Adopted: May 15, 2000 Revised: April 2005

Adopted: May 15, 2000
Revised: April 2005

Approved: 15 May 2000
Revised: April 2005
The Minidoka County School

District #331
Math Curriculum Project
1999-2000
"An individual understands a concept, skill, theory, or domain of knowledge to the

extent that he or she can apply it appropriately in a new situation. An individual with
a keen memory might well understand a topic; however, it is also plausible that he or
she merely remembers the information and has not a clue about how to use it
appropriately in an unfamiliar situation."
Howard Gardner
Revised: April 2005
Table of Contents
Introduction ..................................................................................................................... 1
Acknowledgments ............................................................................................................ 2
The Design Team.............................................................................................................. 3
Purpose and Goals of Minidoka Math Project ................................................................... 4
Framework Referents........................................................................................................ 6
Review of Standards Matrix....................................................................................... 7
The Framework
Definition of Terms and Template ............................................................................. 9
The Math Standards................................................................................................... 10
Level K ? 3 Benchmarks ........................................................................................... 11
Level 4 ? 5 Benchmarks ............................................................................................ 24
Level 6 ? 8 Benchmarks ............................................................................................ 34
Level 9 ? 12 Benchmarks ......................................................................................... 54
District Assessment System
Levels and Components of Assessment System ......................................................... 78
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Minidoka County School District #331

Minidoka Math Curriculum Project
Introduction
Like the Mobius strip, curriculum development is a continuous process with no

distinct beginning and no end. Curriculum development has three components:
Curriculum (What we teach.), Instruction (How we teach.), and Assessment (How are we
doing? Accountability). These pieces are often thought of discrete processes. However,
like the Mobius strip, they are inextricably linked, with each one informing the next. The
curriculum determines instructional strategies. The instructional cycle includes formative
assessments that let us know if kids are achieving the curriculum goals. End-of-unit and
end-of-year summative assessments reveal the extent to which instructional strategies
were effective in helping kids master the standards and benchmarks articulated in the
curriculum document, as well as identify areas of concern in the curriculum framework.
The mathematics curriculum framework is to provide guidance, support, and the
basis for a system of accountability that will enhance learning for all students in the
Minidoka County Joint School District #331. The Curriculum Framework represents a
paradigm shift in curricular philosophy and development for our district - a shift to
accountability and a standards-based curriculum. The mathematics adoption process and
the resulting curriculum products developed by the Mathematics Design Team are the
model for future curriculum adoptions in our district.
The Minidoka School District has established a clearly defined curriculum that
specifies what kids should know and be able to do at each level. The skills listed on the
following pages are developmentally appropriate, rigorous, and relevant. It is our goal
that all students will master these standards before moving on to the next level.
However, we also recognize that any educational system must serve the needs of
individual students as well. We envision such a system. A system where students will
enter the continuum of developmentally appropriate benchmarks at the
appropriate level for them and progress as far as their ability takes them.
Their progress will be measured against the standards and benchmarks
rather than other students.
This is a "living document." An ongoing District assessment
system will provide multiple bodies of evidence that will allow us to make
Revised: April 2005
The Minidoka County School District

Acknowledgments
The Minidoka County School District would like to express its deepest appreciation to
the 1999-2000 Math Curriculum Design Team. The District thanks the J.A. and Kathryn
Albertson Foundation for their contributions to education in Idaho and to the development of our
Math Curriculum Framework. Without the direction of the Management of Change committee
and funding from the Learning for the 21st Century committee, both entities of the J.A. and
Kathryn Albertson Foundation, the work of the curriculum committee would not have
progressed. The District gratefully acknowledges the contributions of Sue McCormick, who
helped us to take our first steps down the path towards a standards-based curriculum. Her
inspiration, encouragement, and guidance were crucial to the development of The Framework.
In addition, we would like to recognize Mary Ann Rannels and Kathy Dabestani, both of the
Twin Falls School District, for their unselfish contributions to our Project. They shared their
curriculum documents, knowledge, and time with us, asking only that we return the favor. Mary
Ann and Kathy truly care about kids, no matter where they live.
The District wishes to acknowledge and thank the members of the committee for their
efforts. Working together, this committee of representatives from all buildings has developed a
curriculum document that will provide a basis for accountability as well as support the
educational progress of our students. However, the work of The Minidoka Math Curriculum
Project Design Team is just beginning. We will continue to meet to assess, monitor, and refine
the curriculum. The following suggests possible ongoing work of the committee:
? Continue to research best practices and current learning theory in order to make
recommendations for classroom learning environment. (e.g., pedagogy, technology, program
choices, assessment practices, accommodations, etc.)
? Review results of various assessment measures and make decisions based on the results.
? Rewrite standards/benchmarks/learning objectives using input and feedback from teachers,
administrators, and, perhaps most importantly, assessment data.
? Continue to design and refine district assessments that ask students to demonstrate their
knowledge and skills as demanded by the standards.
? Continue to design rubrics and scoring guides that will be used to rate student responses
measuring their progress toward the standard.
? Gather examples of student work (projects, performance-based assessments) as exemplars
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The 2005-2010 District Math Curriculum Team
Nanette Eilers Acequia Elementary Teacher

Sandra Stevens Acequia Elementary Teacher
Linda Matthews Acequia Elementary Teacher
Terri Cotten Heyburn Elementary Teacher
Sherry Montgomery Heyburn Elementary Teacher
Brittany Haueter Heyburn Elementary Teacher
Jolene Toland Heyburn Elementary Teacher
Joy Hansen Paul Elementary Teacher
Helen Wyant Paul Elementary Teacher
Sue Cooper Paul Elementary Teacher
Terri Bruns Rupert Elementary Teacher
Susan Paul Rupert Elementary Teacher
Barbara Sorensen Rupert Elementary Teacher
Michele Snyder East Minico Middle School Teacher
Mindi Yore East Minico Middle School Teacher
Karyn Amen East Minico Middle School Teacher
Rae Patton East Minico Middle School Teacher
Cindy Danielson West Minico Middle School Teacher
Jane Joosten West Minico Middle School Teacher
Delbert Bennett West Minico Middle School Teacher
Cliff Holbrook Minico High School Teacher
Bridget Ennen Minico High School Teacher
JoAnn Jensen Minico High School Teacher
Vern Sorensen M.C.O.C. Teacher
Sandra Miller West Minico Middle School Principal
John Fennell District Office Curriculum Director
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Purpose and Goals
The Minidoka County Board of Education has taken an important step to

raise expectations for all students in the Minidoka County School District by
adopting new K-12 Standards for mathematics supported by a horizontally and
vertically aligned curriculum framework. The curriculum framework is important
because it sets reasonable, academically sound, developmentally appropriate
targets and expectations for what teachers need to teach and students need to learn.
Clear, concise academic standards will let parents and teachers know what is
expected of students. Each student's performance and achievement can be
measured against the standards. This requirement is the foundation for greater
accountability on the part of teachers and students.
The benchmarks and learning objectives in this document represent district-
wide academic standards for what students should know and be able to do. It is
our goal that all students will master these standards before moving to the next
level. Assessment measures to monitor student progress include teacher
observation, classroom tests, standardized tests, and district developed summative
tests. Indeed, assessment is an integral part of our mathematics curriculum. It is
not simply tacked on at the end of each lesson as a means of providing grades for
the grade book. Rather, it is intended to inform the instructional process as well as
provide a basis for holding students accountable.
The mission of the Mathematics Framework is to provide a basis for
accountability and support to enhance learning for all students in the Minidoka
County School District #331. The District is committed to the following beliefs:
? All students can learn mathematics, given support and opportunity.
? All students can appreciate mathematics.
? Mathematics is an integral part of daily life.
? Learning mathematics requires active participation.
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? Instruction must address the needs of students with differing learning styles.
? While technology, such as calculators, will not replace mastering the basic
skills, they can enhance learning when used as an instructional aide.
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Framework Referents
Articulating and implementing a standards-based curriculum framework

requires input from a several sources. The Iowa Test of Basic Skills (ITBS)
certainly must be considered. Idaho has developed standards document that must
be built into our framework. However, state documents often describe standards of
levels of generality that do not provide sufficient clarity for classroom instruction
and accountability. The National Council of Teachers of Mathematics standards
document provides lengthy descriptions of what kids should know and be able to
do; but, the length of complexity of the document make its’ use as a curriculum
document inefficient and problematic.
Another curriculum source and resource are studies that have attempted to
synthesize the information in the national and state standards documents as well as
the ITBS and other national standardized tests. The Mid-continent Research for
Education and Learning (McREL) has compiled and synthesized the standards and
benchmarks found in 85 national and state level documents into a compendium
containing standards and benchmarks in thirteen major categories. The McREL
database is meant as a resource for schools and districts.
The Minidoka Math Curriculum Design Team based its standards and
benchmarks on the Idaho State Standards, McREL, and the ITBS. We started with
the standards articulated in the current curriculum document and compared and
contrasted each one with the three referents using the Review of Standards Matrix
on the following pages. We considered each of the current standards. Those that
were explicitly mentioned in all three referents, we included; others we re-wrote or
dropped completely. As a result, our standards and benchmarks align with the
State and with the ITBS.
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Review of Mathematics Standards Matrix
State Standards:
I: Basic arithmetic, estimation, and accurate computation

II: Mathematical Reasoning and Problem Solving
III: Concepts and Principles of Measurement
IV: Concepts and Language of Algebra
V: Concepts and Principals of Geometry
VI: Data Analysis, Probability, and Statistics
VII: Functions and Mathematical Models
McREL has done the research and compiled an excellent database of standards
and benchmarks for every subject. And, you can browse their website for free and pick
which standards and essential skills are appropriate for the district. The address is
www.mcrel.org. Go to the link titled · Content Knowledge: The McREL Standards
Database. You will find it along the right side of the web page. Check it out!
McRel's Recommended Research-based Standards:
1. Uses a variety of strategies in the problem-solving process.

2. Understands and applies basic and advanced properties of the concepts of
numbers.
3. Uses basic and advanced procedures while performing the processes of
computation
geometry.
measurement.
6. Understands and applies basic and advanced concepts of statistics and data
analysis.
7. Understands and applies basic and advanced concepts of probability.
8. Understands and applies basic and advanced properties of algebra.
9. Understands the general nature and uses of mathematics.
ITBS Concepts:
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Directions: Consider how our standards compare with the State’s and McREL's, and
with the ITBS. Please fill in the matrix as you see it using the code below. Number 6,
the Geometry standard, is done as an example.
E = explicitly mentioned and highly emphasized

M = emphasized but combined with other standards or other
language used
R = referenced but with little emphasis
NA = not applicable; not mentioned at all
Note that the district standards were taken from our current curriculum guide with
the addition of number 5, Inter-disciplinary Connections, and number 9, Measurement.
These additions were suggested at a meeting of the high school mathematics department
and are NOT intended to be mandates for the entire district. As a district, we would have
to decide what standards, if any, would be added or eliminated.
Our Standards Extracted from Curriculum Our

State McREL ITBS
Guide
1 Number Sense and Computation
2 Expressions, Representations, and Equations
3 Problem Solving, Patterns, and Functions
4 Communicate and Reason Mathematically
5 Inter-disciplinary Connections
6 Geometry and Spatial Sense
7 Probability and Statistics
Technology and Manipulatives
8
(Is this a standard or instructional strategy?)
9 Measurement
What conclusions did you come to? Which standards should we include, not
include, or rewrite?
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DEFINITIONS OF TERMS
STANDARD: A standard is a general statement of information or skills that students should attain.
Content Standards articulate what students should understand and be able to do within specific content
areas, such as mathematics or science. Content standards are the same from Kindergarten to 12th grade and
must be addressed in a developmentally appropriate way in every classroom, at every grade level. The
following is an example of a K-12 standard for Measurement.
Understands and applies basic and advanced properties of the concepts of measurement.
BENCHMARK: A benchmark is a specific statement of information or skill that students should attain a
developmentally appropriate level. A benchmark adds definition and detail to the general statement
articulated at the standards level. The following are examples of leveled benchmarks that support the
Measurement Standard.
Level 3 (Grades K-3)

? Tell time using both digital and analog clocks.
Level 6 (Grades 4-5)

? Apply the basic concepts of measurement and the relationships, perimeter, area, length, volume,
capacity, weight/mass, angle, and circumference.

? Analyzes and uses proportions, ratios, and scaling.

? Makes conversions within and between measurement systems.
Learning Objective: A learning objective is still more specific. It is the "essential learning" that goes on in
the classroom every day to support the benchmark. Learning objectives are what we assess. They articulate
the learning that underpins student mastery of proportions, ratios, and scaling.
The Format of the Document:
Level . Standard # Level: (K-3, 4-5, 6-8, or 9-12) Standard # (The Strand)
The standard articulated in terms of the types of what student should know and be able to do.
(Understands and applies basic and advanced . . .)
Benchmarks (Grades x - y):

Level. Standard #. . Benchmark #: (Articulate benchmark)
(Example: 12.1.1
12.1.2
12.1.3 . . .)
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The K-12 Mathematics Standards

1) Number Sense: Understands and applies basic and advanced properties of
number systems and number theory.
2) Patterns, Functions, and Concepts of Algebra: Understands and applies

basic and advanced properties of the concepts of patterns, functions, and
concepts of Algebra.
3) Problem Solving and Mathematical Reasoning: Uses a variety of

strategies in the problem solving process and reasons mathematically.
4) Computation: Understands and applies basic and advanced procedures

while performing the process of computation and estimation.
5) Geometry and Spatial Sense: Understands and applies basic and advanced
properties of the concepts of geometry and spatial sense.
6) Probability and Statistics: Understands and applies basic and advanced

properties of the concepts of probability and statistics.
7) Measurement: Understands and applies basic and advanced properties of

the concepts of measurement.
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3.1 Level: K-3 Standard # 1 Number Sense
Understands and applies basic and advanced properties of number systems and the number theory.
Benchmarks (Grades K-3):
3.1.1 Understands that numbers are symbols used to represent quantities or attributes of real-world objects.
3.1.2 Counts whole numbers.
3.1.3 Understands basic whole number relationships.
3.1.4 Understands and discusses the concept of comparing, ordering, and sequencing whole numbers.
3.1.5 Identifies physical representations of commonly used fractions.
3.1.6 Demonstrates place value using whole numbers.
Learning Objectives
Kindergarten Grade 1 Grade 2 Grade 3
? 1.a Essential Understands ? 1.a Essential Understands ? 1.a Essential Understands ? 1.a Expected Understands
physical (3 cubes), verbal physical, verbal and physical, verbal and physical, verbal and
(“three” spoken) and symbolic representations of symbolic representations of symbolic representations of
symbolic (the number “3” whole numbers 0-100 whole numbers 0-1000 whole numbers 0-10,000
written) are representations ? 2.a Essential Counts ? 2.a Essential Counts on ? 2.a Essential Reads, writes
of whole numbers forward from random from any given number, 0- and counts on from any
? 2.a Essential Counts 1-100 number 0-100 1000 given number 0-10,000
? 2.b Expected Counts ? 2.b Essential Recognizes ? 2.b Essential Counts by 2’s ? 2.b Essential Counts on by
backward from 10 and writes numerals 0-100 from 2 to 100 2’s from any odd or even
? 2.c Essential Counts ? 2.c Extended Estimates and ? 2.c Essential Counts by 5’s number to 100
objects using one to one verifies the number of a set from any multiple of 5 to ? 3.a Essential Identifies the
correspondence (1to 20) of approximately 25 objects 100 value of digits up to 10,000
? 3.a N/A ? 2.d Essential Composes and ? 2.d Essential Counts by ? 4.a Expected Adds and
? 4.a Essential Writes decomposes numbers to 9 10’s from any given subtracts days, weeks, or
numbers in sequential order ? 2.e Essential Counts to 100 number to 100 months
(0-10) by 1’s, 5’s, and 10’s ? 3.a Essential Identifies the ? 4.b Essential Determines
? 5.a Expected Understands starting at 1 value of digits in the 1’s, ordinal positions first
the relationship between ? 2.f Essential Counts 10’s, and 100’s place through thirtieth
whole and halves backwards from 20
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? 6 N/A ? 3.a Essential Identifies the ? 4.a Essential Interprets ? 5.a Essential Identifies and
value of digits in the ones information shown on a writes 1/8, 1/4, 1/3, and 1/2
and tens place, including calendar as part of a whole
zero ? 4.b Expected Determines ? 6.a Essential Uses
? 4.a Essential Interprets ordinal position first appropriate mathematical
information shown on a through twentieth language when giving
calendar ? 4.c Expected Predicts the written or oral explanations
? 4.b Expected Identifies next five numbers given
ordinal numbers first to any number to 994 forward
tenth and backward
? 5.a Essential Recognizes ? 4.d Essential Understands
1/2 when using the difference between odd
manipulatives in and even numbers
relationship to a whole ? 5.a Essential Shows 1/2,
? 5.b Expected Recognizes 1/3,and 1/4 with
1/4 when using manipulatives, as parts of a
manipulatives in whole
relationship to a whole ? 5.b Expected Writes the
? 6.a Essential Uses fractions 1/2, 1/3, and 1/4
appropriate mathematical as part of a whole
language when giving ? 6.a Essential Uses
written or oral explanations appropriate mathematical
language when giving
written or oral explanations
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3.2 Level: K-3 Standard # 2 Patterns, Functions, and Concepts of Algebra

Understands and applies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra.
3.2.1 Discovers and describes patterns by using manipulatives, numbers, and graphic representation.
3.2.2 Recognizes and extends a variety of patterns and explains the pattern using mathematical vocabulary.
3.2.3 Demonstrates the concepts of equality and inequality.
3.2.4 Solves for the unknown in simple open sentences using the basic four operations.
3.2.5 Explains the use of an unknown in an open sentence that expresses relationships among whole numbers.
Learning Objectives
? 1.a Expected Sorts and ? 1.a Essential Demonstrates Identifies the pattern when: ? 1.a Essential Determines
classifies objects by one patterns with two attributes ? 1.a N/A and explains the rule of a
common attribute with shapes, colors, and ? 1.b N/A pattern
? 2.a. Essential Identifies and sizes ? 1.c N/A ? 2.a Essential Understands a
extends simple repeating ? 2.a Essential Extends ? 1.d N/A variety of methods used to
patterns (colors, shapes) patterns using concrete ? 2.a Essential Identifies, express and extend patterns
? 3.a N/A materials extends, and creates ? 3.a Essential Compares
? 4.a N/A ? 3.a Essential Understands patterns numbers using <, >, and =
? 5.a N/A the use of +, ? , and = signs ? 3.a Expected Compares signs
? 4.a Expected Adds or numbers using <, >, and = ? 3.b Expected Identifies,
subtracts problems up to signs extends, and creates
sums of 18 using 1-digit ? 3.b Expected Writes number patterns (e.g. odd
numbers, solving for the equations using the and even numbers,
unknown (e.g. 2 + __ = 5) commutative property of multiples)
? 5.a N/A addition (e.g. a + b = b + a) ? 3.c Expected Writes
? 4.a Essential Solves for the equations using the
unknown by adding or commutative property of
subtracting a 1 or 2 digit addition and multiplication
number (e.g. 7 + __ = 17) (e.g. a + b = b + a and a x b
= b x a)
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? 5.a Extended Explains, by ? 4.a Expected Solves for the
writing or verbally, the use unknown by adding or
of the unknown (e.g. 7 + __ subtracting a 2 digit
= 17) with correct number (e.g. 11 + __ = 23)
vocabulary ? 5.a Expected Explains, by
writing or verbally, the use
of the unknown (e.g. 11 +
__ = 23) with correct
vocabulary
14
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3.3 Level: K-3 Standard # 3 Problem Solving and Mathematical Reasoning

Uses a variety of strategies in the problem-solving process, and reasons mathematically.
3.3.1 Selects appropriate strategies to solve problems.
3.3.2 Explains to others the strategy used in solving a variety of problems.
3.3.3 Solves problems by selecting and using the appropriate operation.
3.3.4 Uses a variety of methods to demonstrate mathematical reasoning.
3.3.5 Uses and understands appropriate labels and vocabulary.
Learning Objectives
? 1.a Essential Acts out ? 1.a Essential Draws a ? 1.a Expected Develops ? 1.a Essential Develops
appropriate strategies to picture for simple story strategies to solve problems strategies to solve problems
solve problem problems by making models, such as making models and
? 2.a N/A ? 1.b Essential Looks for sketches, acting out, sketches, acting out,
? 3.a N/A patterns to solve problems looking for patterns, looking for patterns, guess
? 4.a N/A ? 2.a Expected Explains to guessing and/or checking, and check, estimate, etc.
? 5.a Expected Uses others how the problem estimating, etc. ? 2.a Expected Gives a
appropriate mathematical was solved ? 2.a Essential Explains to written and oral
language (e.g., more, some, ? 3.a Essential Determines others how the problem explanation of how the
less, altogether, etc.) whether addition or was solved problem was solved
subtraction is appropriate ? 3.a Essential Determines ? 3.a Essential Determines
for solving a problem whether addition or whether addition,
? 4.a Essential Uses whole subtraction is appropriate subtraction, multiplication,
number models (e.g., for solving a problem or division is appropriate
Pattern blocks, tiles, or for solving a problem
other manipulative
materials) to represent
problems
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? 5.a Essential Uses ? 4.a Extended Uses a variety ? 4.a Expected Uses a variety
appropriate mathematical of methods (e.g., words, of methods (e.g., words,
language (e.g., add, plus, numbers, symbols, charts, numbers, symbols, charts,
subtract, minus, take away, graphs, tables, diagrams, graphs, tables, diagrams
greater, less, etc.) models) to demonstrate models) to demonstrate
mathematical reasoning mathematical reasoning
? 5.a Essential Uses ? 5.a Essential Uses
appropriate mathematical appropriate mathematical
language (e.g., sum, language (e.g., sum,
difference, how many difference, addends,
more, etc) multiply, divide, product,
etc.)
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3.4 Level: K-3 Standard # 4 Computation

Understands and applies basic and advanced procedures while performing the processes of computation and estimation.
3.4.1 Adds, subtracts, multiplies, and divides whole numbers.
3.4.2 Demonstrates understanding of and automatic recall of basic facts.
3.4.3 Evaluates the reasonableness of results of number operations.
3.4.4 Demonstrates and explains how the four arithmetic operations are related to one another.
3.4.5 Estimates, approximates, rounds off, and/or uses exact numbers as appropriate and necessary in calculations.
Learning Objectives
? 1.a Essential ? 1.a Essential Adds and ? 1.a Expected Adds with ? 1.a Essential Adds with
Demonstrates subtracts problems to 18 multiple one-digit addends multiple one-digit addends and
understanding of ? 1.b Extended Solves for the and recognizes strategies for recognizes strategies for
addition and unknown finding the sum (e.g. adds 6 + finding the sum (e.g., add 6 + 5
subtraction by acting ? 2.a Expected Answers 30 5 + 4 by looking for a + 4 by looking for a
out stories addition problems (0-10) in combination that equals ten combination that equals ten (6
? 2.a N/A 2 minutes with 80% (6 + 4) and then adding 5) + 4) and then adding 5)
? 3.a N/A accuracy ? 1.b Essential Adds and ? 1.b Essential Adds a 2- or 3-
? 4.a N/A ? 2.b Expected Answers 30 subtracts 2-digit numbers digit number with up to 2
subtraction problems (0-10) without regrouping regroupings
in 2 minutes with 80% ? 1.c Expected Adds 2-digit ? 1.c Essential Subtracts 2-digit
accuracy numbers with regrouping numbers with 1 regrouping
? 3.a Expected Using addition ? 1.d Expected Subtracts 2-digit ? 1.d Essential Subtracts 3-digit
and subtraction symbols, numbers with regrouping numbers with up to 2
creates a fact family using 3 ? 2.a Essential Answers 30 regroupings (subtraction is not
numbers (e.g., 2+3=5, addition problems (0-10) in 2 across a zero)
3+2=5, 5-3=2, 5-2=3) with minutes with 100% accuracy ? 2.a Essential Answers 30
sums less than 20 addition problems (0-18) in
? 4.a N/A 2 minutes with 100%
accuracy
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? 2.b Essential Answers 30 ? 2.b Essential Answers 30
subtraction problems (0-10) subtraction problems (0-18) in 2
in 2 minutes with 100% minutes with 100% accuracy
accuracy ? 2.c EssentiaMultiplication facts
? 2.c Expected Answers 30 0-5
addition problems (10-18) ? 2.d Expected Introduces factors
in 2 minutes with 80% and dividends 6-12
accuracy ? 2.e Expected Answers 30
? 2.d Expected Answers 30 problems in 2 minutes with
subtraction problems (0-18) 100% accuracy for factors and
in 2 minutes with 80% dividends 0-5
accuracy ? 3.a Essential Using addition and
? 3.a Essential Using addition subtraction symbols, creates a
and subtraction symbols, fact family using 3 numbers
creates a fact family using 3 ? 3.b Expected Using
numbers (e.g., 2+3=5, multiplication and division
3+2=5, 5-3=2, 5-2=3) symbols, creates a fact family
? 4.a Extended Estimates the using 1 digit multipliers and
number of objects in a given divisors (e.g., 2x6=12, 6x2=12,
set 12-6=2, 12-2=6)
? 4.a Expected Understands the
concept of rounding as an
estimation tool for computation
(e.g., whole numbers to the
nearest 10 and 100, and money
amounts to the nearest dollar)
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3.5 Level: K-3 Standard # 5 Geometry and Spatial Sense

Understands and applies basic and advanced properties of the concepts of geometry and spatial sense.
3.5.1 Identifies and compares the basic properties of two -dimensional shapes.
3.5.2 Identifies three-dimensional shapes and their basic properties.
3.5.3 Recognizes the relationships between and among shapes and patterns.
3.5.4 Determines the perimeter for various shapes.
3.5.5 Understands the common language of spatial sense.
Learning Objectives
? 1.a Essential Identifies the ? 1.a Essential Identifies the ? 1.a Essential Identifies the ? 1.a Expected Understands
following shapes: circle, properties (e.g., sides, properties (e.g., sides, the relationships between a
square, rectangle, rhombus, corners, angles) of a square, corners, angles) of a square, two-dimensional figure and
oval, triangle rectangle, rhombus, rectangle, rhombus, a three-dimensional solid
? 2.a N/A triangle, circle and oval triangle, circle and oval (e.g., the faces of a cube are
? 3.a N/A ? 2.a Expected Identifies a ? 2.a Essential Identifies a squares)
? 4.a N/A sphere, cone, cube, and sphere, cone, cube, ? 2.a Essential Identifies a
? 5.a Expected Understands cylinder cylinder, rectangular prism, sphere, cone, cube,
“directional” words (e.g., ? 2.b Expected Associates and pyramid cylinder, rectangular prism,
inside, outside, between, shapes with real world ? 3.a Essential Understands and pyramid
over, under, etc.) objects. congruent shapes and the ? 3.a Expected Understands
? 3.a N/A concept of a line of congruent shapes and the
? 4.a N/A symmetry concept of a line of
? 5.a Essential Understands ? 4.a Expected Using non- symmetry
“directional” words (e.g., standard and standard units ? 4.a Expected Using
inside, outside, between, of measure, finds the standard units of measure,
over, under, left, right, etc.) perimeter of various shapes find the perimeter of
? 5.a Essential Understands various shapes
directional words
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? 5.a Essential Understands
directional words
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3.6 Level: K-3 Standard # 6 Probability and Statistics

Understands and applies basic and advanced properties of the conc epts of probability and statistics.
3.6.1 Understands and displays data in simple tables, bar graphs, and pictographs.
3.6.2 Interprets data from information found in tables, graphs, and charts.
3.6.3. Understands and explains that some events are more likely to happen than others.
Learning Objectives
? 1.a Essential Displays ? 1.a Essential Displays data ? 1.a Essential Displays ? 1.a Essential Displays
information using real in simple pictograph information in pictographs, information by creating
object graphs (e.g., 2- ? 2.a Essential Reads simple tallies, tables, and bar charts, pictographs, tables,
column graph or pictorial bar graphs and pictographs graphs diagrams, and bar graphs to
graphs) ? 3.a N/A ? 2.a Expected Uses and solve problems
? 2.a N/A interprets data displayed in ? 2.a Essential Makes simple
? 3.a N/A a variety of simple formats inferences from data
about real-world problems presented in diagrams,
? 2.b Extended Interprets and graphs, charts, and tables.
completes displays of data ? 2.b Expected Interpret and
using multiple depictions complete displays of data
(e.g., ? =5) using multiple depictions
? 3.a Extended Predicts, (e.g., ? =5)
performs, and records the ? 3.a Expected Understands
results of simple that different combinations
probability experiments and arrangements of
possible outcomes exist for
a specific situation (e.g.,
dice throw, coin toss)
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3.7 Level: K-3 Standard # 7 Measurement

Understands and applies basic a nd advanced properties of the concepts of measurement.
3.7.1 Tells time using both digital and analog clocks.
3.7.2 Determines, by counting, the value of a collection of bills and coins.
3.7.3 Estimates weights, length, capacity, temperature, etc. and explains the estimation strategy.
3.7.4 Accurately measures using standard and non-standard units, and explains the results using appropriate terminology in solving
real-world problems.
Learning Objectives
? 1.a N/A ? 1.a Essential Tells time to ? 1.a Essential Tells time to ? 1.a Essential Tells time to
? 2.a Essential Recognizes the hour and half-hour the hour and half-hour the nearest five minutes and
the value of a penny using analog and digital using an analog and digital quarter-hour using analog
? 2.b Essential Counts 10 clocks clock and digital clocks
pennies ? 2.a Essential Identifies ? 1.b Essential Uses ? 1.b Expected Uses
? 3.a Expected Begins to coins and cent values for appropriate language (e.g., appropriate language (e.g.,
compare objects using pennies, nickels, dimes and 30 minutes past the hour) half past or quarter past the
attributes of measure (e.g., quarters ? 2.a Expected Counts like hour)
length, height, weight, ? 2.b Essential Writes the coins with values up to and ? 2.a Essential Counts an
temperature) value of these coins (penny, including $1.00 (e.g., amount of money up to and
? 4.a Expected nickel, dime) using the cent pennies, dimes, nickels, including $5.00 using bills
Communicates results sign quarters, and half-dollars) and coins
using appropriate ? 3.a Expected Compares and ? 2.b Expected Counts and ? 2.b Essential Writes an
terminology and methods measures length using writes an amount of money amount of money up to and
standard and non-standard up to and including 99c, including $5.00 using the $
units of measurement using the cent sign sign and decimal point
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? 4.a Essential ? 3.a Essential Estimates and ? 3.a Expected Measures
Communicates results measures length to the standard length, liquid
using appropriate nearest inch and is able to volume, weight, mass and
terminology and methods read temperature using U. temperature using U.S.
S. standard units in standard units
Fahrenheit to the nearest ? 3.b Expected
two degrees Communicates results
? 3.b Extended using appropriate
Communicates results terminology and methods
using appropriate ? 4.a Essential Understands
terminology and methods how to measure perimeter
? 4.a Extended Measures the ? 4.b Essential
perimeter of a two- Communicates results
dimensional figure using using appropriate
U.S. standard measurement terminology and methods
? 4.b Extended
Communicates results
using appropriate
terminology and methods
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5.1 Level: 4-5 Standard # 1 Number Sense

Benchmarks (Grades 4-5):
5.1.1 Translates the numbers among fractions, decimals, mixed numbers, and whole numbers.
5.1.2 Applies basic meaning of place value using whole numbers and decimals.
5.1.3 Explains and applies the concepts of comparing and ordering.
5.1.4 Identifies basic number theory concepts, multiples, factors, prime and composite numbers.
5.1.5 Applies basic characteristics of ratio and percent.
5.1.6 Communicates in verbal and written work on the reasonableness of answers.
Learning Objectives
Grade 4 Grade 5
? 1.a Essential Identifies fractions as part of a set and writes ? 1.a Expected Changes improper fractions to mixed number,
equivalent fractions and mixed numbers to improper fractions
? 1.b Essential Recognizes mixed numbers ? 1.b Essential Introduces factors
? 2.a Essential Knows whole number place values through ? 1.c Essential Reduces fractions to lowest terms
100,000 ? 1.d Expected Introduces GCF, LCM
? 2.b Essential Estimates and rounds through the thousands ? 2.a Essential Knows number place values from millions
? 2.c Essential Introduces place values through hundredths through thousandths
? 3.a Expected Applies <, >, and = signs ? 2.b Essential Estimates and rounds through 100,000
? 3.b Essential Compares and orders numbers and decimals ? 2.c Essential Rounds decimals to the nearest whole number
from greatest to least, least to greatest ? 2.d Expected Rounds decimals to the nearest tenths and
? 4.a Extended Introduces the concept of prime numbers hundredths
? 4.b Extended Introduces composite numbers ? 2.e Expected Knows number place values from billions
? 5 N/A through thousandths
? 6.a Essential Uses appropriate mathematical language when ? 3.a Essential Applies <, >, and = signs in various whole
giving written or oral explanations number equations
? 6.b Essential Estimates and uses exact numbers as appropriate ? 3.b Expected Orders and compares whole numbers,
and necessary in calculations decimals, and fractions
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Grade 4 Grade 5
? 4.a Essential Understands prime and composite numbers up
to 25
? 4.b Essential Finds the first 5 multiples of a given number
? 4.c Extended Introduces divisibility rules
? 4.d Extended Finds the factors of a given number and uses
prime factorization
? 5.a Expected Introduces ratios and percents
? 6.a Essential Uses appropriate mathematical language when
giving written or oral explanations
? 6.b Essential Evaluates reasonableness of answers
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5.2 Level: 4-5 Standard # 2 Patterns, Functions and Concepts of Algebra

Understands and applies basic and advanced properties of patterns, functions, and concepts of Algebra.
5.2.1 Understands the basic concepts of a variable.
5.2.2 Recognizes a wide varitety of patterns and explains the rules that apply.
5.2.3 Recognizes and solves equations and inequalities having a varible as a letter or a symbol that stands for one or more numbers.
Learning Objectives
Grade 4 Grade 5
? 1.a Expected Understands that a variable is a letter or symbol ? 1.a Essential Knows that a variable can be used as a symbol
that stands for an unknown number for a specific unknown
? 2.a Essential Recognizes patterns: linear, simple, growing, ? 2.a Expected Reviews patterns: linear, simple, growing,
geometrical, and numerical geometrical, and numerical
? 3.a Essential Solves for a missing number (e.g., missing ? 3.a Expected Solves for unknown variables in simple
addend) equations, (e.g. 14 + n = 19)
? 3.b Essential Applies >, <, and = to decimals ? 3.b Essential Applies >, <, and = to whole numbers and
decimals
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5.3 Level: 4-5 Standard # 3 Problem Solving and Mathematical Reasoning

5.3.1 Selects strategies appropriate for solving problem situations.
5.3.2 Demonstrates the use of basic language and vocabulary in problem situations.
5.3.3 Expresses problem situations in a variety of representations.
5.3.4 Differentiates between pertinent, irrelevant, and missing information.
5.3.5 Applies technology where appropriate during problem solving (calculator, computer, etc.).
Learning Objectives
Grade 4 Grade 5
? 1.a Essential Uses graphs, tables, and charts to solve ? 1.a Expected Uses graphs, tables, and charts to solve
mathematical problems mathematical problems
? 2.a Essential Understands and applies basic mathematical ? 2.a Essential Understands and applies basic mathematical
language (? , +, ? , ? ) when solving problems language (? , +, ? , ? ) when solving problems
? 3.a Essential Uses a variety of methods, such as words, ? 3.a Essential Uses a variety of methods, such as words,
numbers, symbols, charts, graphs, tables, diagrams, and numbers, symbols, charts, graphs, tables, diagrams, and
models to explain mathematical reasoning models to explain mathematical reasoning
? 4.a Essential Differentiates between relevant, irrelevant, or ? 4.a Essential Differentiates between relevant, irrelevant, or
missing information in a story problem missing information in a story problem
? 5.a Expected Uses appropriate technology where needed ? 5.a Expected Uses appropriate technology where needed
(calculator, computer, etc.) (calculator, computer, etc.)
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5.4 Level: 4-5 Standard # 4 Computation

5.4.1 Knows and uses vocabulary of computational language.
5.4.2 Adds, subtracts, divides, and multiplies – whole numbers, mixed numbers, fractions, decimals, and integers.
5.4.3 Uses basic estimation techniques.
5.4.4 Identifies place value when given whole numbers or decimals.
5.4.5 Solves real world problems by identifying and using computational language (e.g., finds the difference or the sum).
5.4.6 Applies the concepts of renaming, comparing, and ordering, in relation to fractions and mixed numbers
Learning Objectives
Grade 4 Grade 5
? 1.a Essential Knows and applies appropriate computational ? 1.a Essential Knows and applies appropriate computational
terminology terminology
? 2.a Essential Computes addition and subtraction problems up ? 2.a Essential Computes addition and subtraction problems up
to 4 digits, including up to 3 regroupings and zeroes to 5 digits, including up to 4 regroupings and zeroes
? 2.b Expected Knows basic multiplication and division facts ? 2.b Essential Knows basic multiplication and division facts
through 12 through 10
? 2.c Essential Multiplies 2-digit by 1-digit multipliers; ? 2.c Expected Multiplies 2- and 3-digit multipliers, including
introduces 2-digit by 2-digit multipliers decimals
? 2.d Essential Divides whole numbers by a 1-digit divisor and ? 2.d Expected Divides whole numbers by 2-digit divisors and
multiples dividends with or without remainders multiple-digit dividends with or without zeroes in the
? 2.e Essential Adds and subtracts fractions with like quotient
denominators ? 2.e Expected Adds, subtracts, multiplies, and divides mixed
? 2.f Essential Adds and subtracts decimals, including money numbers, fractions, and decimals, including money
? 3.a Essential Rounds numbers through one thousand ? 2.f Extended Knows multiplication and division facts through
? 3.b Expected Writes numbers in standard, word, and 12
expanded forms ? 3.a Essential Rounds numbers through 100,000
? 4.a N/A ? 3.b Expected Writes numbers in standard, word, and
? 5.a N/A expanded forms
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Grade 4 Grade 5
? 6.a Essential Compares and orders simple fractions ? 4.a Essential Identifies place values from millions through
? 6.b Essential Adds, subtracts, and multiplies mixed numbers thousandths
with like denominators ? 5.a Essential Applies appropriate computation techniques
when given a word problem.
? 6.a Expected Compares and orders fractions with unlike
denominators
? 6.b Expected Orders and compares mixed numbers
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5.5 Level: 4-5 Standard # 5 Geometry and Spatial Sense

Understands and applies basic and advanced properties of the concepts of geometry and spatial s ense.
5.5.1 Describes and names a variety of 2-Dimentional and 3-Dimentional geometrical shapes.
5.5.2 Identifies the properties of geometrical figures.
5.5.3 Identifies the relationships between lines and angles.
5.5.4 Uses transformation to understand geometric relationships (flips, slides, turns).
5.5.5 Calculates perimeter, volume, circumference, and area of various figures.
5.5.6 Compares shapes for congruency, similarities, and symmetry.
5.5.7 Constructs a given geometrical figure using a protractor, compass, ruler, etc.
Learning Objectives
Grade 4 Grade 5
? 1.a Essential Introduces a variety of 2-D (e.g. hexagon, ? 1.a Essential Reviews a variety of 2-D (e.g. rectangle, circle)
trapezoid, octagon, etc.) and 3-D (e.g., cube, sphere, cone, and 3-D (e.g., cube, sphere, cone) geometric shapes
etc.) geometric shapes ? 2.a Expected Understands the terminology of 3-D figures
? 2.a Expected Identifies the basic 3-D shapes (e.g. face, vertex, angle)
? 3.a Essential Introduces parallel, perpendicular, and ? 3.a Expected Identifies parallel, perpendicular, and
intersecting lines; lines, points, and segments intersecting lines; lines, points, and segments
? 3.b Essential Introduces acute, obtuse, and right angles ? 3.b Extended Measures acute, obtuse, right, and straight
? 4 N/A angles
? 5.a Essential Calculates perimeter and area of rectangles ? 4.a Extended Introduces flips, slides, and turns
? 6.a Expected Determines congruency, similarity, and ? 5.a Expected Calculates perimeter, area, and volume of
symmetry of figures geometric figures
? 7.a Expected Constructs plane figures using a ruler ? 5.b Extended Calculates radius and diameter of a circle
? 6.a Extended Determines congruency, similarity, and
symmetry of figures
? 7.a Extended Constructs plane figures using rulers and
protractors
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5.6 Level: 4-5 Standard # 6 Probability and Statistics

Understands and applies basic and advanced properties of the concepts of probability and statistics.
5.6.1 Reads and interprets tables, graphs, and charts.
5.6.2 Collects, organizes, and displays data in charts, graphs, and tables.
5.6.3 Compares and contrasts simple statistical measurements including mean, median, mode, range, and standard deviation, and
applies to real life situations.
5.6.4 Analyses basic concepts of probability, and infers results (i.e: chance, likelihood, and randomnous).
5.6.5 Makes predictions or decisions based on data.
Learning Objectives
Grade 4 Grade 5
? 1.a Essential Makes simple inferences from tables, graphs, ? 1.a Expected Make inferences from tables, graphs, and
and charts charts
? 2.a Essential Collects, orders, and displays data in tables, ? 2.a. Essential Collects, orders, and displays data in tables,
charts, and graphs in order to answer or test a hypothesis charts, and graphs in order to answer or test a hypothesis
? 3 N/A ? 3.a Expected Determines mean, median, mode, and range for
? 4 N/A a set of data, and applies information to real life situations
? 5 N/A ? 4.a Extended Determines the experimental probability of a
given simple event
? 5.a Extended Makes predictions based on experiments using
data
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5.7 Level: 4-5 Standard # 7 Measurement

5.7.1 Applies the basic concepts of measurement, and the relationships, perimeter, area, length, volume, capacity, weight/mass,
angle, and circumference to various objects.
5.7.2 Understands and identifies units of time.
5.7.3 Applies and relates units of measurement to solve real-world problems in written and verbal form.
5.7.4 Computes and shows the value of a collection of bills and coins, and makes change.
5.7.5 Chooses the logical measurement tool, and expresses the results in the appropriate unit.
5.7.6 Estimates and measures in standard and metric units using appropriate strategies.
Learning Objectives
Grade 4 Grade 5
? 1 N/A ? 1.a Expected Understands and solves for perimeter, area, and
? 2.a Expected Tells time from analog and digital clock, and volume
identifies how many minutes “past” and “to” an hour ? 2.a Essential Reviews how many minutes “past” and “to” an
? 2.b Essential Computes elapsed time and ending time hour
? 2.c Essential Solves story problems involving time ? 2.b Expected Figures elapsed time problems using units of
? 3.a Essential Solves real world problems using units of time, and renames time (e.g., seconds to minutes; minutes to
measurement hours; hours to days)
? 4.a Essential Knows monetary values up to $50 ? 2.c Expected Solves story problems involving time
? 5.a Essential Selects and uses appropriate tools and units ? 3.a Essential Solves real world problems using units of
(e.g., ruler to measure inches) measurement
? 6.a Essential Measures using inches, feet, and yards; ? 4.a Essential Knows monetary values up to $100
estimates the measurements of objects ? 5.a Essential Selects and uses appropriate tools and units
? 6.b Essential Converts standard measurement (e.g. inches to (e.g., ruler to measure inches)
feet) ? 6.a Expected Measures using standard and metric units
? 6.c Expected Uses liquid measurements ? 6.b Extended Converts standard/metric measurements,
including volume and weight
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Grade 4 Grade 5
? 6.c Expected Uses and converts liquid measurements (e.g.,
cups to pints, milliliters to liters)
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8.1.1 Explores relationships of multiples, factors, prime and composite numbers.
8.1.2 Demonstrates relationships among the concepts of ratios, proportions and percents.
8.1.3 Differentiates among place values.
8.1.4 Explains the relationships among equivalent number representations (e.g., whole numbers, integers, fractions, decimals,
scientific notation, exponentials) and the advantages of each.
8.1.5 Applies the properties (e.g., absolute value) of the real number system and its subsystems (e.g., natural numbers, integers,
rational numbers, scientific notation).
8.1.6 Compares and contrasts elements of real number systems.
8.1.7 Properly uses the properties and basic theorems of roots (perfect squares) and exponents.
8.1.8 Uses number theory concepts (e.g., divisibility, remainders, factors, multiples, and prime) appropriately.
8.1.9 Demonstrates relationships of order between numbers.
Learning Objectives
Grade 6 General Math Pre-Algebra
? 1.a Essential Knows prime and ? 1.a Essential Identifies prime and ? 1.a Essential Distinguishes between
composite numbers up to 50 composite numbers prime and composite numbers
? 1.b Essential Finds the first 7 multiples ? 1.b Essential Applies the concepts of ? 1.b Essential Finds the prime
of any given number GCF and LCM factorization of a number
? 1.c Expected Uses divisibility rules ? 1.c Essential Writes the prime ? 1.c Essential Determines GCF and
? 1.d Essential Finds the factors of a factorization of a given number LCM using prime factorization
given number ? 1.d Essential Finds the greatest ? 2.a Essential Uses fractions, ratios,
? 1.e Expected Finds the prime common factor of three numbers proportions, decimals, and percents to
factorization of a given number ? 1.e Expected Finds the least common solve problems
? 2.a Expected Explores and applies the multiple of three numbers ? 3 N/A
use of ratios and percents ? 2.a Expected Defines ratio, proportion,
? 3.a Essential Knows number place and percent
values from billions through ten
thousandths
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? 3.b Essential Knows number place ? 2.b Expected Shows a connection ? 4.a Essential Writes whole numbers in
values from billions through ten between ratio and proportion, exponential form, and translates
thousandths proportion and percent exponential form to standard/decimal
? 3.c Essential Reviews rounding ? 3.a Essential Identifies place value notation
decimals to the nearest whole number from the millions to the thousandths ? 4.b Expected Writes whole numbers in
? 3.d Expected Rounds decimals through ? 3.b Essential Reads and writes scientific notation, and translates
thousandths standard and decimal numbers using scientific notation to standard/decimal
? 4.a Expected Changes fractions and long and short word forms notation
mixed numbers to decimals, and ? 3.c Essential Expresses a ratio as a ? 4.c Essential Knows the order of
decimals to fractions and mixed fraction operations
numbers ? 3.d Essential Expresses a ratio as a ? 5.a Essential Learns the concepts of
? 4.b Expected Expresses fractions as rate in lowest terms integers and absolute value
percents, and percents as decimals ? 3.e Essential Writes a ratio in percent ? 6.a Essential Identifies and compares
? 4.c Essential Writes basic fractions as notation rational numbers (< or >)
decimals ? 4.a Expected Orders operations ? 7.a Essential Evaluates numeric and
? 5 N/A (parenthesis, addition and subtraction) algebraic expressions containing
? 6.a Essential Uses appropriate from left to right) exponents
mathematical language when giving ? 4.b Expected Knows the advantages or ? 8.a Essential Uses divisibility rules to
written or oral explanations disadvantages of using different determine if a number is a factor of
? 6.b Essential Evaluates reasonableness number systems (whole numbers, another number
of answers decimals, fractions, and integers) ? 8.b Essential Uses the GCF to simplify
? 7 N/A ? 4.c Expected Knows when to simplify (reduce) fractions
? 8 N/A numbers employing scientific notation ? 9.a Essential Graphs integers on a
? 9.a Essential Uses <, >, and = signs or exponential notation number line, and finds the absolute
with decimals and whole numbers ? 4.d Extended Writes equivalent value of a number
? 9.b Essential Orders and compares decimals ? 9.b Essential Recognizes the order of
whole numbers and decimals ? 4.e Essential Rounds decimals positive and negative numbers on the
? 9.c Expected Uses <, >, and = signs ? 4.f Extended Writes a decimal in number line
with fractions expanded form
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? 9.d Expected Orders and compares ? 4.g Essential Estimates by rounding to ? 9.c Essential Compares fractions with
fractions the nearest whole number unlike denominators by writing them
? 4.h Essential Estimates by rounding to with common denominators
the given place
? 4.i Expected Estimates sums of
fractions by rounding
? 4.j Expected Estimates differences of
fractions by rounding
? 4.k Expected Estimates products and
quotients of fractions
? 4.l Essential Finds equivalent ratios
? 5.a Expected Uses scientific notation
with numbers greater than 1
? 5.b Extended Finds the absolute value
of an integer
? 5.c Extended Finds the opposite of an
integer
? 6.a Essential Simplifies fractions
? 7.a Extended Raises a number to a
power
? 7.b Extended Multiplies numerical
expressions with exponents
? 7.c Extended Finds the square root of
a perfect square
? 7.d Expected Approximates the square
root of a whole number
? 7.e Expected Approximates the square
of a whole number
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? 8.a Essential Knows when to use
remainders, factors, multiples, and
divisibility rules
? 8.b Essential Given a number, knows
when it is divisible by 2, 3, 5, 6, 9, and
10
? 8.c Extended Finds the least common
denominator of 3 fractions
? 9.a Essential Compares and orders
whole numbers and decimals
? 9.b Essential Compares and orders
decimals
? 9.c Essential Compares and orders
fractions
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8.2 Level: 6-8 Standard # 2 Patterns, Functions and Concepts of Algebra

Understands and a pplies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra.
8.2.1 Apropriately uses expressions, equations, and inequalities to represent situations.
8.2.2 Represents, describes, and analyzes patterns and relationships using hands-on materials, charts, tables, graphs, verbal rules
and standard algebraic notations.
8.2.3 Recognizes when a pattern exists, describes that pattern using tables, graphs, variables, expressions, equations, and
inequalities, and uses that information to solve problems.
8.2.4 Analyzes and explains the behaviors and general properties of types of equations and functions.
8.2.5 Illustrates algebraic equations and inequalities geometrically (coordinate system) and describes geometric relationships
algebraically.
8.2.6 Uses basic operations (e.g., combining like terms, expanding, substituting for unknowns) on algebraic expressions.
Learning Objectives
? 1.a Essential Understands that a ? 1.a Essential Evaluates a numerical ? 1 N/A
variable can be used as a representative expression with grouping symbols ? 2 N/A
of a range of values (e.g. x + 4 = 19, ? 1.b Extended Evaluates an expression ? 3.a Expected Writes verbal phrases as
choose one from 14, 15, 16, 17, 18) for a given value algebraic expressions
? 1.b Essential Solves order of ? 1.c Essential Solves problems using ? 3.b Essential Solves a problem by using
operations (e.g., (3x5)+5) addition and subtraction an equation
? 1.c Essential Applies <, >, and = to ? 1.d Essential Solves problems using ? 3.c Expected Evaluates inequalities
whole numbers and decimals multiplication and division ? 4.a Expected States the domain and
? 2.a Essential Represents and describes ? 1.e Extended Solves equations using range of a relation
patterns and relationships using hands- addition and subtraction ? 4.b Expected Uses the vertical line test
on materials, charts, tables, graphs and ? 1.f Extended Solves equations using to determine if a relation is a function
verbal rules. multiplication and division ? 4.c Expected Evaluates expressions
? 3.a Expected Reviews patterns: linear, ? 2.a Extended Adds integers using written in functional notation
simple, growing, geometrical, and models ? 5.a Essential Finds the perimeter and
numerical ? 3.a Extended Finds the given term in a area of squares and rectangles
? 4 N/A visual number pattern
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? 5 N/A ? 3.b Extended Finds the given term in a ? 5.b Essential Finds the circumference
? 6 N/A described number pattern and area of a circle
? 3.c Extended Uses a function table ? 5.c Essential Identifies the ordered pair
? 4 N/A of numbers associated with a point on a
? 5.a Essential Finds the perimeter of a grid
polygon ? 5.d Essential Graphs points in a
? 5.b Essential Finds the circumference coordinate system
of a circle ? 5.e Expected Graphs linear equations
? 5.c Essential Finds the area of a on a coordinate system
rectangle or square ? 5.f Expected Finds the slope of a line
? 5.d Extended Finds the area of a ? 5.g Expected Finds x- and y- intercepts
trapezoid and graphs a linear equation using the
? 5.e Essential Finds the area of a x- and y- intercepts
triangle ? 5.h Extended Graphs linear inequalities
? 5.f Essential Finds the area of a on a coordinate system
parallelogram ? 5.i Extended Finds the missing angle
? 5.g Essential Finds the area of a circle measure of a triangle and classifies the
? 5.h Expected Finds the volume of a triangle
rectangular prism or cube ? 5.j Essential Finds the area of
? 5.i Extended Finds the surface area of parallelograms, triangles, and
a rectangular prism trapezoids
? 5.j Extended Word Problems: Finds ? 5.k Expected Finds the surface area of
simple interest rectangular prisms
? 5.k Essential Word Problems: ? 6.a Essential Replaces variables with
Estimates sums, differences, products numbers to evaluate algebraic
and quotients of fractions expressions
? 5.l Essential Word Problems: Adds
subtracts, multiplies and divides
fractions and mixed numbers
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? 6 N/A
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8.3.1 Chooses an appropriate algorithm, strategy, or reasoning process for solving a given problem.
8.3.2 Given a problem, determines the information required to solve the problem, chooses a method for obtaining this information,
and sets limits for acceptable solutions.
8.3.3 Represents and interprets problem situations in oral, written, concrete, pictorial, and graphical forms.
8.3.4 Uses formal mathematical language and notation to represent ideas and demonstrate relationships among systems.
Learning Objectives
? 1.a Essential Uses graphs, tables, and ? 1.a Expected Two-Step word ? 1.a Essential Applies a variety of
charts to solve mathematical problems problems: Whole numbers strategies to solve real life problems
? 1.b Expected Uses appropriate ? 1.b Extended Word Problems: ? 1.b Essential Solves problems
technology where needed (calculator, Estimates: Rounds to nearest number involving integers
computer, etc.) ? 1.c Expected Word Problems: ? 2 N/A
? 2.a Essential Differentiates between Estimates: Rounds to largest place ? 3.a Essential Adds integers on the
relevant, irrelevant, or missing ? 1.d Expected Word Problems: number line
information in a story problem Estimates products by rounding ? 3.b Essential Solves verbal problems
? 3.a Essential Uses a variety of ? 1.e Extended Word Problems: by translating them into one-step
methods, such as words, numbers, Multiplication and division of money equations
symbols, charts, graphs, tables, amounts ? 3.c Expected Solves verbal problems
diagrams, and models to explain ? 1.f Expected Word Problems: Divides by translating them into multi-step
mathematical reasoning decimals equations with variables on each side
? 4.a Essential Understands and applies ? 1.g Extended Decimal word problems ? 3.d Extended Solves verbal problems
basic mathematical language (? , +, ? , with two-steps involving rational numbers by
? ) when solving problems ? 1.h Expected Word Problems: translating them into inequalities
Circumference of a circle ? 4 N/A
? 1.i Extended Word Problems: Finds
the volume of a rectangular prism or
cube
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? 1.j Expected Word Problems: Solves
proportions
? 1.k Expected Word Problem: Finds
the percent of a number
? 1.l Expected Word Problems: Finds a
number when the percent is known
? 1.m Expected Word Problems: Finds
the percent one number is of a second
number
? 1.n Expected Word Problems: Finds
discounts
? 2 N/A
? 3.a Expected Word Problems:
Perimeter of a polygon
? 3.b Expected Word Problems: Area of
a rectangle or square
? 4 N/A
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Understands and applies basic an d advanced procedures while performing the processes of computation and estimation.
8.4.1 Applies the basic operations to numbers and algebraic expressions.
8.4.2 Mentally multiplies and divides basic combinations of numbers with reasonable accuracy.
8.4.3 Uses proportional reasoning to solve mathematical and real world problems (e.g., involving equivalent fractions, equal ratios,
proportions, and percents).
8.4.4 Makes conversions among fractions, mixed numbers, decimals, and percentages.
8.4.5 Distinguishes among and uses the properties of the four basic operations (e.g., distributive property, commutative and
associative properties of multiplication and addition, inverse properties, identity properties, zero properties) for expressions,
equations, and inequalities.
8.4.6 Selects and uses appropriate computational methods or procedures (e.g., mental, estimation, pencil and paper, calculator,
computer) for a given problem.
8.4.7 Uses graphs, charts, and tables to represent and solve problems.
8.4.8 Uses basic estimation techniques
8.4.9 Identifies place value when given whole numbers or decimals
8.4.10 Solves real world problems by identifying and using computational language (e.g., finds the difference or the sum)
Learning Objectives
? 1.a Essential Computes addition and ? 1.a Essential Uses order of operations ? 1.a Essential Uses the order of
subtraction problems up to six digits, with number systems (whole numbers operations to evaluate numeric
including up to 5 regroupings and and decimals) expressions
zeroes ? 1.b Essential Multiplies decimals ? 1.b Essential Uses properties to add and
? 1.b Essential Knows basic ? 1.c Essential Multiplies a money subtract integers and collect like terms
multiplication and division facts expression by a whole number ? 1.c Essential Multiplies and divides
through 12 ? 1.d Essential Divides a decimal by a integers
? 1.c Essential Multiplies 2-, 3-, or 4- whole number ? 1.d Essential Applies the properties of
digit multipliers and multiplicands, ? 1.e Essential Divides a money equality to solve problems
including decimals expression by a whole number
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? 1.d Essential Divides whole numbers ? 1.f Essential Divides decimals by ? 1.e Essential Adds and subtracts
by 2-digit divisors and multiple-digit decimals decimals with positive and negative
dividends with or without zeroes in the ? 1.g Essential Divides a whole number values
quotient by a decimal ? 1.f Essential Adds and subtracts
? 1.e Essential Adds, subtracts, ? 1.h Essential Adds unlike denominator fractions with like denominators using
multiplies, and divides whole numbers fractions positive and negative values
and decimals, including money ? 1.i Essential Adds and subtracts mixed ? 1.g Essential Adds and subtracts
? 1.f Expected Adds, subtracts, numbers with unlike denominator fractions with unlike denominators
multiplies, and divides mixed numbers fractions using positive and negative values
and fractions ? 1.j Essential Subtracts mixed numbers ? 1.h Essential Multiplies and divides
? 2 N/A with unlike denominator fractions fractions with positive and negative
? 3 N/A ? 1.k Essential Subtracts mixed numbers values
? 4.a Essential Renames, compares, and from whole numbers ? 1.i Essential Multiplies and divides
orders fractions with like and unlike ? 1.l Essential Multiplies a fraction by a decimals with positive and negative
denominators fraction values
? 4.b Essential Renames, orders, and ? 1.m Essential Multiplies a mixed ? 2 N/A
compares mixed numbers number by a fraction ? 3.a Essential Determines if a pair of
? 5 N/A ? 1.n Essential Multiplies mixed ratios form a proportion and solves
? 6.a Essential Knows and applies numbers proportions
appropriate computational terminology ? 1.o Essential Multiplies a fraction by a ? 3.b Essential Uses proportions to solve
? 7.a Refer to 8.3.4.a whole number verbal problems
? 8.a Essential Rounds numbers through ? 1.p Essential Divides fractions ? 4.a Essential Writes fractions as
one million ? 1.q Essential Divides mixed numbers terminating or repeating decimals and
? 8.b Essential Writes numbers in ? 1.r Extended Adds two integers decimals as fractions
standard, word, and expanded forms ? 1.s Extended Subtracts positive ? 4.b Essential Writes ratios as fractions
through billions integers in simplest form
? 9.a Essential Identifies place values ? 1.t Extended Subtracts integers ? 4.c Essential Determines unit rates
from billions through ten-thousandths ? 1.u Extended Multiplies two integers
? 1.v Extended Divides integers
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? 10.a Essential Applies appropriate ? 2.a Essential Multiplies and divides ? 4.d Essential Uses the percent
computation techniques when given a whole numbers by powers of 10 proportion to write fractions as
word problem ? 2.b Expected Estimates products by percents, and solves a problem using
rounding the percent proportion
? 2.c Essential Multiplies a decimal by a ? 4.e Essential Expresses decimals and
power of ten fractions as percents, and percents as
? 2.d Essential Divides a decimal by a fractions and decimals
power of ten ? 4.f Essential Uses percents to solve
? 2.e Extended Estimates area problems involving discount, sales tax,
? 3 N/A and interest
? 4.a Essential Converts decimals to ? 5.a Essential Recognizes and applies
mixed numbers and fractions the properties of addition and
? 4.b Essential Converts mixed numbers subtraction
to decimals ? 5.b Essential Uses the distributive
? 4.c Essential Converts fractions to property to simplify algebraic
repeating decimals expressions
? 4.d Expected Converts repeating ? 5.c Essential Uses the distributive
decimals to fractions property to combine like terms
? 4.e Essential Converts decimals to ? 5.d Essential Uses the addition and
percents subtraction properties of equality to
solve inequalities
? 4.f Essential Converts percents to
decimals ? 5.e Essential Uses the multiplication
and division properties of equality to
? 4.g Essential Converts mixed number
solve inequalities
percents to decimals
? 4.h Essential Converts percents to
? 5.f Essential Uses the addition,
subtraction, multiplication, and division
fractions
properties of equality to solve one-step
? 4.i Essential Converts fractions to equations
percents
? 5.g Essential Identifies and uses the
properties of multiplication
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? 4.j Essential Changes improper ? 6.a Expected Solves equations or
fractions to mixed numbers and mixed inequalities with variables on each side
numbers to improper fractions ? 6.b Expected Solves equations and
? 5.a Extended Uses and identifies inequalities that involve more than one
properties: Adds and multiplies operation
? 6 N/A ? 7.a Expected Constructs a circle based
? 7 N/A on raw data
? 8 N/A ? 7.b Expected Uses a Venn diagram to
? 9 N/A solve a problem
? 10 N/A ? 8 N/A
? 9 N/A
? 10 N/A
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Understands and applies basic and advanced properties of the concepts of geometry and spatial sense.
8.5.1 Describes, identifies, and illustrates properties of geometric figures.
8.5.2 Describes the results of a rotation, transformation, and a tessellation.
8.5.3 Recognizes and describes the mathematical concepts of similarity and congruency in real world applications.
8.5.4 Recognizes and applies the Pythagorean Theorem.
8.5.5 Calculates perimeter, volume, circumference, and area of various figures.
8.5.6 Constructs a given geometrical figure using a protractor, compass, ruler, etc.
Learning Objectives
? 1.a Essential Demonstrates knowledge ? 1.a Expected Classifies angles ? 1.a Extended Identifies points, lines,
of a variety of geometric shapes ? 1.b Expected Angles: Supplementary, planes, rays, segments and angles, and
? 1.b Essential Knows the terminology complementary, adjacent classifies angles as acute, right, or
and labels face, vertex, and angle of ? 1.c Expected Identifies polygons obtuse
any 3-D figure ? 1.d Expected Classifies quadrilaterals ? 1.b Extended Identifies angle
? 1.c Essential Identifies parallel, ? 1.e Expected Classifies triangles by relationships
perpendicular, and intersecting lines; angles and sides ? 1.c Extended Identifies the relationship
lines, points, and segments ? 1.f Extended Identifies three- of angles formed by two parallel lines
? 1.d Expected Measures acute, obtuse, dimensional figures and a transversal
right, and straight angles ? 1.g Expected Identifies parts of solid ? 1.d Extended Identifies congruent
? 2.a Extended Recognizes flips, slides, figures triangles and corresponding parts of
and turns ? 1.h Expected Names number of faces, congruent triangles
? 3.a Essential Recognizes congruency, edges, and vertices of solid figures ? 1.e Extended Identifies corresponding
similarity, and symmetry of figures ? 1.i Expected Identifies intersecting, parts of similar triangles and finds
? 4 N/A parallel, or perpendicular lines missing measures by using lengths of
? 5.a Essential Calculates perimeter, ? 1.j Extended Identifies parts of circles
corresponding sides
area, and volume of geometric ? 2.a Extended Identifies and draws
? 1.f Extended Finds the missing angles
polygons and rectangular prisms of a quadrilateral and classifies
lines of symmetry
quadrilaterals
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? 5.b Expected Knows parts, calculates ? 3.a Extended Identifies congruent and ? 1.g Extended Classifies polygons
area and circumference of a circle similar figures ? 2 N/A
? 6.a Expected Draws plane figures ? 3.b Extended Identifies and works ? 3 N/A
using rulers, protractors, and with congruent triangles ? 4 N/A
compasses ? 4 N/A ? 5.a Essential Calculates the perimeter,
? 5 N/A circumference, and area of various
? 6 N/A shapes
? 6 N/A
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Understands and applies basic and advanced properties of the concepts of probability and statistics.
8.6.1 Describes the differences and simularities of the measures of central tendency (e.g., mean, mode, and median).
8.6.2 Recognizes some characteristics of frequency and distribution (e.g., range, clusters)
8.6.3 Reads and interprets data in charts, tables, and plots (e.g., stem-and-leaf, box-and whisker, scatter), and graphs (e.g., box,
circle, and line).
8.6.4 Uses data and statistical measures for a variety of purposes (e.g., formulating hypothesis, making predictions, testing
conjectures).
8.6.5 Organizes and displays methods of representing and describing a set of data.
8.6.6 Recognizes and applies various sampling issues (e.g., random samples, bias in sampling procedures, limited samples, sampling
errors).
8.6.7 Examines the relationships between the numerical expressions of a probability (e.g., fraction, percentage, odds) and the events
that produce these numbers.
8.6.8 Demonstrates and describes the effects of independent and dependent events and how they relate to compound events and
conditional probability.
8.6.9 Determines probability using mathematical/ theoretical models (e.g., tables, tree diagrams, area models, lists, counting
procedures, sample spaces).
Learning Objectives
? 1.a Essential Determines mean, ? 1.a Expected Finds the average of a ? 1.a Essential Finds the range, mean,
median, mode, and range for a set of set of numbers (mean) median, and mode of a set of data
data ? 1.b Expected Finds the median of a set ? 2.a Extended Uses measures of
? 2 N/A of numbers variation to compare data
? 3.a Essential Makes inferences from ? 1.c Expected Finds the mode or modes ? 3.a Extended Gathers and records data
tables, graphs, and charts of a set of numbers using a frequency table or histogram
? 4.a Extended Makes predictions based ? 2 N/A ? 3.b Extended Makes a stem-and-leaf
on experiments using data ? 3.a Extended Uses bar graphs plot of data, and makes conclusions
? 3.b Extended Uses double line graphs based on the data displayed in a stem-
? 3.c Extended Uses circle graphs and-leaf plot
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? 5.a Essential Collects, orders, and ? 3.d Extended Uses frequency tables ? 3.c Extended Makes a box-and-whisker
displays data in tables, charts, and ? 3.e Extended Uses histograms plot of a set of data
graphs in order to answer or test a ? 3.f Extended Uses time schedules ? 3.d Extended Interprets data displayed
hypothesis; applies to real life ? 4 N/A in a scatter plot
situations ? 5.a Extended Chooses the best type of ? 3.e Expected Constructs and interprets
? 6 N/A graph data in the form of a bar graph, line
? 7.a Expected Determines the ? 6 N/A graph, and pictograph
experimental probability of a given ? 7.a Expected Finds the probability of a ? 4 N/A
simple event simple event ? 5 N/A
? 8 N/A ? 7.b Expected Finds the probability of ? 6.a Extended Recognizes misleading
? 9 N/A the complement of an event statistics
? 7.c Expected Finds the odds of an ? 7.a Expected Finds the probability, or
event odds, of a simple event
? 8.a Extended Finds the probability of ? 8.a Extended Finds the probability of
independent and dependent events independent events
? 8.b Extended Finds the probability of ? 8.b Extended Finds the probability
a compound event dependent events
? 9.a Expected Finds possible outcomes ? 8.c Extended Finds the probability of
? 9.b Extended Determines the number mutually exclusive events
of permutations ? 9.a Expected Uses a tree diagram to
? 9.c Extended Determines the number count outcomes
of combinations ? 9.b Expected Uses the fundamental
counting principle to count outcomes
? 9.c Extended Finds permutations and
combinations
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Benchmarks (Grades 6- 8):
8.7.1 Chooses appropriate units of measurement and tools for a variety of problems.
8.7.2 Makes conversions within and between measurement systems.
8.7.3 Selects and uses appropriate estimation techniques to solve real world problems.
8.7.4 Solves problems involving rate as a measure.
8.7.5 Determines precision and accuracy of measurement.
8.7.6 Analyzes and uses proportions, ratios, and scaling.
8.7.7 Uses an appropriate direct and indirect method of measurement in a given situation (proportions).
8.7.8 Applies the basic concepts of measurement, and the relationships perimeter, area, length, volume, capacity, weight/mass, angle,
and circumference to various objects.
8.7.9 Understands and identifies units of time.
8.7.10 Computes and shows the value of a collection of bills and coins, and makes change.
Learning Objectives
? 1.a Essential Solves real world ? 1.a Expected Chooses correct units of ? 1 N/A
problems using units of standard measure ? 2 N/A
measurement ? 2.a Expected Converts customary ? 3 N/A
? 1.b Essential Selects and uses units of length ? 4 N/A
appropriate tools and units (e.g., rulers ? 2.b Expected Converts customary ? 5 N/A
to measure inches) units of weight (mass) ? 6.a Extended Finds percent of increase
? 2 N/A ? 2.c Expected Converts customary and decrease
? 3 N/A units of capacity ? 7.a Extended Constructs congruent
? 4 N/A ? 2.d Expected Converts metric units of segments and angles using a compass
? 5.a Essential Measures using standard length and a straightedge
and metric units to the nearest 1/4 inch ? 2.e Expected Converts metric units of ? 7.b Extended Bisects line segments and
or millimeter weight (mass) angles
? 2.f Expected Converts metric units of ? 8 N/A
capacity
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? 5.b Extended Converts standard and ? 2.g Expected Arithmetic operations on ? 9 N/A
metric measurements, including units of measurement ? 10 N/A
volume and weight ? 3.a Expected Estimates capacity
? 5.c Expected Uses and converts liquid (customary and metric)
measurements (e.g., cups to pints, ? 4.a Expected Word Problems:
milliliters to liters) Measurement
? 6 N/A ? 4.b Expected Finds unit rates
? 7 N/A ? 4.c Essential Determines if two ratios
? 8.a Essential Reviews solving for form a proportion
perimeter, area, and volume ? 4.d Expected Writes the ratio for a
? 9.a Essential Reviews elapsed time given expression
problems using units of time, and ? 4.e Extended Measures objects to the
rename time (e.g., seconds to minutes; nearest millimeter
minutes to hours; hours to days) ? 4.f Extended Measures objects to the
? 9.b Essential Solves story problems nearest 1/8 inch
involving time ? 5 N/A
? 10.a Essential Counts back change ? 6.a Essential Solves proportions
from $100 ? 6.b Extended Finds percent of
decrease
? 6.c Extended Finds percent of increase
? 6.d Essential Finds the percent of a
number
? 6.e Essential Finds a number when a
percent is known
? 6.f Essential Finds the percent one
number is of a second number
? 7.a Expected Measures angles
? 8 N/A
? 9 N/A
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? 10 N/A
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12.1.1 Explores relationships of multiples, factors, prime, and composite numbers.
12.1.2 Demonstrates relationships among equivalent number representations, (e.g., whole numbers, integers, fractions, ratios,
decimals, percents, scientific notation, exponentials) and the advantages and disadvantages of each.
12.1.3 Demonstrates absolute value relationships.
12.1.4 Applies the properties of the real number system and its subsets (e.g., irrational numbers, natural numbers, integers, rational
numbers).
12.1.5 Compares and contrasts subsets of the real number system.
12.1.6 Uses the properties and basic theorems of roots and exponents.
12.1.7 Demonstrates relationships of order between numbers.
12.1.8Uses algebraic properties to write complex numbers in simplest form.
Learning Objectives
Algebra I Geometry Algebra II
? 1.a Expected Distinguishes between ? 1 N/A ? 1.a Essential Writes integers as
prime and composite numbers ? 2.a Essential Identifies equivalent products of primes using exponents
? 1.b Essential Finds the prime ratios ? 1.b Extended Performs operations with
factorization of a composite number ? 2.b Essential Recognizes and uses scientific notation
? 1.c Expected Converts between ratios and proportions ? 2.a Essential Converts among different
scientific notation and decimal forms ? 3.a Essential Relates absolute value to number representations
? 1.d Expected Performs operations on distance on the number line and in the ? 2.b Essential Selects appropriate order
numbers written in scientific notation coordinate plane to use in simplifying expressions, or
? 2.a Essential Converts between ? 4.a Essential Recognizes and uses the solving equations and inequalities
equivalent number representations equality properties for real numbers to ? 3.a Essential Simplifies absolute value
? 3.a Expected Defines absolute value write proofs expressions
? 3.b Essential Simplifies absolute value ? 5 N/A ? 3.b Expected Relates absolute value to
expressions ? 6.a Essential Recognizes the distance
relationship between powers and the
area of a square and volume of a cube
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? 4.a Essential Recognizes and uses ? 7 N/A ? 4.a Essential Applies the number
properties of the REAL number system ? 8 N/A properties in solutions of expressions
(e.g., associative, commutative, ? 4.b Essential Uses properties of
distributive) identities and inverses in both addition
? 4.b Essential Uses the addition and and multiplication
multiplication inverse properties ? 5.a Expected Distinguishes to which
? 4.c Essential Uses addition and subsets a number belongs
multiplication identity properties ? 5.b Expected Recognizes which
? 5.a Expected Explains the relationships numbers are irrational
between and among the subsets of the ? 6.a Essential Uses the exponential
REAL number system (e.g., natural, properties of numbers
whole, integers, rationals) ? 6.b Expected Converts between root
? 5.b Expected Determines to which and exponential form
subsets (e.g., natural, whole, integers, ? 6.c Essential Simplifies radicals of
rationals) a number belongs numbers
? 6.a. Essential Introduces the ? 7.a Essential Uses appropriate
exponential properties equality/inequality symbols to
? 6.b Essential Simplifies radicals and compare REAL numbers
radical expressions including square ? 7.b Expected Applies the order axioms
roots properly (e.g., reflexive, symmetric,
? 7.a Expected Uses the inequality transitive, addition, multiplication,
symbols (? , ? , ? , ? , ? ) to compare non-zero)
rational numbers ? 8.a Expected Recognizes imaginary
? 7.b Essential Uses the multiplication numbers
and division properties of inequalities ? 8.b Expected Recognizes complex
? 8 N/A numbers
? 8.c Essential Uses algebraic properties
to rewrite complex numbers in various
forms
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12.2 Level: 9-12 Standard # 2 Patterns, Functions, and Concepts of Algebra

Understands and applies basic and advanced properties of the concepts of patterns, functions, and concepts of Algebra.
12.2.1 Appropriately uses expressions, equations, inequalities, and matrices to represent situations that involve variable quantities
for real-world situations.
12.2.2 Represents, describes, and analyzes patterns and relationships using charts, tables, graphs, verbal rules, and algebraic
notation and uses that information in solving problems.
12.2.3 Describes, analyzes, and represents functional relationships using written explanations, tables, equations, and graphs and
describes the connections among these representations.
12.2.4 Analyzes and explains the behaviors, transformations, and general properties of types of equations and functions.
12.2.5 Illustrates algebraic equations and inequalities geometrically (coordinate system).
12.2.6 Understands basic operations (e.g., combining like terms, expanding, substituting for unknowns, etc.) on algebraic
expressions.
12.2.7 Uses appropriate terminology and notation when discussing and describing functions and their properties (e.g., domain,
range and function notation).
Learning Objectives
? 1.a Expected Models real-life ? 1.a Essential Describes geometric ? 1.a Extended Models real-life
situations using variable expressions, relationships of congruence and situations using variable expressions,
equations, and inequalities inequality using algebraic expressions equations, and inequalities
? 2.a Extended Recognizes patterns in and equations (i.e. matching ? 2.a Expected Recognizes patterns in
tables, lists, and graphical corresponding parts) tables, lists, and graphical
representations ? 1.b Essential Applies the triangle representations
? 2.b Extended Extends the pattern to inequality property to determine ? 2.b Expected Writes an equation to
predict or solve a problem whether sides of given lengths can represent the relationship within a
? 3.a Extended Recognizes when a table, form a triangle pattern
graph, and/or equation represent the ? 1.c Essential Recognizes and applies ? 2.c Extended Extends the pattern to
same relationship the properties of inequality between predict or solve a problem
the sides and angles of a triangle ? 3.a Expected Determines the
dependent and independent variables
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? 4.a Expected Distinguishes between ? 2.a Essential Extends the geometric ? 3.b Essential Defines and calculates
rising and falling graphs and how they pattern to derive the equation for the slope
relate to slope sum of the interior angles of a polygon ? 3.c Expected Explains the meaning of
? 4.b Essential Writes an equation in the ? 3 N/A slope (rate of change) in the context of
slope-intercept form ? 4.a Essential Distinguishes between a a given situation
? 4.c Expected Explains the significance rising and falling graph and how it ? 3.d Extended Recognizes when a table,
of the x- and y-intercepts relates to slope graph, and/or equation represents the
? 5.a Essential Graphs a 2-D point ? 5.a Essential Graphs ordered pairs on same relationship
? 5.b Essential Graphs a line the coordinate plane ? 4.a Essential Distinguishes between
? 5.c Essential Graphs inequalities ? 5.b Essential Defines slope in relations that are functions and those
? 5.d Expected Uses the distance geometric terms that are not
formula to find the distance between ? 5.c Essential Determines the slope of a ? 4.b Expected Distinguishes between
two points in the coordinate plane line from its graph rising and falling graphs and how they
? 6.a Essential Evaluates expressions ? 5.d Essential Determines the slope of relate to slope
? 6.b Essential Combines like terms lines that are parallel and ? 4.c Extended Explains the effect of
? 6.c Essential Multiplies polynomials perpendicular to a given line various transformations on graphs
? 6.d Essential Factors monomials, ? 5.e Essential Graphs lines based on ? 4.d Essential Given an equation of a
binomials, and trinomials verbal descriptions (e.g., slope = 0 and conic section, identifies the
passes through (2, 6)) coordinates of critical points on the
? 7.a Essential Knows that division by
zero cannot be done ? 5.f Essential Distinguishes between a graph
? 7.b Essential Uses proper terminology vertical and horizontal line and ? 4.e Extended Modifies an equation to
correctly names the slope of each show a specific transformation
when working with functions
? 7.c Essential Solves functions for a ? 5.g Essential Draws lines that are ? 4.f Expected Explains the limitations
parallel and perpendicular to a given of a given relationship (e.g., domains
given value
line and asymptotes)
? 6.a Essential Correctly applies the ? 5.a Essential Graphs functions in 2
basic operations when solving dimensions
algebraic problems involving
geometric relationships
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? 7.a Essential Knows the reason the ? 5.b Expected Graphs lines and
slope of a vertical line is undefined is systems of equations
that division by zero is not allowed ? 5.c Extended Graphs planes
? 5.d Expected Graphs inequalities and a
system of inequalities
? 5.e Expected Graphs the conic sections
? 6.a Essential Evaluates expressions
? 6.b Essential Recognizes and combines
like terms when appropriate
? 6.c Essential Multiplies polynomials
? 6.d Essential Factors polynomials
? 7.a Essential Identifies the domain and
range of a relation
? 7.b Essential Uses function notation
appropriately
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12.3.1 Uses formal mathematical language and notation to represent ideas, to demonstrate relationships within and among
representation systems, and formulate generalizations.
12.3.2 Chooses an appropriate algorithm, strategy, or reasoning process (including proper terminology) for solving a given problem.
12.3.3 Given a problem, determines information required to solve the problem, chooses a method for obtaining this information, and
sets limits for acceptable solutions.
12.3.4 Represents and interprets problem situations in oral, written, concrete, pictorial, and/or graphical forms.
12.3.5 Uses inductive and deductive reasoning (mathematical proof).
Learning Objectives
? 1.a Essential Demonstrates one-to-one ? 1.a Essential Demonstrates one-to-one ? 1.a Essential Demonstrates one-to-one
correspondences between vocabulary correspondences between vocabulary correspondences between vocabulary
and meanings of terms/operations and meanings of terms/operations and meanings of terms/operations
? 1.b Essential Translates both ways ? 1.b Essential Translates both ways ? 1.b Extended Translates from verbal to
between math and verbal expressions between math expressions and verbal math expressions and from math to
? 1.c Extended Uses mathematical descriptions verbal expressions
expressions to describe the ? 1.c Essential Employs precise ? 1.c Extended Uses mathematical
relationships found in graphs, tables, language with geometric terms, expressions to describe the
statistics, patterns, etc. symbols, and notation (e.g., correctly relationships found in graphs, tables,
? 2.a Extended Solves problems by names angles, segments, lines, ? , statistics, patterns, etc.
breaking a problem into simpler parts: polygons, etc.) ? 2.a Expected Solves problems by
guess and check, estimation, working ? 1.d Essential Uses appropriate units breaking a problem into simpler parts,
backwards, making a list, models, etc. when giving an answer estimation, working backwards,
? 2.b Extended Lists steps involved in ? 2.a Essential Knows when to set making a list, and models
solving problems algebraic expressions that represent the ? 2.b Expected Lists steps involved in
? 2.c Essential Uses a multiple-step measures of geometric figures equal to solving problems
problem solving process each other ? 2.c Essential Uses a multiple-step
problem solving process
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? 2.d Expected Determines the validity ? 2.b Essential Demonstrates the ability ? 2.d Expected Determines the validity
of the solution to solve multi-step problems involving of the solution
? 3.a Extended Given an application, congruent and/or similar figures ? 3.a Extended Given an application,
determines what is necessary to solve ? 3.a Essential Determines what determines what is necessary to solve
the problem information is needed to solve a the problem
? 4.a Extended Uses tables, diagrams, problem and uses various geometric ? 4.a Expected Uses tables, diagrams,
graphs, lists, and other methods of relationships to find missing graphs, lists, and other methods of
organizing data information organizing data
? 4.b Essential Represents problems in ? 3.b Essential Checks if an answer ? 4.b Expected Represents problems in
graphical form makes sense in the context of the graphical form
? 5.a Essential Matches the example problem ? 5.a Extended Matches the example
with the property ? 3.c Essential Understands that the with the property
? 5.b Extended Given an equation and accuracy of an answer depends on the ? 5.b Extended Given an equation and
the solution, shows and justifies least accurate measure (e.g., rounding the solution, shows and justifies
intermediate steps error, approximation) intermediate steps
? 4.a Essential Interprets a two-
dimensional pictorial representation of
a problem
? 4.b Essential Draws a two-dimensional
pictorial representation of a given
problem (e.g., congruent segments,
midpoints, trigonometry problems,
etc.)
? 4.c Essential Models a three-
dimensional figure based on a two-
dimensional drawing
? 4.d Essential Draws a two-dimensional
representation of a three-dimensional
figure
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? 4.e Essential Locates and draws a
circle on the coordinate plane given its
center and radius
? 5.a Essential Constructs and judges the
validity of an argument consisting of a
set of premises and a conclusion (e.g.,
proof or supported argument)
? 5.b Essential Formulates a counter-
example
? 5.c Essential Translates a verbal
statement into If-Then form
? 5.e Essential Identifies the hypothesis,
conclusion, and converse of a
conditional statement and states how
they relate to an If-Then conditional
statement
? 5.f Essential Uses the Law of
Detachment and the Law of Syllogism
in deductive reasoning
? 5.g Essential Matches the statements
with the appropriate reasons in a
partially completed two-column proof
? 5.h Essential Constructs a valid two-
column proof to prove triangles
congruent using SSS, SAS, AAS,
ASA, or HL
? 5.i Essential Recognizes the difference
between inductive and deductive
reasoning
61
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? 5.j Essential Recognizes an indirect
proof
? 5.k Essential Explains the steps for
writing an indirect proof
62
Revised: April 2005

12.4.1 Applies the basic operations to numbers and algebraic expressions.
12.4.2 Applies appropriate estimation and rounding techniques to a given situation.
12.4.3 Uses proportional reasoning to solve mathematical and real-world problems (e.g., involving equivalent fractions, equal ratios,
constant rate of change, proportions, percents, etc.).
12.4.4 Distinguishes among and uses the properties of the four basic operations (e.g., distributive property, commutative and
associative properties of addition and multiplication, inverse properties, identity properties, zero properties, etc.) for
expressions, equations, and inequalities.
12.4.5 Selects and uses appropriate computational methods and procedures (e.g., distance formula, substitution, elimination,
Cramer's Rule, calculator) for a given situation.
12.4.6 Applies higher order operations to numbers and expressions (e.g., finding a reciprocal, raising to a power, extracting roots,
dividing polynomials, taking a logarithm, trigonometric functions).
Learning Objectives
? 1a Essential Uses order of operations ? 1.a Essential Uses order of operations ? 1.a Essential Uses order of operations
properly (e.g. +, ? , ? , ? , ( ), | |, properly (e.g. +, ? , ? , ? , ( ), | |, properly (e.g. +, ? , ? , ? , ( ), | |,
exponents, etc.) exponents, etc.) exponents, etc.)
? 1.b Essential Adds, subtracts, ? 2.a Expected Estimates angle measures ? 1.b Essential Adds, subtracts,
multiplies, and divides rationals ? 2.b Essential Rounds to the appropriate multiplies, and divides rational
? 1.c Essential Recognizes and combines units expressions
like terms when appropriate ? 3.a Essential Uses proportions to ? 1.c Essential Simplifies rational
? 1.d Essential Simplifies rational determine if triangles are similar expressions involving exponents
expressions involving exponents ? 3.b Essential Uses proportions to solve ? 1.d Expected Identifies perfect squares
? 1.e Essential Identifies perfect squares for the missing parts of polygons and cubes
? 2.a Expected Rounds solutions after ? 3.c Essential Finds the geometric mean ? 2.a Extended Selects appropriate
other calculations between a pair of numbers estimation techniques
? 2.b Expected Predicts reasonable ? 2.b Extended Rounds solutions only
solutions using estimation after other calculations are completed
63
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? 3.a Essential Converts among ? 3.d Essential Uses the geometric mean ? 2.c Extended Predicts reasonable
fractions, decimals, ratios, and to find the altitude to the hypotenuse of solutions using estimation
percents a right triangle ? 3.a Expected Converts among
? 3.b Essential Solves real-world ? 4.a Essential Uses the properties of fractions, decimals, ratios, and
problems involving % and proportions equality and algebraic properties percents
(e.g. percent of change) appropriately ? 4.a Extended Distinguishes among the
? 4.a Expected Distinguishes among the ? 5.a Essential Uses the distance formula properties
properties ? 5.b Essential Selects and uses the ? 4.b Essential Demonstrates working
? 4.b Essential Demonstrates working appropriate formula (e.g., area, knowledge of the distributive property
knowledge of the distributive property perimeter, volume, sum of interior ? 4.c Essential Demonstrate use of
? 4.c Essential Demonstrates use of angles of a polygon, etc.) properties of equality and algebraic
properties of equality and algebraic ? 6.a Essential Uses the trigonometric properties to manipulate expressions
properties to manipulate expressions ratios to calculate parts of a right ? 5.a Essential Substitutes appropriate
? 5.a Essential Substitutes appropriate triangle equivalents and evaluates expressions
equivalents, and evaluates expressions ? 5.b Essential Applies appropriate
? 5.b Essential Applies appropriate methods and uses proper procedures to
methods and uses proper procedures to solve an equation or inequality
solve equations, inequalities, and ? 5.c Essential Solves 2-variable systems
systems of equations of equations using algebraic methods
? 5.c Essential Chooses an appropriate ? 5.d Expected Solves 2-variable
equation for a given situation (e.g., systems of equations using graphing or
slope-intercept, quadratic equation, Crammer’s Rule
etc.) ? 5.e Extended Solves 2-variable
? 6.a Essential Finds the reciprocal of a systems of equations using matrices or
rational number quadratic methods
? 6.b Extended Finds reciprocals of ? 5.f Expected Solves 3-variable systems
polynomials of equations
? 6.c Essential Factors polynomials ? 5.g Extended Chooses an appropriate
using a variety of methods equation for a given solution
64
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? 6.d Essential Finds squares, cubes, and ? 6.a Essential Finds the reciprocal of a
square roots rational number
? 6.b Expected Finds reciprocals of
polynomials
? 6.c Essential Factors polynomials
using a variety of methods
? 6.d Expected Completes the square
? 6.e Expected Finds higher order
powers and extracts higher order roots
? 6.f Extended Applies the logarithmic
and exponential functions
65
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Understands and applies basic and adv anced properties of the concepts of geometry and spatial sense.
12.5.1 Describes, identifies, and illustrates properties of points, lines, line segments, and planes.
12.5.2 Describes the results of various transformations (slide, flip, rotation, dilation) and tessellations.
12.5.3 Recognizes and describes the mathematical concepts of similarity and congruency in real-world applications.
12.5.4 Recognizes and applies the Pythagorean Theorem and its converse.
12.5.5 Recognizes the connections between Algebra and Geometry.
12.5.6 Investigates and uses the properties of triangles.
12.5.7 Uses geometric construction to complete simple proofs, model, and solve mathematical and real-world problems.
12.5.8 Recognizes and applies trigonometric ratio methods to solve mathematical and real-world problems.
12.5.9 Uses inductive and deductive reasoning to make observations about and to verify properties of and relationships among
figures (e.g. the relationship among interior angles of parallel lines cut by a transversal)
12.5.10 Investigates and uses the properties of angles, arcs, chords, tangents, and secants to solve problems involving circles.
12.5.11 Investigates and uses the properties of polygons to solve problems.
12.5.12 Investigates and uses the properties of prisms, cylinders, pyramids, cones, and spheres to solve problems.
Learning Objectives
? 1.a Essential Defines, calculates, and ? 1.a Essential Demonstrates one-to-one ? 1.a Essential Identifies and calculates
applies slopes correspondences between vocabulary the slope of a line
? 2 N/A and meanings of terms/operations ? 1.b Essential Calculates midpoint and
? 3 N/A ? 1.b Essential Employs precise notation distance between points
? 4.a Essential Applies the Pythagorean and language with respect to lines, line ? 1.c Essential Identifies parallel and
Theorem segments, rays, and the length of line perpendicular lines
? 5 N/A segments ? 2.a Extended Applies matrix operations
? 6 N/A ? 1.c Essential Identifies the relationships to perform graphical transformations
? 7 N/A among pairs of angles formed by ? 3 N/A
parallel lines and transversals ?
? 8 N/A 4.a Essential Uses the Pythagorean
? 9 N/A Theorem to calculate distance
66
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? 10 N/A ? 1.d Essential Uses the proportional ? 5.a Extended Uses determinant
? 11 N/A segment relationships formed when methods to calculate the area of a
? 12 N/A two lines are cut by two or more triangle
parallel lines ? 6 N/A
? 1.e Essential Recognizes the difference ? 7 N/A
between parallel and skew lines ? 8.a Extended Uses trig ratios to
? 2.a Extended Determines if a figure has calculate ratios of triangle parts
been translated, reflected, rotated, or ? 9 N/A
dilated, or if a compound ? 10 N/A
transformation has been applied ? 11 N/A
? 2.b Extended Performs transformations ? 12 N/A
on two-dimensional figures
? 2.c Extended Recognizes a line of
symmetry
? 2.d Extended Determines the
proportion and equivalent scale factor
of a dilation
? 3.a Essential Names and labels
corresponding parts of congruent
figures
? 3.b Essential Identifies congruent
figures
? 3.c Essential Recognizes when triangles
are congruent by SSS, SAS, ASA,
AAS, or HL
? 3.d Essential Solves problems
involving congruent figures
? 3.e Essential Identifies similar figures
67
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? 3.f Essential Applies and uses the
properties of similar figures to solve
problems
? 3.g Essential Applies the AAA, SAS, or
SSS tests for similar triangles
? 4.a Essential Finds the value of the
geometric mean between a pair of
numbers
? 4.b Essential Solves problems using the
geometric mean relationship between
the altitude from the 90? angle of a
right triangle and the hypotenuse
? 4.c Essential Demonstrates an
understanding of the Pythagorean
Theorem
? 4.d Essential Given the two sides of a
right triangle, uses the Pythagorean
Theorem to find the length of the third
side
? 4.e Essential Applies the Pythagorean
Theorem to real-world problems
involving right triangles
? 4.f Essential Applies the converse of
the Pythagorean Theorem (i.e. given a
triangle with sides such that
a 2 ? b 2 ? c 2 , then the triangle is a
right triangle)
68
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? 5.a Essential Uses geometric
relationships between measures of
angles, lengths of segments,
perimeters, areas, etc. to generate
algebraic equalities and inequalities
? 5.b Essential Uses the reflexive,
symmetric, transitive, addition and
multiplication properties of algebraic
equalities
? 5.c Essential Calculates the measure of
a segment on the number line and
locates the midpoint
? 5.d Essential Solves algebraic problems
involving complementary,
supplementary, and vertical angles
? 5.e Essential Solves algebraic problems
involving interior and exterior angles
of a triangle
? 5.f Essential Solves algebraic problems
generated from parallel lines cut by a
transversal
? 6.a Essential Employs precise notation
and language with respect to angles,
measures of angles, and triangles
? 6.b Essential Classifies triangles
according to the measures of its angles
and the number of congruent sides
? 6.c Essential Uses the properties of
isosceles and equilateral triangles
69
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? 6.d Essential Identifies and uses
medians, altitudes, angle bisectors,
and perpendicular bisectors in a
triangle
? 7.a Extended Uses a compass and
straightedge to construct the
following:
- congruent line segments
- congruent angles
- the bisector of a segment
- the bisector of an angle
- the perpendicular to a line
from a point not on the line
- the perpendicular to a line at a
point on the line
- a hexagon inside a circle
? 7.b Extended Demonstrates geometric
ideas and concepts using compass,
straight edge, protractor, and other
construction tools
? 8.a Essential Draws and correctly labels
the sides of 45-45-90 and 30-60-90
right triangles
? 8.b Essential Calculates the lengths of
two unknown sides of 45-45-90 and
30-60-90 right triangles, given the
length of one side
? 8.c Essential Recognizes trigonometric
relationships from right triangles
70
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? 8.d Essential Expresses trigonometric
ratios as fractions
? 8.e Essential Uses sine, cosine, and
tangent functions to find the lengths of
missing sides of right triangles
? 8.f Essential Uses inverse trigonometric
functions to find the measure of an
unknown angle in a right triangle
? 8.g Essential Applies the sine, cosine,
and tangent functions to real-world
applications
? 9.a Essential Uses the concepts of logic
and deductive and inductive reasoning
to draw conclusions
? 9.b Essential Develops simple
relationships among objects and draws
conclusions based upon certain
properties, postulates, and theorems
? 9.c Essential Recognizes angle
conditions that produce parallel lines
? 10.a Essential Identifies and names
parts of a circle (e.g., radius, diameter,
circumference, center, arcs, central
angles, inscribed angles, etc.)
? 10.b Essential Calculates the measures
of arcs by using the central angles,
inscribed angles, and angles formed
by chords, secants, and/or tangents
? 10.c Essential Calculates and estimates
the area and circumference of circles
71
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? 10.d Essential Identifies lines and line
segments related to circles (radius,
diameter, chord, secants, and tangents)
and applies the relationships among
them
? 10.e Expected Explains the meaning of
Pi as it relates to the circumference
and diameter of a circle
? 11.a Essential Identifies and illustrates
the properties of quadrilaterals (e.g.,
parallelograms, rectangles, squares,
rhombi, trapezoids, and kites)
? 11.b Essential Compares and contrasts
quadrilaterals
? 11.c Essential Uses the properties of
quadrilaterals to solve problems
? 11.d Essential Identifies and names
polygons and parts of polygons (e.g.,
edges, vertices, faces, apothem)
? 11.e Essential Classifies polygons as
convex, concave, equilateral,
equiangular, and/or regular
? 11.f Essential Uses the measures of
interior and exterior angles of
polygons to solve problems
? 11.g Essential Finds the area of
parallelograms, triangles, rhombi,
trapezoids, and regular hexagons
72
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? 12.a Essential Identifies three-
dimensional shapes from two-
dimensional perspectives, and draws
two-dimensional sketches of three-
dimensional objects preserving their
significant features
? 12.b Essential Recognizes and defines
the basic features of prisms, cylinders,
pyramids, cones, and spheres
? 12.c Essential Uses formulas for
surface area and volume of three-
dimensional objects to solve practical
problems
73
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Understands and applies basic and advanced properties of the concept s of probability and statistics.
12.6.1 Compares and contrasts the measures of central tendency (e.g. mean, mode, and median) and applies them to a set of data.
12.6.2 Recognizes some characteristics of frequency and distribution (e.g. range, gaps, clusters, and varying rates of change).
12.6.3 Interprets and organizes data in charts, tables, plots (e.g. stem-and-leaf, box-and-whisker, scatter), and graphs (e.g. bar,
line, circle).
12.6.4 Uses data and statistical measures for a variety of purposes (e.g. formulating hypothesis, making predictions, testing
conjecture, etc.).
12.6.5 Recognizes faulty arguments, common errors, and misleading presentations of data and justifies through explanation.
12.6.6 Recognizes, compares, contrasts, and applies various sampling techniques (e.g. random samples, bias in sampling
procedures, limited samples, sampling error).
12.6.7 Applies methods of curve fitting (e.g. best-fit line, line of regression) and various applications of these methods, such as
making predictions.
12.6.8 Examines the relationship between the numerical expression of a probability (e.g. fraction, percentage, and odds) and the
events that produce these numbers.
12.6.9 Demonstrates and describes the effect of independent and dependent events and how they are related to compound events
and conditional probability.
12.6.10 Uses a variety of experimental simulation and theoretical methods (e.g. counting procedures, trees, formulas for
permutations and combinations, statistical experiments) to determine probability.
12.6.11 Compares and contrasts among simulations, and experimental and theoretical probability techniques, and the advantages
and disadvantages of each.
12.6.12 Uses the properties of the normal curve (i.e. the bell-curve graph that approximates the distribution of data for many real-
world phenomena) and how the normal curve can be used to answer questions about sets of data.
12.6.13 Determines probability using mathematical and theoretical models (e.g. table- or tree-diagram, area model, list, counting
procedures, sample space, etc.).
74
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Learning Objectives
? 1 Expected Calculates the mean, ?
1 N/A ? 1.a Extended Calculates mean, median,
median, and mode ?
2 N/A and mode
? 2 Extended Finds and applies measures ?
3 N/A ? 2.a Expected Determines the domain
of variation (range, upper and lower ?
4 N/A of a function
quartiles and inter-quartile range) ?
5 N/A ? 3.a Expected Converts between a table
? 3.a Extended Uses stem-leaf plots ?
6 N/A of values and the graphical
? 3.b Extended Uses line plots ?
7 N/A representation
? 3.c Extended Uses scatter plots and ?
8 N/A ? 4 N/A
best-fit lines ?
9 N/A ? 5 N/A
? 3.d Extended Uses box-n-whisker plots ?
10 a. Extended Uses area to solve ? 6 N/A
? 4 N/A problems involving geometric ? 7.a Extended Uses the equation of a
? 5 N/A probability line to make predictions
? 6 N/A ? 11 N/A ? 8 N/A
? 7 N/A ? 12 N/A ? 9 N/A
? 8.a Expected Finds simple odds ? 13 N/A ? 10 N/A
? 9 N/A ? 11 N/A
? 10 N/A ? 12 N/A
? 11 N/A ? 13 N/A
? 12 N/A
? 13.a Expected Determines simple
probabilities
? 13.b Extended Determines compound
probabilities
75
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12.7.1 Chooses appropriate units of measurements for a variety of problems.
12.7.2 Makes conversions within and between measurement systems.
12.7.3 Selects and uses appropriate estimation techniques to solve real-world problems.
12.7.4 Solves problems involving rate of a measure.
12.7.5 Determines precision and accuracy of measurements.
12.7.6 Analyzes and applies proportions, ratios, and scaling.
12.7.7 Uses appropriate measuring techniques, including indirect methods.
Learning Objectives
? 1.a Expected Uses units that are ? 1.a Essential Chooses appropriate units ? 1.a Extended Chooses appropriate
consistent within the problem based on size/scale of what is units based on size/scale of what is
? 2 N/A measured measure
? 3.a Expected Rounds values ? 1.b Essential Uses units that are ? 1.b Extended Uses units that are
appropriately consistent within the problem consistent within the problem
? 4.a Essential Defines rate as a ratio by ? 2 N/A ? 2.a Extended Moves decimals
comparing different units ? 3.a Essential Rounds values appropriately within metric system
? 4.b Expected Recognizes rate appropriately ? 2.b Extended Changes units within
problems by terminology used (e.g., ? 3.b Expected Estimates answers to English system (e.g. feet ? inches,
time, per, slope, delta, change in, etc.) real-world problems before actually gallons ? quarts, etc.)
? 4.c Extended Aligns problems so like solving ? 2.c Extended Converts between metric
units can cancel ? 3.c Expected Visually or otherwise and English systems
? 5 N/A approximates the size/measure of an ? 3.a Expected Rounds values
? 6.a Essential Simplifies ratios object (e.g., length, area, volume, time, appropriately
? 6.b Essential Recognizes equal etc.) ? 3.b Extended Estimates answers to
proportions ? 4.a Essential Determines the slope of a real-world problems
line given any two points
76
Revised: April 2005

? 6.c Essential Solves problems using ? 5.a Expected Writes measurements in ? 3.c Extended Visually or otherwise
proportions units that are consistent with the tools approximates the size/measure of an
? 7 N/A available object (e.g., length, area, volume, time,
? 5.b Essential Accurately measures etc.)
angles using a protractor ? 4.a Extended Recognizes rate
? 5.c Essential Writes solutions which problems by terminology used (e.g.
are no more accurate than the least time, per, slope, delta, change in, etc.)
accurate measure available (i.e., ? 4.b Expected Aligns problems so like
significant digits) units can cancel
? 6.a Essential Simplifies ratios ? 4.c Essential Determines the slope of a
? 6.b Essential Recognizes true line
proportions ? 5.a Extended Writes measurements in
? 6.c Essential Solves problems using units that are consistent with the tools
proportions available
? 6.d Essential Sets up appropriate ? 5.b Extended Writes solutions which
proportions between similar polygons are no more accurate than the least
? 7.a Expected Chooses appropriate accurate measure available (i.e.
tools for doing measurement significant digits)
? 7.b Essential Uses similar triangle ? 6.a Expected Solves problems using
methods to measure objects that cannot proportions
be measured directly ? 6.b Extended Recognizes and solves
? 7.c Essential Uses trigonometric direct and inverse variations
functions to measure objects that ? 6.c Extended Writes equations for
cannot be measured directly direct and inverse relationships for
real-world problems
? 7.a Extended Chooses appropriate
tools for doing measurements
? 7.b Extended Uses trigonometric
functions to measure objects that
cannot be measured directly
77
Revised: April 2005
Levels and Components of

The Minidoka County S.D. #331
Assessment System
The Minidoka County School District is committed to a balanced assessment system that
provides multiple bodies of evidence of what kids know and are able to do. In addition to State
and National tests such as the Direct Math and ITBS, we will continue to design district-wide
assessments that ask students to demonstrate knowledge and skills demanded by the standards.
Our district-wide assessment system will give us the data we need to answer the question: How
are we really doing? It will be the basis for accountability for teachers and students, alike. But,
more importantly, it will inform our teaching practice so we can make timely instructional and
curricular decisions, identify strengths and weaknesses, and diagnose and treat areas of concern.
Our assessment program can be thought of as a continuum of multiple bodies of
evidence. National tests such as the ITBS are farthest from the learner. Therefore, they do not
give a clear snapshot of what kids know and can do. Our district and classroom assessments,
both formal and informal, are closer to the learner, so will allow us to dig deeper into what
students actually can do. Because they are closer to the learner, local assessments will give a
clear picture of what kids know and can do.
Farthest from the learner.

Gives a faint, blurry picture of
what kids know and can do.
National Tests: ITBS

State Tests: Direct Math Assessment
Minidoka Math Project Assessments
Class Room Assessments:
Formal: Projects and Products
Quizzes and Tests
Informal: Observations

Adopted: May 15, 2000 Revised: April 2005

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The Minidoka County School

"An individual understands a concept, skill, theory, or domain of knowledge to the

Minidoka County School District #331

Like the Mobius strip, curriculum development is a continuous process with no

The Minidoka County School District

The 2005-2010 District Math Curriculum Team

Nanette Eilers Acequia Elementary Teacher

Minidoka County School District #331

The Minidoka County Board of Education has taken an important step to

Minidoka County School District #331

Articulating and implementing a standards-based curriculum framework

I: Basic arithmetic, estimation, and accurate computation

McRel's Recommended Research-based Standards:

1. Uses a variety of strategies in the problem-solving process.

E = explicitly mentioned and highly emphasized

Our Standards Extracted from Curriculum Our

Level 3 (Grades K-3)

Level 6 (Grades 4-5)

Level 8 (Grades 6-8)

Level 12 (Grades 9-12)

Benchmarks (Grades x - y):

Minidoka County School District #331

The K-12 Mathematics Standards

2) Patterns, Functions, and Concepts of Algebra: Understands and applies

3) Problem Solving and Mathematical Reasoning: Uses a variety of

4) Computation: Understands and applies basic and advanced procedures

6) Probability and Statistics: Understands and applies basic and advanced

7) Measurement: Understands and applies basic and advanced properties of

Kindergarten Grade 1 Grade 2 Grade 3

3.2 Level: K-3 Standard # 2 Patterns, Functions, and Concepts of Algebra

Kindergarten Grade 1 Grade 2 Grade 3

3.3 Level: K-3 Standard # 3 Problem Solving and Mathematical Reasoning

Kindergarten Grade 1 Grade 2 Grade 3

3.4 Level: K-3 Standard # 4 Computation

Kindergarten Grade 1 Grade 2 Grade 3

3.5 Level: K-3 Standard # 5 Geometry and Spatial Sense

Kindergarten Grade 1 Grade 2 Grade 3

3.6 Level: K-3 Standard # 6 Probability and Statistics

3.7 Level: K-3 Standard # 7 Measurement

5.1 Level: 4-5 Standard # 1 Number Sense

5.2 Level: 4-5 Standard # 2 Patterns, Functions and Concepts of Algebra

5.3 Level: 4-5 Standard # 3 Problem Solving and Mathematical Reasoning

5.4 Level: 4-5 Standard # 4 Computation

5.5 Level: 4-5 Standard # 5 Geometry and Spatial Sense

5.6 Level: 4-5 Standard # 6 Probability and Statistics

5.7 Level: 4-5 Standard # 7 Measurement

8.1 Level: 6-8 Standard # 1 Number Sense

Grade 6 General Math Pre-Algebra

Grade 6 General Math Pre-Algebra

Grade 6 General Math Pre-Algebra

8.2 Level: 6-8 Standard # 2 Patterns, Functions and Concepts of Algebra

Grade 6 General Math Pre-Algebra

Grade 6 General Math Pre-Algebra

8.3 Level: 6-8 Standard # 3 Problem Solving and Mathematical Reasoning

Grade 6 General Math Pre-Algebra

8.4 Level: 6-8 Standard # 4 Computation

Grade 6 General Math Pre-Algebra

Grade 6 General Math Pre-Algebra

Grade 6 General Math Pre-Algebra

8.5 Level: 6-8 Standard # 5 Geometry and Spatial Sense