| Document Date: June 2004 | ||
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The objectives assessed on MSA at each grade level are embedded in the Voluntary State Curriculum (VSC). They are identified with the notation, Assessment limit. Assessment limits provide clarification about the specific skills and content that students are expected to have learned for each assessed objective. Even though some objectives in the VSC may not have an Assessment limit at a given grade-level, these non-assessed objectives still must be included in instruction. They introduce important concepts in preparation for assessed skills and content at subsequent grade levels.
The 'VSC Toolkit' provides additional resources for understanding and teaching the content standards.
Standard 1.0 Knowledge of Algebra, Patterns, and Functions
Topic
A. Patterns and Functions
Indicator
- 1. Identify, describe, extend, and create numeric patterns and functions
Objectives
- Create a one-operation (+ or -) function table to solve a real world problem
- Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule
Assessment limits:
- Describe the relationship that generates a one-operation rule
Indicator
- 2. Identify, describe, extend, analyze, and create a non-numeric growing or repeating pattern
Objectives
- Generate a rule for the next level of the growing pattern
Assessment limits:
- Use at least 3 levels but no more than 5 levels
- Generate a rule for a repeating pattern
Assessment limits:
- Use no more than 4 objects in the core of the pattern
- Create a non-numeric growing or repeating pattern
Topic
B. Expressions, Equations, and Inequalities
Indicator
- 1. Write and identify expressions
Objectives
- Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders)
Assessment limits:
- Use whole numbers (0 – 100)
- Determine equivalent expressions
Assessment limits:
- Use whole numbers (0 – 100)
Indicator
- 2. Identify, write, solve, and apply equations and inequalities
Objectives
- Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
Assessment limits:
- Use operational symbols (+, -, ×) and whole numbers (0 – 200)
- Find the unknown in an equation with one operation
Assessment limits:
- Use multiplication (×) and whole numbers (0-81)
Topic
C. Numeric and Graphic Representations of Relationships
Indicator
- 1. Locate points on a number line and in a coordinate grid
Objectives
- Represent mixed numbers and proper fractions on a number line
Assessment limits:
- Use proper fractions with a denominators of 6, 8, or 10
- Identify positions in a coordinate plane
Assessment limits:
- Use the first quadrant and ordered pairs of whole numbers (0 - 20)
- Represent decimals on a number line
Standard 2.0 Knowledge of Geometry
Topic
A. Plane Geometric Figures
Indicator
- 1. Analyze the properties of plane geometric figures
Objectives
- Identify properties of angles using manipulatives and pictures
- Identify, compare, classify, and describe angles in relationship to another angle
Assessment limits:
- Use acute, right, or obtuse angles
- Identify parallel and intersecting line segments
Topic
B. Solid Geometric Figures
Indicator
- 1. Analyze the properties of solid geometric figures
Objectives
- Identify cones, cylinders, prisms, and pyramids
Assessment limits:
- Use cones or cylinders
- Describe solid geometric figures by the number of edges, faces, or vertices
Assessment limits:
- Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms
Indicator
- 2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures
Objectives
- Compare a plane figure to surfaces of solid geometric figure
Assessment limits:
- Analyze or identify the number or arrangement of squares needed to make a cube and triangles/rectangles needed to make a triangular pyramid or rectangular pyramid.
Topic
C. Representation of Geometric Figures
Indicator
- 1. Represent plane geometric figures
Objectives
- Sketch acute, right, obtuse angles, and parallel and intersecting line segments
Topic
D. Congruence
Indicator
- 1. Analyze geometric figures
Objectives
- Identify and describe geometric figures as congruent
Assessment limits:
- Identify the result in a transformation as being congruent to the original figure
Topic
E. Transformations
Indicator
- 1. Analyze a transformation
Objectives
- Identify and describe the results of translations, reflections, and rotations
Assessment limits:
- Use a horizontal line translation, reflection over a vertical line, or rotation of 90° clockwise around a given point of a geometric figure or picture
Standard 3.0 Knowledge of Measurement
Topic
A. Measurement Units
Indicator
- 1. Read customary and metric measurement units
Objectives
- Estimate and determine length and height
Assessment limits:
- Use the nearest millimeter or ¼ inch
- Estimate and determine weight or mass
- Estimate and determine capacity
Topic
B. Measurement Tools
Indicator
- 1. Measure in customary and metric units
Objectives
- Select and use appropriate tools and units
Assessment limits:
- Use the nearest millimeter or ¼ inch with a ruler
Indicator
- 2. Compare right angles to a corner
Objectives
Topic
C. Applications in Measurement
Indicator
- 1. Apply measurement concepts
Objectives
- Determine perimeter
Assessment limits:
- Use polygons with no more than 6 sides given the length of the sides in whole numbers (0 – 100)
- Determine area
Assessment limits:
- Use rectangles with the length of the sides in whole numbers (0 – 100)
- Determine start time, elapsed time, and end time
Assessment limits:
- Use hour and half hour intervals
Indicator
- 2. Calculate equivalent measurements
Objectives
- Determine equivalent units of length
Assessment limits:
- Use 36 inches = 1 yard and whole numbers (0-100)
- Determine equivalent units of time
- Determine equivalent units of capacity and weight within the same system
Standard 4.0 Knowledge of Statistics
Topic
A. Data Displays
Indicator
- 1. Collect, organize, and display data
Objectives
- Collect data by conducting surveys to answer a question
- Organize and display data in line plots and frequency tables using a variety of categories and sets of data
Assessment limits:
- Use line plots with no more than 20 pieces of unorganized data and a range of no more than 10 and whole numbers (0 – 100)
Topic
B. Data Analysis
Indicator
- 1. Analyze data
Objectives
- Interpret line plots
Assessment limits:
- Use no more than 20 pieces of data with a range no more than 10 and whole numbers (0 – 100)
- Interpret line graphs
Assessment limits:
- Use the x-axis representing no more than 6 time intervals, the y-axis consisting of no more than 10 intervals with scales as factors of 100 using whole numbers (0 – 100)
Indicator
- 2. Describe a set of data
Objectives
- Determine median, mode, and range
Assessment limits:
- Use no more than 8 pieces of data and whole numbers (0 – 100)
- Model the mean of a set of data
Standard 5.0 Knowledge of Probability
Topic
B. Theoretical Probability
Indicator
- 1. Determine the probability of one simple event comprised of equally likely outcomes
Objectives
- Express the probability as a fraction
Assessment limits:
- Use a sample space of no more than 6 outcomes
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic
Topic
A. Knowledge of Number and Place Value
Indicator
- 1. Apply knowledge of whole numbers and place value
Objectives
- Read, write, and represent whole numbers using symbols, words, and models
Assessment limits:
- Use whole numbers (0 - 1,000,000)
- Express whole numbers in expanded form
Assessment limits:
- Use whole numbers (0 - 1,000,000)
- Identify the place value of a digit in a number
Assessment limits:
- Use whole numbers (0 - 1,000,000)
- Compare, order, and describe whole numbers
Assessment limits:
- Use no more than 4 whole numbers with or without using the symbols (<, > , =) and whole numbers (0 - 1,000,000)
Indicator
- 2. Apply knowledge of fractions and decimals
Objectives
- Read, write, and represent proper fractions of a single region using symbols, words, and models
Assessment limits:
- Use denominators 6, 8, and 10
- Read, write, or represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models
Assessment limits:
- Use denominators of 6, 8, and 10 with sets of 6, 8, and 10, respectively
- Find equivalent fractions
- Read, write, and represent mixed numbers using symbols, words, and models
- Read, write, and represent decimals using symbols, words and models
Assessment limits:
- Use no more than 2 decimal places and numbers (0-100)
- Express decimals in expanded form
Assessment limits:
- Use no more than 2 decimal places and numbers (0-100)
- Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =)
Assessment limits:
- Use like denominators and no more than 3 numbers (0-20)
- Compare, order, and describe decimals with or without using the symbols (<, >, or =)
Assessment limits:
- Use no more than 3 decimals with no more than 2 decimal places and numbers (0 – 100)
Indicator
- 3. Apply knowledge of money
Objectives
- Compare the value of sets of mixed currency
Assessment limits:
- Use 2 sets of mixed currency and money ($0 - $100)
- Determine the change from $100
Topic
B. Number Theory
Indicator
- 1. Apply number relationships
Objectives
- Identify and use divisibility rules
Assessment limits:
- Use the rules for 2, 5, or 10 with whole numbers (0 – 1000)
- Identify factors
Assessment limits:
- Use whole numbers (0 – 24)
- Identify multiples
Assessment limits:
- Use the first 5 multiples of any single digit whole number
Topic
C. Number Computation
Indicator
- 1. Analyze number relations and compute
Objectives
- Add whole numbers
Assessment limits:
- Use up to 3 addends with no more than 4 digits in each addend and whole numbers (0 - 10,000)
- Subtract whole numbers
Assessment limits:
- Use a minuend and subtrahend with no more than 4 digits in each and whole numbers (0 – 9999)
- Multiply whole numbers
Assessment limits:
- Use a one 1-digit factor by up to a 3-digit factor using whole numbers (0 – 1000)
- Divide whole numbers
Assessment limits:
- Use up to a 3-digit dividend by a 1-digit divisor and whole numbers with no remainders (0 - 999)
- Add and subtract proper fractions and mixed numbers
Assessment limits:
- Use 2 proper fractions with a single digit like denominators, 2 mixed numbers with single digit like denominators, or a whole number and a proper fraction with a single digit denominator and numbers (0 – 20)
- Add 2 decimals
Assessment limits:
- Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)
- Subtract decimals
Assessment limits:
- Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)
Indicator
- 2. Estimation
Objectives
- Determine the approximate sum and difference of 2 numbers
Assessment limits:
- Use no more than 2 decimal places in each and numbers (0 – 100)
- Determine the approximate product or quotient of 2 numbers
Assessment limits:
- Use a 1-digit factor with the other factor having no more than 2-digits or a 1-digit divisor and no more than a 2-digit dividend and whole numbers (0 – 1000)
Standard 7.0 Processes of Mathematics
Topic
A. Problem Solving
Indicator
- 1. Apply a variety of concepts, processes, and skills to solve problems
Objectives
- Identify the question in the problem
- Decide if enough information is present to solve the problem
- Make a plan to solve a problem
- Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
- Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
- Identify alternative ways to solve a problem
- Show that a problem might have multiple solutions or no solution
- Extend the solution of a problem to a new problem situation
Topic
B. Reasoning
Indicator
- 1. Justify ideas or solutions with mathematical concepts or proofs
Objectives
- Use inductive or deductive reasoning
- Make or test generalizations
- Support or refute mathematical statements or solutions
- Use methods of proof, ie. direct, indirect, paragraph, or contradiction
Topic
C. Communication
Indicator
- 1. Present mathematical ideas using words, symbols, visual displays, or technology
Objectives
- Use multiple representations to express concepts or solutions
- Express mathematical ideas orally
- Explain mathematically ideas in written form
- Express solutions using concrete materials
- Express solutions using pictorial, tabular, graphical, or algebraic methods
- Explain solutions in written form
- Ask questions about mathematical ideas or problems
- Give or use feedback to revise mathematical thinking
Topic
D. Connections
Indicator
- 1. Relate or apply mathematics within the discipline, to other disciplines, and to life
Objectives
- Identify mathematical concepts in relationship to other mathematical concepts
- Identify mathematical concepts in relationship to other disciplines
- Identify mathematical concepts in relationship to life
- Use the relationship among mathematical concepts to learn other mathematical concepts
Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.
June 2004
