or less. |
PO 3. State addition and subtraction facts. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 4. Add one- and two- digit whole numbers without
regrouping. |
PO 4. Add one- and two- digit whole numbers with
regrouping. |
PO
2. Add two three-digit whole numbers. |
PO
1. Add whole numbers. |
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PO
1. Add integers |
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PO 5. Subtract one- and two- digit whole numbers
without regrouping. |
PO 5. Subtract one- and two- digit whole numbers
with regrouping. |
PO
3. Subtract two three-digit whole numbers. |
PO
2. Subtract whole numbers. |
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PO
2. Subtract integers |
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PO
6. Add 3 one- or two-digit addends. |
PO
4. Add a column of numbers. |
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PO 4. Select the operation to solve word problems
using numbers 0 through 9. |
PO 6. Select the grade level appropriate operation
to solve word problems. |
PO 7. Select the grade level appropriate operation
to solve word problems. |
PO
5. Select the grade level appropriate operation to solve word problems. |
PO
3. Select the grade level appropriate operation to solve word problems. |
PO
1. Select the grade level appropriate operation to solve word problems. |
PO
1. Select the grade level appropriate operation to solve word problems. |
PO
3. Select the grade level appropriate operation to solve word problems. |
PO
1. Select the grade level appropriate operation to solve word problems. |
PO
1. Select the grade level appropriate operation to solve word problems. |
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PO 5. Solve word problems using addition or
subtraction with numbers through 9. |
PO 7. Solve word problems using addition and
subtraction of 2-digit numbers without regrouping. |
PO 8. Solve
word problems using addition and subtraction of two 2-digit numbers, with
regrouping AND two 3-digit numbers without regrouping. |
PO
6. Solve word problems using grade
level appropriate operations and numbers. |
PO
4. Solve word problems using grade level appropriate operations and numbers. |
PO
2. Solve word problems using grade
level appropriate operations and numbers. |
PO
2. Solve word problems using grade
level appropriate operations and numbers. |
PO
4. Solve word problems using grade
level appropriate operations and numbers. |
PO
2. Solve word problems using grade
level appropriate operations and numbers. |
PO
2. Solve word problems using grade
level appropriate operations and numbers. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 8. Count by multiples to show the process of
multiplication (10s, 5s, or 2s). |
PO 9. Count
by multiples of three. |
PO
7. Demonstrate the process of
multiplication as repeatedly adding the same number, counting by multiples,
combining equal sets, and making arrays. |
PO 5. Multiply
multi-digit numbers by two-digit numbers. |
PO 3. Multiply whole
numbers. |
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PO 5. Multiply integers. |
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PO
8. Demonstrate the process of division (Separating elements of a set into
smaller equal sets, sharing equally, or repeatedly subtracting the same
number). |
PO 6. Divide with one- or
two-digit divisors. |
PO 4. Divide with whole numbers. |
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PO
6. Divide integers. |
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PO 9.
Demonstrate families of equations for addition and subtraction. |
PO
10. Demonstrate families of
equations for multiplication and division. |
PO
9. Demonstrate families of equations
for multiplication and division. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 11. State
multiplication and division facts: 2s, 3s, 5s and10s. |
PO
10. State multiplication and division facts through 9s. |
PO
7. State multiplication and division facts through 12s. |
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PO 10.
Demonstrate the identity and commutative properties of addition. |
PO 12.
Demonstrate the associative property of addition. |
PO
11. Demonstrate the commutative and identity properties of multiplication. |
PO 8. Demonstrate the associative
and distributive properties of multiplication. |
PO 5. Demonstrate the
addition and multiplication properties of equality. |
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PO 11. Identify addition and subtraction as inverse
operations. |
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PO 12. Identify multiplication and division as inverse
operations. |
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PO
3. Identify squaring and finding square roots as inverse operations. |
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PO 13. Apply grade level appropriate properties to
assist in computation. |
PO
13. Apply grade level appropriate properties to assist in computation. |
PO 9. Apply grade level
appropriate properties to assist in computation. |
PO 6. Apply grade level
appropriate properties to assist in computation. |
PO
3. Apply grade level appropriate properties to assist in computation. |
PO
7. Apply grade level appropriate properties to assist in computation. |
PO 4. Apply grade level appropriate properties to
assist in computation. |
PO
3. Use concepts of signed numbers and
absolute value to simplify numerical expressions. |
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PO 6. Apply the symbols: +, -, = |
PO
12. Apply the symbols: ¹,
<, >. |
PO
14. Recognize the symbols: ´, ¸, /, *, %, and the grouping symbols ( ). |
PO
14. Apply the symbols: ´, ¸, /, *, %, and the grouping symbols ( ) and “,”. |
PO
10. Apply the symbol: · and ( ) for
multiplication, and ≤, ≥ . |
PO
7. Apply the symbol “[ ]” to
represent grouping. |
PO
4 Apply the symbols for “…” or “‾‾‾‾” to represent
repeating decimals and “:” to represent ratios, superscripts as exponents. |
PO
8. Apply the symbols + and – to
represent positive and negative, “││” to represent absolute
value, |
PO
5. Apply the symbols “√” to
represent square root, “±” to represent roots, “{}” as grouping symbols. |
PO
4. Apply subscripts to represent
ordinal position. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 7. Use
grade level appropriate mathematical terminology. |
PO 13. Use
grade level appropriate mathematical terminology. |
PO 15. Use grade level appropriate mathematical
terminology. |
PO 15. Use grade level appropriate mathematical
terminology. |
PO 11. Use grade level appropriate mathematical
terminology. |
PO 8. Use grade level appropriate mathematical
terminology. |
PO 5. Use grade level appropriate mathematical
terminology. |
PO 9. Use grade level appropriate mathematical
terminology. |
PO 6. Use grade level appropriate mathematical
terminology. |
PO 5. Use grade level appropriate mathematical
terminology. |
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PO
9. Simplify fractions to lowest
terms. |
PO
6. Simplify fractions to lowest
terms. |
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PO
14. Demonstrate addition of fractions with like denominators (halves) using
models. |
PO 16. Demonstrate addition of fractions with like
denominators (fourths and eighths) using models. |
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PO
15. Demonstrate subtraction of fractions with like denominators (halves)
using models. |
PO 17. Demonstrate subtraction of fractions with
like denominators (fourths and eighths) using models. |
PO
16. Add or subtract fractions appropriate to grade
level. |
PO
12. Add or subtract fractions appropriate to grade
level. |
PO
10. Add or subtract fractions appropriate to grade
level. |
PO
7. Add or subtract proper fractions and mixed numbers with like denominators
with regrouping. |
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PO
8. Add or subtract proper fractions and mixed numbers with unlike
denominators with regrouping. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO
9. Demonstrate the process of
multiplication of proper fractions using models. |
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PO
10. Multiply proper fractions. |
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PO
11. Multiply mixed numbers. |
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PO
12. Demonstrate that division is the inverse of multiplication of proper
fractions. |
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PO
13. Divide proper fractions. |
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PO
14. Divide mixed numbers. |
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PO
16. Add and subtract money using manipulatives and paper and pencil, through
$2.00. |
PO
18. Add and subtract money using manipulatives and paper and pencil, through
$5.00. |
PO
17. Apply addition and subtraction in contextual situations, through $20.00. |
PO
13. Apply
multiplication and division of money in contextual situations. |
PO 11. Add or subtract decimals. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO
12. Multiply decimals. |
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PO
13. Divide decimals. |
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PO
10. Calculate the missing value in a base·rate= percentage
problem. |
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PO
15. Solve problems involving fractions or decimals (including money) in
contextual situations. |
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PO
11. Convert numbers expressed in standard notation to scientific notation and
vice versa. (positive exponents only) |
PO 7. Convert standard
notation to scientific notation and vice versa. |
PO
6. Compute using scientific notation. |
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Concept 2:
Numerical Operations |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
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PO 14. Simplify numerical expressions using the
order of operations with grade appropriate operations on number sets. |
PO 14. Simplify numerical expressions using the
order of operations with grade appropriate operations on number sets. |
PO 16. Simplify numerical expressions using the
order of operations with grade appropriate operations on number sets. |
PO 12. Simplify numerical expressions using the
order of operations with grade appropriate operations on number sets. |
PO 8. Simplify numerical expressions using the
order of operations with grade appropriate operations on number sets. |
PO
7. Simplify numerical expressions using the order of operations. |
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Concept 3:
Estimation |
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Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
|
PO 1. Solve problems using a variety of mental
computations and reasonable estimations. |
PO 1. Solve problems using a variety of mental
computations and reasonable estimation. |
PO 1. Solve problems using a variety of mental
computations and reasonable estimation. |
PO
1. Solve grade level appropriate problems using estimation. |
PO
1. Solve grade level appropriate problems using estimation. |
PO
1. Solve grade level appropriate problems using estimation. |
PO
1. Solve grade level appropriate problems using estimation. |
PO
1. Solve grade level appropriate problems using estimation.
|
PO
1. Solve grade level appropriate problems using estimation. |
PO
1. Solve grade level appropriate problems using estimation. |
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PO 2. Use estimation to verify the reasonableness
of a calculation. (e.g., Is 3284 x 343 = 1200 reasonable?) |
PO 2. Use estimation to verify the reasonableness
of a calculation. (e.g., Is 4.1 x 2.7 about 12?) |
PO
2. Use estimation to verify the reasonableness of a calculation. (e.g., Is
5/9 x 3/7 more than 1?) |
PO
2. Use estimation to verify the reasonableness of a calculation (e.g., Is
–2.5 x 18 about –50?) |
PO 2. Use estimation to verify the reasonableness
of a calculation. (e.g., Is 32 the square root of 64?) |
PO
2. Determine if a solution to a
problem is reasonable. |
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|
PO
2. Estimate the measurement of an object using standard and non-standard
units of measurement. |
PO
2. Estimate the measurement of an object using standard and non-standard
units of measurement. |
PO 2. Estimate length and
weight using U.S. customary units. |
PO
3. Estimate length and weight using both U.S. customary and metric units. |
PO 3. Round to estimate quantities. |
PO 3. Round
to estimate quantities in contextual situations. (e.g., round up or round down) |
PO
3. Determine whether an estimation of an area is approximately equal to the
actual measure. |
PO 3. Express answers to the appropriate place or
degree of precision. (e.g., time and money) |
PO
3. Determine rational approximations
of irrational numbers. |
|
Concept 3:
Estimation |
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|
Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grade 4 |
Grade 5 |
Grade 6 |
Grade 7 |
Grade 8 |
High School |
|
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|
PO
3. Record estimated and actual linear measurements for real life objects
(e.g. length of fingernail; height of desk). |
PO
4. Make estimates and measurements for distance |
PO 4. Make estimates and measurements
for area and perimeter. |
PO
4. Make estimates and measurements for
the area and perimeter of polygons using a grid. |
PO 4. Determine
whether an estimation of an angle is approximately equal to the actual
measure. |
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PO
3. Compare an estimate to the actual
measure. |
PO
4. Compare estimations of appropriate measures to the actual measures. |
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PO 5.
Compare estimated measurements between U.S. customary and metric
systems. (e.g. a yard is about a meter) |
|
PO
5. Determine whether an estimation of the circumference of a circle is
approximately equal to the actual measure. |
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PO 4. Evaluate the reasonableness of an
estimate. |
PO
5. Evaluate the reasonableness of estimated measures. |
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PO
5. Verify the reasonableness of estimates made from calculator results within
a contextual situation. |
PO
6. Verify the reasonableness of estimates made from calculator results within
a contextual situation. |
PO
4. Verify the reasonableness of estimates made from calculator results within
a contextual situation |
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