View Page Page Settings My Desktop Support Log Off jribeiro from 158.123.253.2 Copy This Page You are currently using this Scrapbook page in advanced mode. Math Curriculum Home Page Curriculum Introduction Principles of Learning Summary Chart Download Curriculum & Documents K-2 Curriculum Gr. 3 - Gr. 5 Curriculum Contact Mr. Ribeiro Useful Links Meetings/Agendas Tuesday, November 1st, 2005 Home Curriculum & Instruction Resources Home *K-2 Curriculum Content Standards: Mathematics K-2 Content Standards: Content Standards Home Page K-2 Curriculum Math Curriculum Home Page West Warwick SD: Curriculum & Instruction Resources Edit Add text here. Collapse Items For Sorting. Sort Order: (1) K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and numbe... Edit Delete K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Adds, subtracts, multiplies, and divides whole numbers, with and without calculators; that is: M1a Kindergarten Competency Grade 1 Competency Grade 2 Competency · Rote counting to 100+ · Counting objects to 25+ · Number recognition up to 100+ · Counts backwards from 20 · Counts to 100 by 5’s and 10’s · Writing numerals to 25 · Counts on starting at various points · Creates an awareness of addition and subtraction . · Creates a number sense by understanding numbers, ways of representing numbers, relationships among numbers and number systems i.e., 12 = 5 + 7, 1111 11 · Rote counting by 1’s to 130+ · Rote counting by 2’s, 5’s, and 10’s to 100 · Adds, i.e., joins things together, increases · Creates fluency with addition and subtraction facts · Multiplies, i.e., uses repeated addition, counts by multiples, · Develops a number sense by dividing i.e., puts things into groups, shares equally, · Begins to analyze problem situations and contexts in order to figure out when to add and subtract · Begins to develop and use strategies and algorithms to solve number problems · Create an understanding of negative numbers concepts, e.g., on the number lines, in counting, in temperature · Connects number words and numerals to the quantities they represent · Creates and understanding of the relative position of counting numbers and ordinal numbers and their connections · Begins to read and write 3 digit numbers · Represent numbers in a variety of ways · Understands number sequences on a number line and number grid · Understands various meanings of addition and subtraction of whole numbers and their relationship · Understands the effects of adding and subtracting whole numbers · Develop fluency with addition and subtraction facts · Understands situations that entail multiplication and division, such as equal groupings of objects and sharing equally · Uses strategies for whole number computation with a focus on addition and subtraction · Computes answers mentally, e.g., 50+30,25+25,27-10 · Create an understanding of negative numbers concepts, e.g., on the number lines, in counting, in temperature · Identifies, reads and writes 2 and 3 digit numbers · Begins to read and write 4 digit numbers *Denotes evidence collected Student Evidence Student Evidence · On-going use of slates, paper- pencil · Task- Amazing Equations quarterly · Name Collection Boxes quarterly · 100’s Grid – “What’s Missing” · Task- Holiday Dinner (Eye on Education) Student Evidence · On-going use of slates, paper-pencil · Story Problems (Everyday Math) · Task- Fair Shares (Eye on Education) K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Demonstrates understanding of the base ten place value system and uses this knowledge to solve M1b arithmetic tasks; Kindergarten Competency Grade 1 Competency Grade 2 Competency · Becomes familiar with place value concepts using manipulatives · Recognizes and forms groups · Counts 1,10 more than or less than · Counts 100 more/less than · Uses multiple models to develop initial understanding of place value and the base 10 system · Counts 1, 10, 100 more than or less than · Uses knowledge about ones, tens, hundreds to figure out answers to tasks. · Identifies, reads and writes 2 and 3 digit numbers · Reads, writes, and compares numbers up to 99 · Demonstrates 2 and 3 digit numbers using base 10 blocks · Rote counts to 100 by 2’s, 5’s, and 10’s · Counts forward by 10’s from a two digit number · Writes different number equivalencies with different model formats Student Evidence Student Evidence Student Evidence · Name collection boxes · 1 less than 100, 10 more than 380, *Denotes evidence collected K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Estimates, approximates, round off, uses landmark numbers, or uses exact numbers, as appropriate, in M1c calculations Kindergarten Competency Grade 1 Competency Grade 2 Competency · Demonstrates estimation strategies through guessing · Uses a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators · Has an understanding of the use of estimation in appropriate situations including approximates, round off, reasonable landmark numbers e.g. If adding 17 + 9 would 40 be a reasonable answer? · Uses exact numbers in calculations · Estimates money values to the nearest dollar · Uses a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators Student Evidence · “What’s your best guess” Student Evidence · Monster Squeeze · Number Stories (Assessment Master A) Student Evidence *Denotes evidence collected Sort Order: (2) K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of ari... Edit Delete K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Describes and compares quantities by using concrete and real world models of simple fractions; that is M1d Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognizes parts if wholes and halves with partitioning · Uses concrete and semi-concrete materials, finds simple parts of wholes and halves · Uses semi-concrete materials to represent simple fractions · Recognizes simple fractions 1/2. 1/4, 1/3 · Uses concrete and semi-concrete materials, finds simple parts of wholes and halves · Describes and compare quantities by concrete and real world models of simple fractions · Recognize simple fractions as instructions to divide · Understands and represents familiar fractions such as 1/2 and 1/3, 1/4 Student Evidence Student Evidence · Finds simple parts of wholes using manipulatives · Uses drawings to represent simple fractions · Cracker Play – Lesson 89 Student Evidence · drawings, models to represent simple fractions and what the numerator and denominator mean. · Give fractional name for shaded part of a region · Shades requested fractional part of a region *Denotes evidence collected K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Describes and compares quantities by using simple decimals; that is: M1e Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognize and identify penny, nickel, dime and quarter · Knows the value of penny, nickel, dime, and quarter. · Understand and demonstrate equivalencies of coin combinations up to $.25+ · Creates an ability to count c o i n s and records amounts using money notations ($ .) · Understands and demonstrate equivalencies of coin combinations up to $1.00 · Adds, subtracts money amounts using manipulative or visual aids · Creates awareness of relationships among simple fractions and decimals i.e 0.25 = 1/4 · Uses computation strategies to solve number stories involving money · Counts coins and records amounts using the dollar sign and decimal point ($ .) Student Evidence Student Evidence · After lesson 84 · Unit 8 review Student Evidence *Denotes evidence collected K-12 Mathematics M1 Arithmetic and Number Concepts The student produces evidence that demonstrates understanding of arithmetic and number concepts; that is the student: Performance Standard: Describes and compares quantities using whole numbers up to 10,000 that is: M1f Kindergarten Competency Grade 1 Competency Grade 2 Competency · Sorts objects by their properties shares strategies · Describes and compares quantities using numbers up to 500 · Develops the ability to make reasonable estimates of quantities of real objects · Identifies odd and even numbers · Uses inequality symbols () · Describes and compares quantities using whole numbers up to 1,000 · Connects ideas of quantities to the real world (e.g. How many students can fit in your classroom?) · Finds, identifies, and sorts numbers by their properties, e.g. odd, even · Uses inequality symbols () correctly Student Evidence Student Evidence Student Evidence *Denotes evidence collected Sort Order: (3) K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding... Edit Delete K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Gives and responds to directions about locations M2a Kindergarten Competency Grade 1 Competency Grade 2 Competency · Describes and names relative positions in space and begins to explore and apply ideas about relative positions · Understands the concept- first and last · Develops an understanding of navigating in regards to direction, distance, location and representation · Describes and names places in regards to direction, distance, location and representation in navigating or reading maps Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Visualizes and represents two dimensional views of simple rectangular three dimensional shapes, M2b Kindergarten Competency Grade 1 Competency Grade 2 Competency · Creates mental images of circles, triangles, and squares using spatial memory and spatial visualization · Recognizes and represents shapes from different perspectives · Recognizes, names, builds, compares and sort 2- and 3- dimensional shapes · Begins to describe attributes and parts of 2- and 3- dimensional shapes · Begins to investigates and predicts the results of putting together and taking apart 2- and 3- dimensional shapes · Recognizes, names, builds, draws, compares, and sorts 2- and 3- dimensional shapes. · Creates mental images of geometric shapes using spatial memory and spatial visualization · Recognizes, names, builds, draws, describes the 2 and 3 dimensional views of simple shapes · Creates mental images of geometric shapes using spatial memory and spatial visualization Student Evidence Student Evidence · Quilt Squares + Block Towns from Investigations in Data and Space Student sheets 2, 8 Student Evidence · Unit 9 Review -Everyday Mathematics · Geometry Assessment – Assessment Master B *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Uses simple 2 dimensional coordinate systems to find locations on a map, and represents points M2c and simple figures. Kindergarten Competency Grade 1 Competency Grade 2 Competency · Begins to apply ideas about direction and distance · Begins to apply ideas about direction and distance · Begins to find and name locations with simple relations such as ‘near to’ · Begins to associate ideas in geometry to ideas in number and measurement · Recognizes geometric shapes in the environment and specify their location · Finds and names locations with simple relationships such as ”near to” and in coordinate systems such as maps · Describes, names, and interpret direction and distance in navigating space and applying ideas about direction and distance · Describes, names, interprets, and applies ideas of relative position in space. · Applies ideas of direction and distance in navigating space · Finds and names locations with simple relations (e.g., near to) and coordinate systems (maps). Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Use different types of 2 and 3 dimensional figures (polygons, and polyhedral) identifies them M2d by their properties Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognizes and creates shapes that have symmetry · Identifies, describes, and uses pattern blocks; hexagons, trapezoid, rhombus · Describes attributes and parts 2- and 3- dimensional shapes · Investigates and predicts the results of putting together and taking apart two-dimensional objects · Recognizes and creates shapes that have symmetry · Develops an awareness of many figures (angles, triangles, squares, rectangles, rhombi, parallelogram, quadrilaterals, polygons, prisms, pyramids, cubes, circles, and spheres). · Identifies the figures by their properties e.g. number of faces, edges, points, angles, can identify symmetry using concrete objects. · Begins to describe attributes and parts of 2 and 3 dimensional shapes. · Recognizes and represents shapes from different perspectives Student Evidence · Task- Shapes in My World (Eye on Ed) Student Evidence · Task- Shapes in My World (Eye on Ed) · Task- Is it 15? (Eye on Ed) Student Evidence -Sorting Solids- task- see: LASW Task- Shapes in My World (Eye on Ed) *Denotes evidence collected Sort Order: (4) K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geo... Edit Delete K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Solve problems by showing relationship between and among figures M2e Kindergarten Competency Grade 1 Competency Grade 2 Competency · Explores the results of sliding, flipping and turning 2-dimensional shapes · Recognizes and applies slides, flips, and turns · Applies flips, slides, turns, and predicts the effects of transformation on shapes. · Creates shapes that have symmetry Student Evidence Student Evidence Student Evidence · Task- Is it 15? (Eye on Ed) *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Extends and creates geometric patterns using concrete and pictorial models M2f Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognizes and applies slides, flips, and turns · Identifies, analyzes and extends patterns and recognizes the same pattern in different settings Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student Performance Standard: Uses basic ways of estimating and measuring the size of figures and objects in the real world, perimeter, area, including length, width, perimeter, and area M2g Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognizes the attributes of length, volume, weight, area and time · Develops an understanding of how to measure using nonstandard units · Compares sizes 2 parts-small/smallest, large/largest · Compares sizes of objects and weights by using appropriate tools · Recognizes the attributes of length, capacity, weight, area and time. · Relates ideas in geometry to ideas in number and measurement · Recognizes geometric shapes and structures in the environment and specify their location · Compares and orders objects according to length, volume, weight, area and time · Develops an understanding of how to measure using nonstandard and standards units · Relates geometric ideas to number and measurement ideas. · Develops a sense of the unit (e.g., length, area) through estimation. · Makes comparisons and describes change qualitatively (e.g. taller than); quantitatively (e.g., 3 inches taller). · Compares and orders objects according to length, volume, weight, area and time Student Evidence Student Evidence · Journal 1 p. 36 · Unit 4 Review Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student Performance Standard: Uses models to reason about the relationship between the perimeter and area of rectangles M2h in simple situations Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student Performance Standard: Uses units both formal & informal, for estimating and measuring quantities M2i such as weight, length, area, volume, and time. Kindergarten Competency Grade 1 Competency Grade 2 Competency · Develops a sense of using an appropriate unit of time · Selects and uses appropriate units and tools for the attributes being measured · Uses repetition of a single unit to measure something larger that the unit · Selects and uses an appropriate unit of time · Develops an understanding of the nature of units of measure (nonstandard) · Measures with same size unit ( nonstandard and standard) · Uses repetition of a single unit to measure something larger than the unit · Uses tools to measure · Develops common referents for measures to make comparisons and estimates · Selects and uses an appropriate unit of time Student Evidence Student Evidence --Tells time to the hour (analogue and digital) Student Evidence · Tells time to 5-minute intervals · Uses ruler, tape measure meter/yardstick correctly · Use “ Journal 1 p. 68 for pre-assessment then again after lessons 11, 49, 97 *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Carries out simple unit conversions M2j Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M2 Geometry and Measurement Concepts The student produces evidence that demonstrates understanding of geometry and measurement concepts, that is, the student: Performance Standard: Uses scales in maps, and uses, maps and creates scales for rectangular drawings based on M2k work with concrete models and graph paper Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M3 Function and Algebra Concepts The student produces evidence that demonstrates understanding of function and algebra concepts, that is the student: Performance Standard: Uses linear patterns to solve problems M3a Kindergarten Competency Grade 1 Competency Grade 2 Competency · Begins to recognize linear · Uses simple patterns · Analyzes how both repeating and growing patterns are generated · Recognizes, describes, and extends patterns such as sequences of sounds and shapes or simple numeric patterns and translates from one representation to another · Explores patterns of multiples Student Evidence · Uses patterns such as ABAB, AAB, ABB, ABC · Task- Linear Patterns (Eye on Ed) Student Evidence · Frames and Arrows · Task- Linear Patterns (Eye on Ed) Student Evidence · mystery patterns on hundreds chart · identifies patterns on number grids for counts by n · Frames and Arrows · Task- Extended Number Patterns (Eye on Ed) *Denotes evidence collected Sort Order: (5) K-12 Mathematics M3 Function and Algebra Concepts The student produces evidence that demonstrates understanding of function a... Edit Delete K-12 Mathematics M3 Function and Algebra Concepts The student produces evidence that demonstrates understanding of function and algebra concepts, that is the student: Performance Standard: Builds iterations of simple non-linear patterns, including multiplicative and squaring patterns M3b (e.g., “growing” patterns) with concrete materials, and recognizes that these patterns are not linear. Kindergarten Competency Grade 1 Competency Grade 2 Competency · Recognizes an awareness of non-linear patterns · Builds representations of simple non-linear patterns, including multiples with concrete materials (growing patterns 3-D) · Recognizes, extends, and creates non- linear patterns · Recognizes how both repeating and growing patterns are generated · Recognizes patterns in square numbers · Recognizes patterns of multiples Student Evidence Student Evidence Student Evidence -Uses arrays to investigate square numbers *Denotes evidence collected K-12 Mathematics M3 Function and Algebra Concepts The student produces evidence that demonstrates understanding of function and algebra concepts, that is the student: Performance Standard: Uses the understanding that an equality relationship between two quantities remain the same as long as M3c The same change is made to both quantities Kindergarten Competency Grade 1 Competency Grade 2 Competency · Creates an understanding of equality relationships; 1+4=5, 2+3=5, 4+1=5, 3+2=5 · Recognizes the meaning of the equal sign · Completes simple functional relationship problems · Understands that the equal sign indicates a relationship that the quantities on each side are equivalent Student Evidence · Builds number families to 5 Student Evidence · Uses “What’s my rule?” after lessons 60, 90 Student Evidence *Denotes evidence collected K-12 Mathematics M3 Function and Algebra Concepts The student produces evidence that demonstrates understanding of function and algebra concepts, that is the student: Performance Standard: Uses letter, boxes or other symbols to stand for any number, quantity, or object in simple situations M3d With concrete materials Kindergarten Competency Grade 1 Competency Grade 2 Competency · Creates an understanding of representing a number with concrete materials · Uses boxes to stand for any number in simple situations (missing addends) · Uses concrete, pictorial, and verbal representation to develop an understanding of symbolic notation Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Collects and organizes data to answer a question or to test a hypothesis by comparing sets of data M4a Kindergarten Competency Grade 1 Competency Grade 2 Competency · Collects and organizes data to answer a question (e.g., graph, survey, favorites) by comparing sets of data · Collect and organize data to answer a question (e.g., graph, survey, favorites) or test a hypothesis by comparing sets of data · Formulates questions that can be addressed with data and collects, relevant data to answer them. Student Evidence · Students will sort and classify objects according to attributes Student Evidence Student Evidence · Task- Data Collection (Eye on Ed) · Student Sheet 9 from “Does it Walk, Crawl, or Swim?” from Investigations in Number, Data, and Space *Denotes evidence collected K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Displays data in line plots, graphs, tables, and charts M4b Kindergarten Competency Grade 1 Competency Grade 2 Competency · Creates and displays data in graphs and charts · Displays data in lines, graphs, table, and charts · Represent data using concrete objects, pictures, and graphs Student Evidence Student Evidence Student Evidence · Students uses bar graphs, line-plot graphs, tallies, pictographs, charts, and tables · Task- Data Collection (Eye on Ed) · Student Sheet 10 from “Does it Walk, Crawl, or Swim?” from Investigations in Number, Data, and Space *Denotes evidence collected K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Makes statements and draws simple conclusions based on data M4c Kindergarten Competency Grade 1 Competency Grade 2 Competency · Makes statements and draws simple conclusions based on data · Makes observations and uses terms such as more than, less than, same, and different · Compares data in order to make true statements · Makes statements and draws simple conclusions based on data by reading data in line plots, graphs, tables, and charts · Selects and uses appropriate statistical methods to analyze data (Compares parts of data to make statement about the whole) · Starts making predictions that are based on data · Describes parts of the data and the set of data as a whole to determine what the data shows Student Evidence Student Evidence Student Evidence · Task- Data Collection (Eye on Ed) · Student Sheets 9/10 from “Does it Walk, Crawl, or Swim?” from Investigations in Number, Data, and Space *Denotes evidence collected Sort Order: (6) K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of stat... Edit Delete K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Gathers data to understand the concept of samples, i.e. that a large sample leads to more reliable information, e.g. when flipping coins M4d Kindergarten Competency Grade 1 Competency Grade 2 Competency · Gather data about an entire group or · Discusses and applies basic concepts of probability · Discusses events related to experiences as likely or unlikely Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Predicts results, analyzes data and finds out why some results are more likely, less likely, or equally M4e equally likely Kindergarten Competency Grade 1 Competency Grade 2 Competency · Makes observations and generalizations about data collected and recorded routinely · Answers questions about the likelihood of events using vocabulary such as “more likely” and “less likely” based on past experiences · Begins to realize the likelihood of events Student Evidence -temperature, weather, and attendance Student Evidence Student Evidence · Task -Probability Fair (Eye on Education) *Denotes evidence collected K-12 Mathematics M4 Statistics and Probability Concepts The student produces evidence that demonstrates understanding of statistics and probability concepts. The student: Performance Standard: Find all possible combinations and arrangements within certain constraints, involving a limited M4f number of variables Kindergarten Competency Grade 1 Competency Grade 2 Competency · Explores possible combinations and arrangements · Find all possible combinations and arrangements within certain constraints involving a limited number of variables: · Sorts and classifies objects according to their attributes and organizes data about the objects Student Evidence Student Evidence - If you had a red and blue shirt and a green pair and black pair of pants What are the outfits you could wear? Student Evidence *Denotes evidence collected K-12 Mathematics M5 Problem Solving and Reasoning The student demonstrates logical reasoning throughout work in math; demonstrates problem solving by using mathematical concepts and skills to solve non-routine problems that do not lay out specific and detailed steps to follow. There are three aspects to this standard: Performance Standard: Formulation Given the basic statement of a problem a student: M5a Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M5 Problem Solving and Reasoning The student demonstrates logical reasoning throughout work in math; demonstrates problem solving by using mathematical concepts and skills to solve non-routine problems that do not lay out specific and detailed steps to follow. There are three aspects to this standard: Performance Standard: Implementation The student makes the basic choices involved in planning and carrying out a solution; M5b that is the student: Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M5 Problem Solving and Reasoning The student demonstrates logical reasoning throughout work in math; demonstrates problem solving by using mathematical concepts and skills to solve non-routine problems that do not lay out specific and detailed steps to follow. There are three aspects to this standard: Performance Standard: Conclusion The student moves a particular problem by making connections, and/or generalizations: M5c Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Adds, subtracts, multiplies, and divides whole numbers correctly M6a Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Estimates numerically and spatially M6b Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Estimates area, perimeter, circumference, diameter, height, weight, and volume accurately in M6c both customary and metric systems Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Computes time (in hours/minutes) and money (in dollars/cents). M6d Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Refers to geometric shapes and terms correctly with concrete objects or drawings M6e Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected Sort Order: (7) K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demo... Edit Delete K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Uses math symbols ( +, -, x, /, $, %,etc., and decimal point correctly in number sentences and expressions. M6f Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Reads, creates, and represents data on line plots, charts, graphs, and coordinate graphs. M6g Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M6 Mathematical Skills and Tools The student demonstrates fluency with skills using them accurately and demonstrates practical competence and persistence with other skills by using them effectively to accomplish a task. Performance Standard: Uses ruler, graph paper, scales correctly. Uses mental math, paper and pencil computations, M6h manipulatives, calculators, computers, appropriately to achieve solutions Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M7 Mathematical Communication The student uses the language of mathematics, its symbols, notation, graphs, and expressions, to communicate through reading, writing, speaking, and listening, and communicates about mathematics by describing mathematical ideas and concepts and explaining reasoning and results; that is, the student: Performance Standard: Uses appropriate terms, vocabulary, and language, based on prior conceptual work. M7a Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M7 Mathematical Communication The student uses the language of mathematics, its symbols, notation, graphs, and expressions, to communicate through reading, writing, speaking, and listening, and communicates about mathematics by describing mathematical ideas and concepts and explaining reasoning and results. Performance Standard: Shows mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, M7b Charts, graphs, tables, diagrams, and models. Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M7 Mathematical Communication The student uses the language of mathematics, its symbols, notation, graphs, and expressions, to communicate through reading, writing, speaking, and listening, and communicates about mathematics by describing mathematical ideas and concepts and explaining reasoning and results; that is, the student: Performance Standard: Explains solutions to problems clearly and logically, and supports solutions with evidence, in both M7c oral and written work. Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M7 Mathematical Communication The student uses the language of mathematics, its symbols, notation, graphs, and expressions, to communicate through reading, writing, speaking, and listening, and communicates about mathematics by describing mathematical ideas and concepts and explaining reasoning and results; that is, the student: Performance Standard: Considers purpose and audience when communicating about mathematics M7d Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected K-12 Mathematics M7 Mathematical Communication The student uses the language of mathematics, its symbols, notation, graphs, and expressions, to communicate through reading, writing, speaking, and listening, and communicates about mathematics by describing mathematical ideas and concepts and explaining reasoning and results; that is, the student: Performance Standard: Comprehends mathematics from reading assignments and from sources M7e Kindergarten Competency Grade 1 Competency Grade 2 Competency Student Evidence Student Evidence Student Evidence *Denotes evidence collected Sort [Back to Top] Add text here.... 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