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STANDARD 1. The student
understands and applies the concepts and procedures of
mathematics
1.1 NUMBER
SENSE
* Uses physical models
to demonstrate the relationship between ones, tens, and hundreds,
and identifies them appropriately as place values
* Counts by tens and hundreds to
1000
* Reads and writes
numerals to 1000
* Uses models to
represent halves, thirds, and fourths of objects and sets of
objects
* Creates and uses
strategies to solve basic addition and subtraction facts (doubles,
doubles plus one, doubles plus two, and their reverses)
* Describes and
compares strategies to solve addition and subtraction computation
problems
* Adds and subtracts
2- and 3-digit numbers with and without regrouping
* Describes and
justifies reasonableness of an estimate to an addition or
subtraction problem
* Uses physical
models, diagrams, and/or acts out problems involving real-life
multiplication and division situations
* Uses appropriate
number sense vocabulary
1.2
MEASUREMENT
* Estimates and
measures area and perimeter of regular 2-dimensional figures (e.g.,
squares and rectangles)
* Estimates and
measures length, area, weight/mass, capacity, time, and temperature
using referents in familiar settings from other disciplines to the
nearest whole unit
* Uses standard units
of measurement of length, area, weight, capacity, time, and
temperature in familiar settings from other disciplines
* Selects appropriate
unit of measurement for given objects/situations
* Describes and
justifies own methods of estimating involving realistic measurement
situations (e.g., time, money, length)
* Uses cent and dollar
notation when relating values of coins, up to $1.00
* Counts mixed coins
to $1.00
* Uses appropriate
measurement vocabulary
1.3
GEOMETRIC
SENSE
* Sorts, classifies,
and uses 2- and 3-dimensional geometric figures in order to solve
problems in real-life settings
* Uses manipulatives
and drawings to describe geometric transformations (e.g., slides,
flips, and turns)
* Uses appropriate
geometric vocabulary to compare and contrast figures
* Uses manipulatives
to construct models of shapes that are similar, congruent, or
symmetric
1.4
PROBABILITY
AND STATISTICS
* Describes possible
outcomes in a simple experiment where outcomes are not equally
likely
* Collects, organizes, and displays data in familiar situations
from other disciplines using tables, bar graphs, pictographs, and
Venn diagrams
* Describes data using
words like "most often" and "least often"
* Uses appropriate
vocabulary for probability and statistics
1.5
ALGEBRAIC
SENSE
* Represents patterns
symbolically
* Orally describes the functional relationship (e.g., guess my
rule) when given pairs of numbers
*
Completes number sentences using +, -,?=, <, >
* Uses appropriate
vocabulary for algebraic sense
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Instructional Support
Materials
* Investigations in
Number, Data, and Space
* Scott Foresman
Addison Wesley Mathematics
Instructional
Strategies
1.1
* Using Classroom Routines and Calendar
* Exploring addition combinations to 20
* Using 100 Chart to explore number patterns, to compare and
combine numbers
* Breaking apart numbers & recombining
* Composing and decomposing numbers
* Using landmark numbers (10, 25, 50, 75, 100, 500, 1000)
* Exploring fact
strategies - counting on and back, doubles, doubles + 1, turnaround
facts, using doubles to subtract, thinking addition to
subtract
* Exploring fact
families
* Exploring skip
count
1.2
* Exploring measurable
attributes
* Exploring
perimeter/area relationships
* Creating authentic
opportunities to make change (class story, lunch money,
etc)
1.3
* Sorting and
classifying
* Exploring pattern
blocks and mirrors
* Creating geoboard
shapes
1.4
* Predicting
* Creating
surveys
* Using graphic
organizers
* Word Wall
* Fair and unfair
spinner games
1.5
* Exploring patterns
(constructing, recording, describing, extending, comparing)
* Looking for and
representing patterns
* Representing
situations with symbols
* CBA's
* Investigations
Assessment Sourcebook
* Scott Foresman
Addison Wesley Assessment Sourcebook
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Standard 2. The student
understands the meaning of what is read
2.1
Investigates situations
2.2
Formulates questions and defines the problem
2.3
Constructs solutions
* Uses a variety of
strategies and approaches to solve problems (e.g., physical models,
diagrams, act out)
* Identifies missing information
* Defines problems in familiar situations (e.g., How much time do
we have before P.E.?)
* Organizes relevant
information to solve a problem (e.g., makes a Venn diagram to
determine which of three different recipes each classmate
likes)
* Selects appropriate
tools to measure length, area, weight/mass, and
capacity/volume
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Instructional Support
Materials
* Investigations in
Number, Data, and Space
* Scott Foresman
Addison Wesley Mathematics
Instructional
Strategies
* Exploring problem
solving strategies
* Use objects/act it
out
* Draw a picture
* Guess and
check
* Use or look for a
pattern
* Plan/Solve/Look
back
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STANDARD
3. The student uses mathematical reasoning
3.1
Analyzes information
3.2
Predicts results and makes inferences
3.3
Draws conclusions and verifies results
* Interprets and
compares information in familiar situations (e.g., determines which
day of the week was the hottest)
* Validates own thinking using models and patterns (e.g., uses
square tiles to illustrate the area of a rectangle)
* Makes and tests conjectures based on collected data (e.g., given
a bag containing 4 cubes in 2 different colors, guesses how many of
each color there are after picking a cube 10 times with
replacement), and adjusts using supporting or contradictory
results
* Checks for reasonableness of answers (e.g., after computing the
sum of two numbers, uses estimation to see if the answer makes
sense)
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Instructional Support
Materials
* Investigations in
Number, Data, and Space
* Scott Foresman
Addison Wesley Mathematics
Instructional
Strategies
*
Classifying/sorting
*
Comparing/contrasting
*
Finding/extending/using patterns
* Making
predictions
* CBA's
* Investigations
Assessment Sourcebook
* Scott Foresman
Addison Wesley Assessment Sourcebook
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4.1
Gathers information
4.2
Organizes and interprets information
4.3
Represents and shares information
* Extracts
mathematical information from pictures, diagrams, and physical
models (e.g., explores area and perimeter of a variety of
rectangles made with square tiles)
* Organizes and
clarifies mathematical information orally and in writing (example:
describes strategy for solving a subtraction problem in a math
journal)
* Expresses ideas
using models and/or graphs (e.g., uses collections of objects to
demonstrate how to determine if a number is even or
odd)
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Instructional Support
Materials
* Investigations in
Number, Data, and Space
* Scott Foresman
Addison Wesley Mathematics
Instructional
Strategies
* Reading for
math
* Writing about
it/journal
*
Think/Pair/Share
* Working in
groups
* CBA's
* Investigations
Assessment Sourcebook
* Scott Foresman
Addison Wesley Assessment Sourcebook
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STANDARD
5. The student understands how mathematical ideas connect within
mathematics, to other subject areas, and to real-life
situations
* Makes connection
between different mathematical content areas (e.g., uses physical
models to explore the relationship between multiplication and
division situations)
* Recognizes
mathematical patterns and ideas in familiar situations in other
disciplines (e.g., compares average monthly temperatures)
* Gives examples of
how mathematics is used in everyday life
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Instructional Support
Materials
* Investigations in
Number, Data, and Space
* Scott Foresman
Addison Wesley Mathematics
Instructional
Strategies
* Relating/using math
outside of school
*
Collect/analyze/represent data from home
* Using addition to
solve subtraction problems, multiplication to solve division
problems
* CBA's
* Investigations
Assessment Sourcebook
* Scott Foresman
Addison Wesley Assessment Sourcebook
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