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Dallas School District |
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K-12 Curriculum |
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Elementary Mathematics - Grade 4 |
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Number Sentence: Choose/Apply
The learner will be able to
choose and apply appropriate methods, including physical materials, to obtain solutions to number sentences and describe the method of solution.
| Strand |
Source |
Activities |
| Number Sentence |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.G (back mapped) |
Classroom
Home
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Equations: Describe
The learner will be able to
use information given in equations inequalities tables of graphs in the description of a realistic scenario.
| Strand |
Source |
Activities |
| Equations |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.F (back mapped) |
Classroom
Home
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Expressions: Create
The learner will be able to
create expressions that represent mathematical situations using physical objects and combinations of symbols and numbers.
| Strand |
Source |
Activities |
| Expressions |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.D (back mapped) |
Classroom
Home
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Algorithms: Develop/Apply
The learner will be able to
develop and apply algorithms to obtain solutions to word problems that involve adding, subtracting with fractions and mixed numbers that include like denominators.
| Strand |
Source |
Activities |
| Algorithms |
PA: Academic Standards, January 16, 1999, Grade 5, p.4,2.2.5.B, p.4,2.2.5.C (back mapped) |
Classroom
Home
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Algorithms: Develop/Apply
The learner will be able to
develop and apply algorithms to obtain solutions to word problems that involve adding, subtracting, and/or multiplying with decimals up to and including 1/100s.
| Strand |
Source |
Activities |
| Algorithms |
PA: Academic Standards, January 16, 1999, Grade 5, p.4,2.2.5.B (back mapped) |
Classroom
Home
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Rates: Explain Relationship/Time
The learner will be able to
explain the relationship between rates of change and time.
| Strand |
Source |
Activities |
| Rates |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.D (back mapped) |
Classroom
Home
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Variable
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Source |
Activities |
| Variable |
PA: System of School Assessment, 1997, Grade 5, p.12,#5 week tested: 30. (back mapped) |
Classroom
Home
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Variable: Solving For
The learner will be able to
manipulate a given formula to solve for a specific variable.
| Strand |
Source |
Activities |
| Variable |
PA: System of School Assessment, 1997, Grade 5, p.12,#5 week tested: 30. (back mapped) |
Classroom
Home
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Algorithms: Describe
The learner will be able to
describe algorithms for multiplication and division.
| Strand |
Source |
Activities |
| Algorithms |
PA: Academic Standards, January 16, 1999, Grade 5, p.5,2.2.5.H (back mapped) |
Classroom
Home
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Computation: Select
The learner will be able to
select a suitable computational strategy.
| Strand |
Source |
Activities |
| Computation |
PA: Academic Standards, January 16, 1999, Grade 5, p.5,2.2.5.I (back mapped) |
Classroom
Home
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Symbols: Explain
The learner will be able to
explain the application of combinations of symbols and numbers in expressions, equations, and inequalities.
| Strand |
Source |
Activities |
| Symbols |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.E (back mapped) |
Classroom
Home
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Algebraic Concepts: Relationships
The learner will be able to
create graphs, charts, tables, rules, and equations to represent algebraic relationships and patterns.
| Strand |
Source |
Activities |
| Algebraic Concepts |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Computation: Across Forms
The learner will be able to
perform computations with whole numbers, fractions, decimals, integers, and rational numbers.
| Strand |
Source |
Activities |
| Computation |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Equations/Expressions: Analyzing
The learner will be able to
demonstrate an understanding of equations and expressions by determining patterns in equations and expressions, by finding missing elements, by matching equations and expressions to models, manipulatives, and pictures, and by distinguishing between expressions and equations by explaining their purposes.
| Strand |
Source |
Activities |
| Equations |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sentences: Relating to Real-World
The learner will be able to
explore expressions, equations, and inequalities involving whole numbers, fractions, decimals, and integers within the context of real-world scenarios, identify relationships between the variables and coefficients, and articulate how each relates to a corresponding real-world problem (in coordinate geometry, measurement, career fields, etc.).
| Strand |
Source |
Activities |
| Relating Number Sentences/Problems |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sentences: Relating to Real-World
The learner will be able to
explore expressions, equations, and inequalities involving whole numbers, fractions, decimals, and integers within the context of real-world scenarios, analyze equations by identifying relationships between the variables and coefficients, and articulate how each relates to corresponding real-world problems.
| Strand |
Source |
Activities |
| Relating Number Sentences/Problems |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Operational Symbols: Reasoning
The learner will be able to
evaluate number sentences such as 348 x 1.5 ? 353, 45 x 1/2 ? 90, and 1/4 x 1/2 ? 8/1, replace the question marks with appropriate comparison symbols (<, =, >), and justify the symbol with a written or oral explanation.
| Strand |
Source |
Activities |
| Operations |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Operations: Inverse Relationships
The learner will be able to
demonstrate the inverse relationship of addition/subtraction and multiplication/division to solve problems, and to explain and justify a solution, and read a real-world scenario requiring multiplication, identify the nature of the problem, key elements, and the operation needed, set up the equation, solve the equation, and understand how to divide to prove the solution.
| Strand |
Source |
Activities |
| Operations |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving: Manipulatives
The learner will be able to
demonstrate an understanding of equations by reading or listening to a given scenario, and creating manipulatives to represent the scenario.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Translate Problems: Two Variables
The learner will be able to
translate a given real-world scenario (delivered orally or in a written prompt) into an equation or inequality with two variables, use order of operations to solve the equation, and apply inverse operations to check the answer.
| Strand |
Source |
Activities |
| Relating Number Sentences/Problems |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Calculus and Pre-Calculus
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Apply Calculus Concepts: Max/Min
The learner will be able to
determine maximum and minimum.
| Strand |
Source |
Activities |
| Applying Calculus Concepts |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.C (back mapped) |
Classroom
Home
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Bar Graphs: Recognize Values
The learner will be able to
recognize least and greatest values illustrated in bar graphs and circle graphs.
| Strand |
Source |
Activities |
| Bar Graphs |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.B (back mapped) |
Classroom
Home
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Analyzing: Graphical Forms
The learner will be able to
demonstrate the ability to interpret graphical forms of data by articulating the details, facts, and concepts presented in the forms, and by evaluating the reasonableness of specific graphical forms given the types of information presented in the forms and the specific target audiences.
| Strand |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Analyzing: Graphical Forms
The learner will be able to
demonstrate the ability to interpret graphical forms of data by evaluating graphical forms in the following areas: accuracy, organization, and appropriateness of the forms given a specific audience and purpose.
| Strand |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Communicating: Graphical Forms/Creating
The learner will be able to
communicate complex ideas effectively by creating graphical forms of data, including collecting data from a variety of sources, consolidating raw data, and selecting appropriate elements of the data to organize and include in a logical graphical form.
| Strand |
Source |
Activities |
| Communicating |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Communicating: Graphical Forms/Creating
The learner will be able to
communicate complex ideas effectively by creating graphical forms of data including collecting data from a variety of sources, consolidating raw data, and selecting appropriate elements of the data to organize and include in a logical graphical form (diagrams, tables, charts, bar graphs, line graphs, pictographs, etc.).
| Strand |
Source |
Activities |
| Communicating |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Communicating: Graphical Forms/Solution
The learner will be able to
use graphical forms to show a solution to a probability problem, to provide visual or condensed representation of an idea, to explain mathematical concepts, and to express real-world situations such as population variance, grades, marketing materials, sports statistics, and cultural trends.
| Strand |
Source |
Activities |
| Communicating |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Communicating: Graphical Forms/Solution
The learner will be able to
use graphical forms to show a solution to a problem, to provide visual representation of an idea, and to explain concepts.
| Strand |
Source |
Activities |
| Communicating |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Communicating: Graphical Forms/Solution
The learner will be able to
use graphical forms to show a solution to a problem, to provide visual representation of an idea, to explain concepts, and to express real-world situations.
| Strand |
Source |
Activities |
| Communicating |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Decimal Notation
The learner will be able to
identify and use decimal notation.
| Strand |
Source |
Activities |
| Decimals |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Connecting: Forms
The learner will be able to
connect concepts relating decimals, whole numbers, fractions, and percents by demonstrating how these number forms are used to communicate place value, ordinality, and money amounts, and to evaluate the reasonableness of a given problem and solution.
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving: Application
The learner will be able to
use manipulatives, calculators, and symbols to solve real-world scenario problems which call for the rounding, addition, subtraction, multiplication, and division of decimals. This process includes evaluating a given problem scenario, identifying the problem, determining the relevant elements and the required operation, setting up a number sentence, and solving the problem.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving: Application
The learner will be able to
use manipulatives, calculators, symbols, and diagrams to solve real-world scenario problems which call for the rounding, addition, subtraction, multiplication, and division of decimals. This process includes evaluating a given problem scenario, identifying the problem, determining the relevant elements and the required operation, setting up a number sentence, solving the problem, and using inverse operations to check the solution.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving: Application
The learner will be able to
use manipulatives, calculators, symbols, mental math, and diagrams to solve real-world scenario problems which call for the rounding, addition, subtraction, multiplication, and division of decimals. This process includes evaluating a given problem scenario, identifying the problem, determining the relevant elements and the required operation (without being cued about the operation the problem would require), setting up a number sentence, solving the problem, and using inverse operations to check the solution.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving: Application
The learner will be able to
evaluate, solve, and justify solutions for real-world mathematical problems which include ambiguous circumstances.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Fraction Notation
The learner will be able to
evaluate fraction notation in context as part of a whole, in division, or as a ratio.
| Strand |
Source |
Activities |
| Fractions |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Problem Solving: Fractions
The learner will be able to
apply fraction representations to solve real-world problems.
| Strand |
Source |
Activities |
| Problem Solving |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Connecting: Using Fractions
The learner will be able to
make connections between the functions of numerators and the functions of denominators by exploring fractions (i.e., drawing conclusions about fractions a/b, b/c, c/b, a/c, b/a, and c/a, when a > b > c).
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Forms
The learner will be able to
have an intuitive sense of fractions, the portions they represent, their relationship to whole numbers, decimals, percents, and physical models of fractions, and how fractions are used to solve problems and to communicate in real-world scenarios.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Forms/Applications
The learner will be able to
relate fractions to concrete objects, to real-world events, to other number forms (whole numbers, decimals, percents), and incorporate the language of fractions to describe proportions in daily events and across the curriculum.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Fractions
The learner will be able to
have an intuitive sense of fractions, the portions they represent, and how fractions are used to solve problems and to communicate proportions and ideas in real-world settings.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Fractions
The learner will be able to
analyze a bar graph (created by another student) and interpret the bars by naming the represented fractions.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Fractions
The learner will be able to
demonstrate an understanding of fractions and the ability to represent fraction concepts in different mediums by analyzing a bar graph.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Fractions
The learner will be able to
understand when it is appropriate to express proportions with fractions, and interpret whether a fraction in a given situation is being expressed as a part of a whole, a ratio, a divisor, or an operator.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Fractions
The learner will be able to
demonstrate a sense of fractions, and the ability to represent fraction concepts in different mediums by designing and creating bar graphs which express how specific fractions compare to a given whole.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Using Venn Diagrams
The learner will be able to
create Venn diagrams which demonstrate how specific fractions relate to one another, and name fractions which meet the criteria of all three circles, which meet the criteria of only two circles, and which don't fit into any of the circles.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving
The learner will be able to
demonstrate a sense of how operations with fractions manipulate numbers by recognizing a real-world situation which calls for specific operations (addition, subtraction, multiplication, or division) with fractions, evaluating the situation, articulating the nature and elements of the problem, and solving the problem without being cued that the calculations involved would require fractions.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving
The learner will be able to
recognize a real-world situation which calls for operations (addition, subtraction, multiplication, or division) with fractions, evaluate the situation, articulate the nature and elements of the problem, and solve the problem without being cued that the calculations involved would require fractions.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Problem Solving
The learner will be able to
recognize a real-world situation which calls for operations (addition, subtraction, multiplication, or division) with fractions (without being cued that the calculations involved would require a specific operation), evaluate the situation, articulate the nature and elements of the problem, solve the problem, and use inverse operations to check the solution.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Functions: Generate/Relate
The learner will be able to
use tables of data to generate functions and relate data to corresponding graphs and functions.
| Strand |
Source |
Activities |
| Functions |
PA: Academic Standards, January 16, 1999, Grade 5, p.14,2.8.5.I (back mapped) |
Classroom
Home
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Figures: Construct/Geoboard
The learner will be able to
create two-and three-dimensional shapes and figures using geoboards.
| Strand |
Source |
Activities |
| Figures: Construct |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.E (back mapped) |
Classroom
Home
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Representations: Create/Mental Image
The learner will be able to
create a mental image of constructed and/or altered shapes.
| Strand |
Source |
Activities |
| Figures: Representations |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Figures: Name/Identify
The learner will be able to
identify, name, and/or apply properties of geometric figures.
| Strand |
Source |
Activities |
| Figures |
PA: Academic Standards, January 16, 1999, Grade 5, p.17,2.9.5.L (back mapped) |
Classroom
Home
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Figures: Identify/Properties
The learner will be able to
recognize geometric shapes and/or know the properties they may possess.
| Strand |
Source |
Activities |
| Figures |
PA: System of School Assessment, 1997, Grade 5, p.11,#3C week tested: 30. (back mapped) |
Classroom
Home
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Circle: Radius/Diameter
The learner will be able to
recognize the radius and diameter of a circle and measure them.
| Strand |
Source |
Activities |
| Circles |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.C (back mapped) |
Classroom
Home
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Planes/Points/Lines: Apply Concepts
The learner will be able to
apply the ideas of planes, points, and/or lines in one, two, and/or three dimensions.
| Strand |
Source |
Activities |
| Planes/Points/Lines |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.I (back mapped) |
Classroom
Home
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Logic: Interpret Statements
The learner will be able to
analyze and/or understand statements that are constructed with the specific language of logic, including the terms all, every, none, some, and/or many.
| Strand |
Source |
Activities |
| Logic |
PA: Academic Standards, January 16, 1999, Grade 5, p.7,2.4.5.E (back mapped) |
Classroom
Home
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Properties: Define
The learner will be able to
define the elementary properties of squares, pyramids, parallelograms, quadrilaterals, trapezoids, polygons, rectangles, rhombi, circles, triangles, cubes, prisms, spheres, and cylinders.
| Strand |
Source |
Activities |
| Properties of Figures |
PA: Academic Standards, January 16, 1999, Grade 5, p.17,2.9.5.J (back mapped) |
Classroom
Home
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Lines/Angles: Identify/Apply
The learner will be able to
identify real-world examples of different types of lines and angles and apply them in problem solving or creative projects.
| Strand |
Source |
Activities |
| Lines/Angles/Polygons |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Figures: Describe/Constructing
The learner will be able to
give word descriptions of how geometric shapes are constructed.
| Strand |
Source |
Activities |
| Figures: Describe |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.D (back mapped) |
Classroom
Home
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Vocabulary: Compose/Definitions
The learner will be able to
compose definitions for familiar geometric figures.
| Strand |
Source |
Activities |
| Figures: Vocabulary |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.A (back mapped) |
Classroom
Home
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Solids: Real-World
The learner will be able to
identify three-dimensional solids in his/her environment.
| Strand |
Source |
Activities |
| Three-Dimensional Solids |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.F (back mapped) |
Classroom
Home
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Shapes: Circle
The learner will be able to
identify a circle.
| Strand |
Source |
Activities |
| Two-Dimensional Shapes |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.C (back mapped) |
Classroom
Home
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Right Triangle: Create/Geoboard
The learner will be able to
use a geoboard to create right triangles.
| Strand |
Source |
Activities |
| Triangles |
PA: Academic Standards, January 16, 1999, Grade 5, p.18,2.10.5.B (back mapped) |
Classroom
Home
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Triangles: Compare
The learner will be able to
make comparisons of triangles based upon their sides or angles.
| Strand |
Source |
Activities |
| Triangles |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.B (back mapped) |
Classroom
Home
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Triangles: Classify
The learner will be able to
classify triangles according to their side lengths and angle measures.
| Strand |
Source |
Activities |
| Triangles |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.B (back mapped) |
Classroom
Home
|
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Circles: Measure
The learner will be able to
measure circles.
| Strand |
Source |
Activities |
| Circles |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.C (back mapped) |
Classroom
Home
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Transformation: Interpret
The learner will be able to
develop interpretations of transformations of figures in the coordinate plane.
| Strand |
Source |
Activities |
| Transformations |
PA: Academic Standards, January 16, 1999, Grade 5, p.17,2.9.5.K (back mapped) |
Classroom
Home
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Tessellations: Create
The learner will be able to
create tessellations.
| Strand |
Source |
Activities |
| Tessellations |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.G (back mapped) |
Classroom
Home
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Inductive/Deductive: Conclusions
The learner will be able to
form inductive and deductive conclusions within mathematical contexts.
| Strand |
Source |
Activities |
| Reasoning |
PA: Academic Standards, January 16, 1999, Grade 5, p.7,2.4.5.C (back mapped) |
Classroom
Home
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Point/Line/Plane: Represent
The learner will be able to
draw representations of the undefined terms (point, line, and plane) of geometry.
| Strand |
Source |
Activities |
| Planes/Points/Lines |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.I (back mapped) |
Classroom
Home
|
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Rotation: Analyze/Line Segments
The learner will be able to
study the rotations of line segments.
| Strand |
Source |
Activities |
| Rotations |
PA: Academic Standards, January 16, 1999, Grade 5, p.17,2.9.5.K (back mapped) |
Classroom
Home
|
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Constructions: 2-D
The learner will be able to
construct two-dimensional shapes through the use of physical materials.
| Strand |
Source |
Activities |
| Constructions |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.E (back mapped) |
Classroom
Home
|
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Constructions: 3-D
The learner will be able to
construct three-dimensional shapes through the use of physical materials.
| Strand |
Source |
Activities |
| Constructions |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.E (back mapped) |
Classroom
Home
|
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Quadrilaterals: Classify
The learner will be able to
classify quadrilaterals based upon their sides or angles.
| Strand |
Source |
Activities |
| Quadrilaterals |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.B (back mapped) |
Classroom
Home
|
|
Quadrilaterals: Compare
The learner will be able to
make comparisons of quadrilaterals based upon their sides or angles.
| Strand |
Source |
Activities |
| Quadrilaterals |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.B (back mapped) |
Classroom
Home
|
|
Angle Measurements
The learner will be able to
study angle measurement by analyzing three circles, each divided by a different number of wedges, and four angles of different sizes, and count the number of wedges from each circle to determine how many fit into each angle measure.
| Strand |
Source |
Activities |
| Lines/Angles/Polygons |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Combining Figures
The learner will be able to
analyze the properties of geometric figures by predicting the properties of two or more combined figures.
| Strand |
Source |
Activities |
| Combine/Partition/Transform |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Combining: Figures
The learner will be able to
predict what will occur when two geometric shapes are adjoined, combine the shapes, and study the new shape.
| Strand |
Source |
Activities |
| Combine/Partition/Transform |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Communicating: Spatial Sense
The learner will be able to
develop spatial sense by speaking, writing, and using models and diagrams to explain such terms and concepts as transformation, congruency, similarity, points, lines, and the properties of two- and three-dimensional figures.
| Strand |
Source |
Activities |
| Communicating Spatial Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Communicating: Spatial Sense
The learner will be able to
develop spatial sense by speaking, writing, and using models and diagrams to explain transformations, congruency, similarity, angles, lines, line segments, points, and the properties of two- and three-dimensional figures.
| Strand |
Source |
Activities |
| Communicating Spatial Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Communicating: Spatial Sense
The learner will be able to
develop spatial sense by speaking, writing, designing flow charts, and using models and diagrams to explain transformations, congruency, similarity, angles, lines, line segments, points, parallelism, perpendicularity, and the properties of two- and three-dimensional figures.
| Strand |
Source |
Activities |
| Communicating Spatial Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Connecting: Geometry Applications
The learner will be able to
make connections involving topics of geometry, their applications in mathematics and science, and how geometry is used by professionals in a variety of career fields.
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Connecting: Geometry/Algebra
The learner will be able to
apply geometric concepts to solve problems in algebra by solving systems of equations through graphing, analyzing range, domain, functions, and intercepts, by finding an equation of a line given a graphical representation, and by exploring number sentence relationships to coordinate graphs (numerical coefficients, slopes, and the y and x intercepts).
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Connecting: Geometry/Algebra
The learner will be able to
apply geometric concepts to solve problems in algebra by solving systems of equations through graphing, analyzing range, domain, functions, and intercepts, by finding the equation of the line given a graphical representation, and by exploring relationships, numerical coefficients, slopes, and the y and x intercepts.
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Constructions: Pyramids/Prisms
The learner will be able to
construct pyramids and prisms by analyzing patterns in the number of vertices, faces, and edges in triangular, square, pentagonal, and hexagonal pyramid shapes, and realize the relationship that exists between vertices, faces and edges, specifically, Euler's theorem: V + F = E + 2.
| Strand |
Source |
Activities |
| Constructions |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Exploring: Quadrilateral
The learner will be able to
explore properties of quadrilaterals by drawing quadrilaterals on geopaper divided into 3 x 3 sections (9 dots), discussing the different types of quadrilaterals drawn, and making predictions about how each type of quadrilateral will change if turned one quarter, one half, three quarters, etc.
| Strand |
Source |
Activities |
| Exploring Spatial Concepts |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Logic: Proving Validity
The learner will be able to
test the validity of possible solutions by utilizing inverse operations, truth tables, and other methods.
| Strand |
Source |
Activities |
| Logic |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Patterns: Comparing
The learner will be able to
study the geometric patterns found in art forms from a variety of cultures (rugs, lace, jewelry, pottery, and architecture), draw conclusions about typical patterns, and compare the patterns of different cultures.
| Strand |
Source |
Activities |
| Geometric Patterns |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Patterns: Writing Expressions
The learner will be able to
explore borders, and create expressions, by determining the number of square units on a piece of grid paper (8 squares x 8 squares), and finding the number of square units on the border of the grid paper.
| Strand |
Source |
Activities |
| Geometric Patterns |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Proving: Geometric Models
The learner will be able to
use models to prove the validity of a solution to a problem involving geometric properties, and use models found in the classroom to explore and estimate measurements of various geometric figures.
| Strand |
Source |
Activities |
| Geometric Proofs/Theorems |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Spatial Thinking: Properties
The learner will be able to
show an awareness of the spatial properties of figures by investigating how to cover a flat surface by using one or more geometric figures, by identifying and drawing similar figures, and by drawing solids made with cubes on triangle dot paper.
| Strand |
Source |
Activities |
| Spatial Thinking |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Triangles: Pythagorean Theorem/Applying
The learner will be able to
explore implications of the Pythagorean theorem by creating a table which communicates the lengths of the two legs and the hypotenuse of a given set of right triangles, extend the table to include the lengths of the legs squared, analyze the extended table for patterns, and conjecture about the Pythagorean theorem pattern a (squared) + b (squared) = c (squared), and the theorem's converse.
| Strand |
Source |
Activities |
| Lines/Angles/Polygons |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Triangles: Relating/Applying
The learner will be able to
investigate the following triangle issues: the relationship between equilateral, isosceles, and scalene triangles, the nature of triangles as rigid figures (they cannot be shifted without being broken), and how triangles are used in real-world scenarios (e.g., to support tripods used by surveyors and photographers).
| Strand |
Source |
Activities |
| Lines/Angles/Polygons |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Integers: Computing
The learner will be able to
perform computations involving integers through the use of models, manipulatives, and/or rules.
| Strand |
Source |
Activities |
| Integers |
PA: Academic Standards, January 16, 1999, Grade 5, p.18,2.10.5.A (back mapped) |
Classroom
Home
|
|
Problem Solving: Application
The learner will be able to
recognize real-world situations which call for operations with integers, and apply an understanding of integers to solve problems in such areas as temperature, coordinate geometry, number lines, algebra, and statistics, and analyze real-world scenarios, set up number sentences, and solve problems.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Problem Solving: Application
The learner will be able to
recognize real-world situations which call for operations with integers, and apply an understanding of integers to solve problems in such areas as temperature, coordinate geometry, number lines, algebra, and statistics and analyze real-world scenarios (without being cued with formulas, sample problems, or other means of communicating a particular number form or operation), determine the nature of the problem and relevant elements, set up a number sentence, solve the problem, and use inverse operations to check the solution.
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematical Concepts: Communication
The learner will be able to
demonstrate concepts in many different ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams and models.
| Strand |
Source |
Activities |
| Communication |
PA: Academic Standards, January 16, 1999, Grade 5, p.8,2.5.5.C (back mapped) |
Classroom
Home
|
|
Modeling: Multiplication
The learner will be able to
illustrate the idea of multiplication as area, volume, array, change in size, rate factor, and/or repeated addition through the use of concrete models as well as pictorial and algebraic representations.
| Strand |
Source |
Activities |
| Mathematical Modeling |
PA: Academic Standards, January 16, 1999, Grade 5, p.8,2.5.5.F (back mapped) |
Classroom
Home
|
|
Models: Fractions/Decimals
The learner will be able to
use manipulatives to represent fractions and decimals.
| Strand |
Source |
Activities |
| Mathematical Modeling |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.D (back mapped) |
Classroom
Home
|
|
Math as Reasoning: Analyzing
The learner will be able to
analyze reasoning processes used in dealing with spatial sense, proportions, and graphs.
| Strand |
Source |
Activities |
| Reasoning |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Math as Reasoning: Deductive/Inductive
The learner will be able to
employ deductive and inductive reasoning techniques to make conjectures, to validate his/her own line of thinking, and to deal with the introduction of new mathematics concepts.
| Strand |
Source |
Activities |
| Reasoning |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematical Connections
The learner will be able to
make mathematical connections among mathematics topics, across the curriculum, and in day to day life.
| Strand |
Source |
Activities |
| Connections |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematical Connections
The learner will be able to
understand mathematics as an integration of number forms, systems, relationships, ideas, and topics, and use each of these elements of mathematics to draw conclusions and make inferences about mathematics as a whole.
| Strand |
Source |
Activities |
| Connections |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematics as Communication
The learner will be able to
use communication skills to describe the way he/she is thinking about principles of mathematics, to clarify thinking and conceptualization of mathematics principles, and to provide informal and formal feedback to teachers of mathematics.
| Strand |
Source |
Activities |
| Communication |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematics as Communication
The learner will be able to
understand that language arts processes such as reading, writing, speaking, listening, and viewing are utilized in thinking about, learning, and articulating mathematics concepts.
| Strand |
Source |
Activities |
| Communication |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematics as Communication
The learner will be able to
use everyday language to discuss mathematics concepts (including number systems, relationships, and forms) both formally and informally using the symbols and the language of mathematics.
| Strand |
Source |
Activities |
| Communication |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematics as Communication
The learner will be able to
use speaking, writing, graphical forms, and physical models to communicate mathematics concepts.
| Strand |
Source |
Activities |
| Communication |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Mathematics as Communication
The learner will be able to
develop logical arguments and engage in informal discussions involving mathematical ideas.
| Strand |
Source |
Activities |
| Communication |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Units: Tools
The learner will be able to
choose the most suitable tools and units in problem solving situations that may require estimation and measurement, and relate methods used in problem solving using technology as appropriate.
| Strand |
Source |
Activities |
| Units |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
|
|
Units
The learner will be able to
obtain solutions to and approximate suitable answers for problems that use metric and/or customary measurement units.
| Strand |
Source |
Activities |
| Units |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
|
|
Accuracy
The learner will be able to
demonstrate that mathematical operations can represent a variety of problem situations.
| Strand |
Source |
Activities |
| Accuracy |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.C (back mapped) |
Classroom
Home
|
|
Measurement Concepts: Add/Subtract
The learner will be able to
perform addition and/or subtraction with measurement values, including weight and/or length.
| Strand |
Source |
Activities |
| Measurement Concepts |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.E (back mapped) |
Classroom
Home
|
|
Tools: Choose/Apply
The learner will be able to
choose and apply standard tools to measure the size of shapes to the given degree of accuracy, including length, width, perimeter, and area.
| Strand |
Source |
Activities |
| Tools/Instruments |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.B (back mapped) |
Classroom
Home
|
|
Measurement Processes: Estimate
The learner will be able to
approximate, refine, and confirm specified measurements of objects.
| Strand |
Source |
Activities |
| Measurement Processes |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.C (back mapped) |
Classroom
Home
|
|
Length: Convert
The learner will be able to
convert units of length within either the standard or metric system.
| Strand |
Source |
Activities |
| Length |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.D (back mapped) |
Classroom
Home
|
|
Area: Estimate
The learner will be able to
estimate area as the sum of area of tiles.
| Strand |
Source |
Activities |
| Area |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.E (back mapped) |
Classroom
Home
|
|
Perimeter/Area: Relationship/Triangles
The learner will be able to
explain the relationship between the perimeter and area of triangles.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.H (back mapped) |
Classroom
Home
|
|
Perimeter/Area: Relationship/Quad
The learner will be able to
explain the relationship between the perimeter and area of quadrilaterals.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.H (back mapped) |
Classroom
Home
|
|
Perimeter/Area: Relationship/Circles
The learner will be able to
explain the relationship between the perimeter and area of circles.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
PA: Academic Standards, January 16, 1999, Grade 5, p.16,2.9.5.H (back mapped) |
Classroom
Home
|
|
Perimeter/Area/Volume: Exact/Estimate
The learner will be able to
find or estimate the area, perimeter, and volume of shapes as necessary.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
PA: System of School Assessment, 1997, Grade 5, p.11,2 week tested: 30. (back mapped) |
Classroom
Home
|
|
Volume: Estimate
The learner will be able to
estimate volume as the sum of volumes of cubes.
| Strand |
Source |
Activities |
| Volume |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.E (back mapped) |
Classroom
Home
|
|
Measurement: Appropriate Instrument/Unit
The learner will be able to
use the most appropriate instrument and unit to measure.
| Strand |
Source |
Activities |
| Measurement: Exploring |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.A (back mapped) |
Classroom
Home
|
|
Measurement: Select Units/Tools
The learner will be able to
select suitable units and tools to measure quantities.
| Strand |
Source |
Activities |
| Measurement: Application |
PA: Academic Standards, January 16, 1999, Grade 5, p.6,2.3.5.A (back mapped) |
Classroom
Home
|
|
Communicating: Relationships
The learner will be able to
explain the relationship between the size of the unit of measurement and the approximation of the areas and volumes.
| Strand |
Source |
Activities |
| Communicating Measurement Concepts |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.F (back mapped) |
Classroom
Home
|
|
Conversion: Between Systems
The learner will be able to
solve problems which require converting units of measurement between systems.
| Strand |
Source |
Activities |
| Converting |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
|
|
Area Concepts: Patterns
The learner will be able to
investigate the concept of area by building shapes with cubes, and explore these shapes by counting the cubes which make up the shapes.
| Strand |
Source |
Activities |
| Area |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Area/Perimeter: Relating to Area/Volume
The learner will be able to
explore the relationships of perimeter and area of plane figures to the relationships of area and volume of solid figures.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Area/Volume: Comparing
The learner will be able to
compare the relationship of perimeter and area of plane figures to the relationship of area and volume of solid figures.
| Strand |
Source |
Activities |
| Perimeter/Area/Volume |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Communicating: Measurement Concepts
The learner will be able to
communicate (orally and in writing) how measurement concepts relate to real-world objects, proportions, and amounts, when a particular form of measurement should be used, and how to discern between situations which call for estimation and those which call for exact measurement.
| Strand |
Source |
Activities |
| Communicating Measurement Concepts |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Communicating: Measurement Concepts
The learner will be able to
articulate how measurement terms relate to real-world objects, proportions, and amounts, justify why a particular form of measurement should be used, and distinguish between situations which call for estimation and those which call for exact measurement.
| Strand |
Source |
Activities |
| Communicating Measurement Concepts |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Connecting: Customary/Metric
The learner will be able to
develop models which demonstrate the structure and use of various units of measurement, and explain customary and metric units of measurement and situations in which they are utilized.
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Connecting: Measurement/Algebra
The learner will be able to
develop the ability to connect mathematics topics by dealing with problems which incorporate measurement, algebra, and spatial thinking skills, and recognize the many ways to approach such a problem, and discuss the reasoning behind his/her approach.
| Strand |
Source |
Activities |
| Connecting |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Estimation/Exact: Models/Distinguishing
The learner will be able to
develop models which demonstrate the structure and use of various units of measurement, explain customary and metric units of measurement and situations in which they are utilized, and distinguish between exact measurement and estimation and be able to perform each appropriately.
| Strand |
Source |
Activities |
| Measurement: Estimation |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Pattern: Extending
The learner will be able to
incorporate concepts involved in understanding area, surface area, perimeter, polygons, volume, factor pairs, and algebra, to recognize and extend patterns in measurement.
| Strand |
Source |
Activities |
| Patterns |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Problem Solving: Applications
The learner will be able to
solve real-world scenario problems (involving perimeter, area, length, or volume) by using manipulatives to isolate the nature of the problem, by articulating how a given measurement situation can be solved, and by selecting appropriate measurement tools for a given situation (without being told the specific unit of measurement which should be used).
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Problem Solving: Applications
The learner will be able to
read or listen to a description of a real-world scenario which calls for surface area, area, perimeter, circumference, mass, or volume, articulate the nature of the problem and relevant elements, and solve the problem (without being cued about the correct unit of measurement or proper formulas to be used).
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Problem Solving: Applications
The learner will be able to
solve real-world scenario problems (involving perimeter, area, or length) by using manipulatives to isolate the nature of the problem, by articulating how a given measurement situation can be solved, and by selecting appropriate measurement tools for a given situation (without being told the specific unit of measurement which should be used).
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Problem Solving: Length/Perimeter
The learner will be able to
solve real-world scenario problems (involving perimeter or length), use manipulatives to isolate the nature of the problem, articulate how a given measurement situation can be solved, and select appropriate measurement tools for a given situation (without being told the specific unit of measurement which should be used).
| Strand |
Source |
Activities |
| Problem Solving |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Number Forms: Negative Numbers
The learner will be able to
apply the simple concepts of negative numbers (e.g. number line, temperature).
| Strand |
Source |
Activities |
| Number Forms |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.F (back mapped) |
Classroom
Home
|
|
Number Theory Concepts: Develop/Apply
The learner will be able to
develop and apply number theory concepts to illustrate numbers in many different ways (e.g. primes, factors, multiples and composites).
| Strand |
Source |
Activities |
| Number Theory |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.G (back mapped) |
Classroom
Home
|
|
Expanded Notation: Whole Numbers
The learner will be able to
write whole numbers in expanded notation.
| Strand |
Source |
Activities |
| Expanded Notation |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.A (back mapped) |
Classroom
Home
|
|
Primes/Composites: Describe
The learner will be able to
describe the idea of prime and composite numbers.
| Strand |
Source |
Activities |
| Prime/Composite Numbers |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.E (back mapped) |
Classroom
Home
|
|
Multiples
The learner will be able to
demonstrate an understanding of multiples.
| Strand |
Source |
Activities |
| Multiples |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
|
|
Factors: Applications
The learner will be able to
understand and use factors.
| Strand |
Source |
Activities |
| Factors |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
|
|
Number Theory: Renaming
The learner will be able to
use number theory concepts to rename a number quantity.
| Strand |
Source |
Activities |
| Number Theory |
PA: Academic Standards, January 16, 1999, Grade 5, p.2,2.1.5.B (back mapped) |
Classroom
Home
|
|
Justifying Forms: Number Sense
The learner will be able to
articulate the relationship between whole numbers, fractions, decimals, and percents, and read and/or listen to a given real-world mathematical situation, and make judgments about the best format for describing and solving the situation (using whole numbers, decimals, fractions, or percents).
| Strand |
Source |
Activities |
| Justifying Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Justifying Forms: Number Sense
The learner will be able to
articulate what decimal numbers are, how they relate to whole numbers, fractions, and percents, and when and how they are used to solve problems, and read and/or listen to a given real-world scenario and make judgments about the best format for describing the scenario (using decimals, fractions, or percents).
| Strand |
Source |
Activities |
| Justifying Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
|
|
Justifying Forms: Problem Solving
The learner will be able to
listen to or read a real-world scenario problem involving fractions, decimals, and/or percents, and justify why a specific form should be used to solve the problem, focusing on the reasoning behind choosing one form over another, and justify their reasoning by writing explanations in paragraph form.
| Strand |
Source |
Activities |
| Justifying Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
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Justifying Forms: Writing Scenarios
The learner will be able to
write scenarios which describe appropriate applications of a given number theory or form.
| Strand |
Source |
Activities |
| Justifying Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
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Justifying Forms: Writing Scenarios
The learner will be able to
write real-world scenarios which describe appropriate applications of a given number theory or form and, using the properties of a given number theory or form, prove that the scenario is appropriate.
| Strand |
Source |
Activities |
| Justifying Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Forms: Applying
The learner will be able to
demonstrate an understanding of number form concepts by recognizing situations to use ratios, proportions, primes, factors, multiples, and absolute value.
| Strand |
Source |
Activities |
| Number Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
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Number Forms: Applying
The learner will be able to
demonstrate an understanding of number form concepts by recognizing situations to apply number forms such as ratios, proportions, primes, factors, multiples, absolute value, and exponential numbers without being cued about the appropriate number form for a given situation.
| Strand |
Source |
Activities |
| Number Forms |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Forms: Relationships
The learner will be able to
explain how whole numbers, fractions, decimals, and percents relate to each other, what they express, the contextual basis for each, and the ordinality of rational numbers, using written and/or oral presentations, incorporating the properties of each of these number forms to provide proof of a given relationship, focusing on the representational value of these numbers, not on how the numbers can be computed in isolated form.
| Strand |
Source |
Activities |
| Number Forms: Relationships |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
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Number Forms: Relationships
The learner will be able to
explain how whole numbers, fractions, decimals, percents, and integers relate to each other, what they express, the contextual bases for each, and of applying real number properties, using written and/or oral presentations, incorporating the properties of each of these number forms to provide proof of a given relationship, focusing on the representational value of these numbers, not on how the numbers can be computed in isolated form.
| Strand |
Source |
Activities |
| Number Forms: Relationships |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Forms: Relationships
The learner will be able to
explain how whole numbers, fractions, decimals, percents, and integers relate to each other, what they express, the contextual bases for each, and of the ordinality of rational and irrational numbers, using written and/or oral presentations, incorporating the properties of each of these number forms to provide proof of a given relationship, focusing on the representational value of these numbers, not on how the numbers can be computed in isolated form.
| Strand |
Source |
Activities |
| Number Forms: Relationships |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Forms: Relationships
The learner will be able to
develop an intuitive sense of the relationships between decimals, fractions, integers, percents, exponential numbers, ratios, and proportions, reasons for these number forms, and how these forms are applied in real-world contexts.
| Strand |
Source |
Activities |
| Number Forms: Relationships |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Forms: Relationships/Representing
The learner will be able to
develop an intuitive sense of the relationships between decimals, fractions, integers, percents, exponential numbers, ratios, and proportions, and how these forms can be represented using two- and three-dimensional graphs.
| Strand |
Source |
Activities |
| Number Forms: Representing |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
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Number Sense: Decimals
The learner will be able to
use an intuitive sense of decimal numbers to demonstrate how decimals relate to whole numbers, fractions, and percents, compare decimal numbers, and create number lines and partially shaded figures which represent given decimal numbers within the context of a real-world scenario.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Decimals
The learner will be able to
demonstrate an intuitive sense of decimal number properties by converting decimals to fractions and percents, use models to express both the conversions and the proportions the decimals, fractions, and percents describe, and create number lines, graphs, models, and partially shaded figures which represent numbers in each of these forms.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Decimals
The learner will be able to
compare decimal numbers to whole numbers, fractions, and percents, convert decimals, fractions, and percents using models to express both the conversions and the proportions the numbers describe, and create number lines, graphs, models, and partially shaded figures which represent given numbers.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Factors
The learner will be able to
demonstrate familiarity with the size of factors by taking a given set of five to eight one digit numbers and arranging the numbers (and multiplying them) to produce the largest possible product, the smallest possible product, and estimating the number of possible products from different combinations of the five numbers.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Forms
The learner will be able to
evaluate groups of numbers in various forms, and explain which numbers belong in a set and why.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Forms
The learner will be able to
explain how divisibility, primes, factors, and multiples, relate to one another through problem solving, and responding to written prompts by detailing the nature of each of these forms, and their connections.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Sense: Numbers in the Environment
The learner will be able to
evaluate newspaper clippings for reasonable numbers, by analyzing ratios, decimals, fractions, large numbers, and percentages in the context of an informative article.
| Strand |
Source |
Activities |
| Number Sense |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Systems: Analyzing
The learner will be able to
analyze whole numbers, fractions, decimals, integers, and rational numbers, and the ordering paradigm for each of these systems.
| Strand |
Source |
Activities |
| Number Systems |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Number Theory Concepts: Applying
The learner will be able to
apply an understanding of primes, factors, and multiples in real-world problem solving situations.
| Strand |
Source |
Activities |
| Number Theory |
National Council of Teachers of Mathematics (NCTM), March, 1989, Eighth Grade |
Classroom
Home
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Pattern Concepts: Applying
The learner will be able to
apply an understanding of mathematical patterns to deal with number systems, operations, and forms.
| Strand |
Source |
Activities |
| Patterns |
PA: System of School Assessment, 1997, Grade 5, p.12,#5 week tested: 30. (back mapped) |
Classroom
Home
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Estimation: Apply/Problems
The learner will be able to
estimate a variety of problems including time and money.
| Strand |
Source |
Activities |
| Estimation |
PA: Academic Standards, January 16, 1999, Grade 5, p.5,2.2.5.G (back mapped) |
Classroom
Home
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Pattern: Identify/Duplicate/Continue
The learner will be able to
identify, duplicate, continue, create, and describe patterns, sequences and relationships orally, numerically, symbolically and graphically, using many different materials.
| Strand |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.A (back mapped) |
Classroom
Home
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Pattern: Rules
The learner will be able to
identify and describe rules for given patterns.
| Strand |
Source |
Activities |
| Patterns: Determining Rules |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.C (back mapped) |
Classroom
Home
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Pattern: Connect/Geometric Relations
The learner will be able to
connect patterns to geometric relations and elementary number skills.
| Strand |
Source |
Activities |
| Patterns: Geometric |
PA: Academic Standards, January 16, 1999, Grade 5, p.13,2.8.5.B (back mapped) |
Classroom
Home
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Quantity: Compare
The learner will be able to
make comparisons of quantity of numbers.
| Strand |
Source |
Activities |
| Quantity |
PA: Academic Standards, January 16, 1999, Grade 5, p.7,2.4.5.A (back mapped) |
Classroom
Home
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Comparison: Numbers
The learner will be able to
compare numbers.
| Strand |
Source |
Activities |
| Comparison |
PA: Academic Standards, January 16, 1999, Grade 5, p.19,2.11.5.A (back mapped) |
Classroom
Home
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Estimation: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of sums, differences, products, and quotients of whole number operations by using a variety of estimation strategies.
| Strand |
Source |
Activities |
| Estimation |
PA: Academic Standards, January 16, 1999, Grade 5, p.4,2.2.5.E (back mapped) |
Classroom
Home
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Estimation
The learner will be able to
use estimation in solving problems.
| Strand |
Source |
Activities |
| Estimation |
PA: System of School Assessment, 1997, Grade 5, p.11,#1 week tested: 30. (back mapped) |
Classroom
Home
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Rounding: Demonstrate Skills
The learner will be able to
demonstrate the ability to round numbers up to the hundredths.
| Strand |
Source |
Activities |
| Rounding |
PA: Academic Standards, January
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