| Document Date: June 2004 | ||
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Standard 1.0 Knowledge of Algebra, Patterns, and Functions
Topic
A. Patterns and Functions
Indicator
- 1. Identify, describe, extend, and create numeric patterns
Objectives
- Represent and analyze numeric patterns using skip counting by multiples of 2 and 10 starting with any whole number, and using manipulatives and the 100 chart
- Represent and analyze numeric patterns using skip counting backward by 10s starting with a multiple of 10, and using manipulatives
Indicator
- 2. Identify, copy, describe, create and extend non-numeric patterns
Objectives
- Represent and analyze growing patterns kinesthetically such as: clap/snap, clap/snap/snap, clap/snap/snap/snap, ...
- Represent and analyze repeating patterns using no more than 3 different objects in the core of the pattern
- Transfer a repeating pattern from one medium to a different medium using no more than 3 different objects in the core of the pattern
- Identify patterns in real-world situations
Topic
B. Expressions, Equations, and Inequalities
Indicator
- 1. Write and identify expressions
Objectives
- Represent numeric quantities using concrete and pictorial representations and operational symbols (+, -) with whole numbers to 20
Indicator
- 2. Identify, write, and solve equations and inequalities
Objectives
- Represent relationships using the terms greater than, less than, and equal to for quantities up to 100
- Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers to 20 using pictures and manipulatives
Topic
C. Numeric and Graphic Representations of Relationships
Indicator
- 1. Locate points on a number line
Objectives
- Identify and represent whole numbers up to 50 on a number line using manipulatives and symbols
Standard 2.0 Knowledge of Geometry
Topic
A. Plane Geometric Figures
Indicator
- 1. Recognize and apply the properties/attributes of plane geometric figures
Objectives
- Identify, name, and compare triangles, circles, squares, rectangles, and rhombi by their attributes
- Create models of triangles, circles, squares, and rectangles with varied materials
- Combine and subdivide squares and triangles
Topic
B. Solid Geometric Figures
Indicator
- 1. Recognize and use the attributes of solid geometric figures
Objectives
- Identify and compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms
Topic
C. Representation of Geometric Figures
Indicator
- 1. Represent plane geometric figures
Objectives
- Sketch triangles, circles, squares, rectangles, and rhombi
Topic
D. Congruence
Indicator
- 1. Identify congruent figures
Objectives
- Match congruent figures
Topic
E. Transformations
Indicator
- 1. Recognize a transformation
Objectives
- Use the direction, location, and position words right and left
- Apply spatial reasoning in activities such as: pattern block
- Identify and demonstrate slides and flips using manipulatives
Indicator
- 2. Analyze geometric figures and pictures
Standard 3.0 Knowledge of Measurement
Topic
A. Measurement Units
Indicator
- 1. Read measurement units
Objectives
- Read a calendar to identify days of the week and months of the year
- Tell time in intervals of hours and half-hours using an analog clock
- Compare the same time on analog and digital clocks
- Read a thermometer to tell temperature to the nearest 10° F
Topic
B. Measurement Tools
Indicator
- 1. Measure in customary units
Standard 4.0 Knowledge of Statistics
Topic
A. Data Displays
Indicator
- 1. Collect, organize, and display data
Objectives
- Collect data by conducting surveys
- Collect data on tally charts
- Organize and display data to make picture graphs
- Organize and display data to make single bar graphs
Topic
B. Data Analysis
Indicator
- 1. Analyze data
Objectives
- Interpret data contained in tables
- Interpret data contained in picture graphs using a variety of categories with 1:1 intervals
- Interpret data contained in single bar graphs
Standard 5.0 Knowledge of Probability
Topic
A. Sample Space
Indicator
- 1. Identify possible outcomes
Objectives
- Recognize that a real life situation may have more than one outcome such as a coin having heads or tails
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
- Use concrete materials to compose and decompose quantities up to 20
- Identify multiple representations for a number, such as: 12, 6 + 6, dozen
- Demonstrate instant recognition of quantities in patterned sets
- Use the numbers of 5 and 10 as anchors in relationship to other numbers
- Read, write, and represent whole numbers up to 100 and beyond using models, symbols, and words
- Express whole numbers up to 99 using expanded form
- Identify the place value of a digit in a whole number up to 99
- Compare and order whole numbers up to 99 using terms such as: greater than, less than, equal to
- Estimate quantities up to 50 and use the term "about"
- Count to 100
- Count forward and backward starting with numbers other than one
- Use ordinal numbers to indicate position: first through tenth
Indicator
- 2. Apply knowledge of fractions
Objectives
- Read, write, and represent fractions as parts of a single region using symbols and models with denominators of 2 or 4
- Read, write, and represent halves as parts of a set using pictures and models
Indicator
- 3. Apply knowledge of money
Objectives
- Determine the value of a given set of mixed currency up to $1
- Demonstrate monetary value using real or play coins
- Compare the value of 2 sets of same currency up to $1.00
Topic
C. Number Computation
Indicator
- 1. Analyze number relations and compute
Objectives
- Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one
- Solve a given word problem based on addition or subtraction situation
- Identify the concept of inverse operation to addition and subtraction
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, i.e., 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
