Standard 1 Number and Computation:
The student uses numerical and computational concepts and procedures in a variety of situations.
Benchmark 1
Number Sense - The student demonstrates number sense for whole numbers, simple fractions, money, and decimals in a variety of situations.
Indicator 1
(K) The student knows, explains, and represents:
a. whole numbers from 0 through 10,000 (2.4.K1b); $
b. fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, sixteenths) (2.4.K1c); $
c. decimals greater than or equal to zero through tenths place (2.4.K1c). $
Indicator 2
(K) The students compares and orders:
a. (*) whole numbers from 0 through 10,000 with and without the use of concrete objects (2.4.K1b); $
b. fractions greater than or equal to zero with like denominators (halves, fourths, thirds, eighths, tenths, sixteenths) using concrete objects (2.4.K1c);
c. decimals greater than or equal to zero through tenths place using concrete objects (2.4.K1c).
Indicator 3
(K) The student knows, explains, and uses equivalent representations including the use of mathematical models for:
a. addition and subtraction of whole numbers from 0 through 1,000 (2.4.K1a), eg., 143+237 = 300+80
b. multiplication using the basic facts through the 5s and the multiplication facts of the 10s (2.4.K1a), e.g., 3 x 2 can be represented as 4 + 2
c. addition and subtraction of money (2.4.K1d), e.g., three half dollars equals 50¢ x 3 or 50¢ + 100¢.
Indicator 4
(K) (K)The student determines the value of mixed coins and bills with a total value of $50 or less (2.1.K1d). $
Indicator 1
(A) The student solves real-world problems using equivalent representations and concrete objects to:
a. compare and order whole numbers from 0 through 5,000 (2.4.A1b), e.g., using base ten blocks, represent the total school attendance for a week; then represent the numbers using digits and compare and order in different ways;
b. add and subtract whole numbers from 0 through 1,000 and when used as monetary amounts (2.4.A1d), $ e.g., use real money to show at least 2 ways to represent $10.42; then subtract the cost of a book purchased at the school's book fair from $10.42 (the amount you have earned and can spend).
Indicator 2
(A) The student determines whether or not solutions to real-world problems that involve the following are reasonable:
a. whole numbers from 0 through 1,000 (2.4.A1b); e.g., Is it reasonable for Jolene to say that there are 1,000 students in grade 3 at her school?
b. fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, sixteenths) (2.4.A1c); e.g., Is it reasonable to say you ate 1/2 of your sandwich and your friend ate 3/4 of the same sandwich?
c. decimals greater than or equal to zero when used as monetary amounts (2.4 A1c). $, e.g., Which of the following prices are reasonable for a pack of chewing gum? $62.00 $.75 $.09 $75.00 $7.50
d. determines the amount of change owed through $100.00 (2.4.A1d) $ , e.g., The total cost of the school supplies was $12.37. What was the amount of change received after giving the clerk $20.00? To solve, $20.00 - $12.37 = $7 63. The amount of change was $7.63.
Benchmark 2
Number Systems and Their Properties - The student demonstrates an understanding of whole numbers with a special emphasis on place value, recognizes, uses, and explains their properties, and extends their properties, and extends these properties to simple fractions, mixed numbers, decimals and money.
Indicator 1
(K) The student identifies, reads, and writes numbers using numerals and words from tenths place through ten thousands place (2.4.K1a-b) $ , e.g., sixty-four thousand, three hundred eighty and five tenths is written in numerical form as 64 380.5.
Indicator 2
(K) The student identifies, models, reads, and writes numbers using expanded form from tenths place through ten thousands place (2.4.K1b), e.g., 56,277.3 = (5 x 10,000) + (6 x 1,000) + (2 x 100) + (7 x 10) + (7 x 1) + (3 x .1).
Indicator 3
(K) The student classifies various subsets of numbers as whole numbers, fractions (including mixed numbers), or decimals (2.4.K1a-c).
Indicator 4
(K) The student identifies the place value of various digits from tenths to one hundred thousands place (2.4.K1b). $
Indicator 5
(K) The student divides whole numbers from 0 through 99,999 into groups of 10 000s; 1,000s; 100s; 10s, and 1s using base ten models (2.4.K1b).
Indicator 6
(K) The student identifies any whole number through 1,000 as even or odd (2.4 K1a).
Indicator 7
(K) (K)The student uses the concepts of these properties with whole numbers from 0 through 100 and demonstrates their meaning including the use of concrete objects (2.4.K1a): $
a. commutative properties of addition and multiplication, e.g., 7 + 8 = 8 + 7 or 3 x 6 = 6 x 3;
b. zero property of addition (additive identity), e.g., 4 + 0 = 4;
c. property of one for multiplication (multiplicative identity), 1 x 3 = 3;
d. associative property of addition, e.g., (3 + 2) + 4 = 3 + (2 + 4);
e. symmetric property of equality applied to addition and multiplication, e.g., 100 = 20 + 80 is the same as 20 + 80 = 100 and 3 x 4 = 12 is the same as 12 = 3 x 4;
f. zero property of multiplication, e.g., 9 x 0 = 0 or 0 x 32 = 0
Indicator 1
(A) The student solves real-world problems with whole numbers from 0 through 100 using place value models, money, and the concepts of these properties to explain reasoning (2.4.A1a-b,d): $
a. commutative property of addition, e.g., a student has a dime, nickle, and quarter to purchase a pencil; a student totals the amount of the coins to see weather or not there is enough money; because adding in any order does not change the sum the student could count the Quarter, nickle, dime as 25+10+5;
b. zero property of addition, e.g., a student has 6 marbles in one pocket and none in the other pocket. How many marbles altogether? 6+0=6;
c. associative property of addition, e.g., a student has two dimes and a quarter; their are two ways to group the coins to find the total:$.10(dime) + $.10(dime) = $.20, then add the quarter, $.20 + $.25(quarter) = $.45, or $.10(dime + $.25 Quarter)= $.35, then add the other dime to $.35 and $.35 + $.10 = $.45 or (D+D +Q = D+(D+Q). coin pictures)
Indicator 2
(A) The student performs various computational procedures with whole numbers from 0 through 100 (2.4.A1b) using the concepts of these properties and explains how they were used (2.4.A1a-b):
a. commutative property of multiplication, e.g., given 4x6 the student says: I know that 4x6 is 24 and you can multiply in any order and still get the same answer;
b. zero property of multiplication without computing, e.g., 7 x 3 x 4 x 0 x 5 = __, the student says: I know the answer (Product) is zero because no matter how many factors you have, when you multiply with a 0, the product is zero;
c. associative property of addition, e.g., 9 + 8 could be solved as 1 + (8 + 8) or 1 + 8) + 8, the student says: I dont know 9+8, but I know my doubles of 8+*, so I made the 9 into 1+8 and then added more to make 17.
Benchmark 3
Estimation - The student uses numerical estimation with whole numbers, simple fractions, decimals, and money in a variety of situations.
Indicator 1
(K) The student estimates whole numbers quantities from 0 through 1,000; fractions (halves, fourths); and monetary amounts through $500 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a-d). $
Indicator 2
(K) The student uses various estimation strategies to estimate using whole number quantities from 0 through 1,000 and explains the process used (2.4.K1b) e.g., 362 rounded to the nearest ten is 360 and 362 rounded to the nearest hundred is 400. Using front-end estimation, 362 is about 300 or 400 depending on the context of the problem. Using a "nice" number, 362 is about 350 because of the benchmark number - 350, since it is halfway point between 300 and 400.
Indicator 3
(K) The student recognizes and explains the difference between an exact and an approximate answer (2.4.K1a), e.g., When asked how many students are in a classroom, an exact answer could be 24. Whereas, an approximate answer could be 20 since 24 could be rounded down to the nearest ten (underestimated) or rounded up to 30 (overestimated).
Indicator 1
(A) The student adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a), e.g., if given a pint container and told the number of marbles it has in it, the student would estimate the number of marbles in a quart container.
Indicator 2
(A) The student estimates to check whether or not the result of a real world problem using whole numbers from 0 through 1,000 and monetary amounts through $500 is reasonable and makes predictions based on the information (2.4 A1a-d) $ , e.g., at the movies you bought popcorn for $2.35, a soda for $2.50, and paid $4.50 for the ticket. Is it reasonable to say you spent $10.00? How much will you need to save to go to the movies once a week for the next month?
Indicator 3
(A) The student selects a reasonable magnitude from three given quantities based on a familiar problem situation and explains the reasonableness of the results (2.4.A1a), e.g., About how many students are in my class today - 2, 20, 200?
Indicator 4
(A) The student determines if a real-world problem with whole numbers from 0 through 1,000 calls for an exact or approximate answer and performs the appropriate computation using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.A1a).
Benchmark 4
Computation - The student explains and performs computation with whole numbers, addition and subtraction or proper fractions with like denominators, and money in a variety of situations.
Indicator 1
(K) The student computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a). $
Indicator 2
(K) The student states and uses with efficiency and accuracy the multiplication facts through the 5s and the multiplication facts of the 10s and corresponding division facts (2.4.K1a). $N
Indicator 3
(K) The student skip counts (multiples) by 2s, 3s, 4s, 5s, and 10s (2.4.K1a).
Indicator 4
(K) The student performs and explains these computational procedures: N
a. adds and subtracts whole numbers from 0 through 10,000 (2.4.K1a b);
b. multiplies whole numbers when one factor is 5 or less and the other factor is a multiple of 10 through 1,000 with or without the use of concrete objects (2.4 K1a-b), e.g., 400 x 3 = 120 or 70 x 5 = 350;
c. adds and subtracts monetary amounts using dollar and cents notation through $500.00 (2.4.K1d), e.g., $47.07 + $356.96 = $404.03
Indicator 5
(K) The student fair shares/measures out (divides) a total amount through 100 concrete objects into equal groups (2.4.K1a), e.g., fair sharing 52 pieces of candy with 8 friends resulting in eight groups of 6 with four pieces left over or measuring out into groups of eight 52 pieces of candy with four pieces left over.
Indicator 6
(K) (K)The student explains the relationship between addition and subtraction (2 4.K1a). $
Indicator 7
(K) (K)The student identifies multiplication and division fact families through the 5s and the multiplication and division fact families of the 10s (2.4.K1a), e.g., when given 6 x ƒO = 18, the student recognizes the remaining members of the fact family.
Indicator 8
(K) (K)The student reads and writes horizontally, vertically, and with different operational symbols the same addition, subtraction, multiplication, or division expression, e.g., 4 _ 6 is the same as 4 x 6 or 4(6) or 6x4 and 10 divided by 2 is the same as 10 ÷ 2 or 10/2.
Indicator 1
(A) The student solves one-step real-world addition or subtraction problems with:
a. whole numbers from 0 through 10,000 (2.4.A1a-b), e.g., for the food drive, the school collected 564 cans (cylinders) and 297 boxes (rectangular prisms). How many items did they collect in all? This problem could be solved with base 10 models, or by saying 500+200=700 and 60+90=150 and 4+7=11 so 700+150+11=861 or by saying 564 =300=864 and 297 is 3 less than 300, so 864-3=861, or with the traditional algorithm;
b. monetary amounts using dollar and cents notation through $500.00 (2.4.A1d), e.g., you are shopping for a new bicycle; at store A the bike you want is $189.69 and at store B it is $162.89. How much will you save by buying the bike at store B?
Indicator 2
(A) (A)The student generates a family of multiplication and division facts through the 5s (2.4.A1a), e.g., if the student writes 5 x 9 = 45, the remaining facts generated are (9 x 5 = 45, 45 ÷ 5 = 9, 45 ÷ 9 = 5). N
The student uses algebraic concepts and procedures in a variety of situations.
Benchmark 1
Patterns - The student recognizes, describes, extends, develops, and explains relationships in patterns from a variety of situations.
Indicator 1
(K) The student uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
a. repeating patterns, e.g., an AB pattern is like 1-2, 1-2, an ABC pattern is like dog-horse-pig, dog-horse-pig; An AAB Pattern or a repeating pattern where the rule repeats (add 10, then subtract 5) such as 3, 13, 8, 18, 13, 23,
b. growing patterns, e.g., 1, 4, 7, 10,
Indicator 2
(K) The student uses these attributes to generate patterns:
a. counting numbers related to number theory (2.4.K1a), e.g., evens, odds, or multiples through the 5s;
b. whole numbers that increase or decrease (2.4.K1.g), e.g., 3, 6, 9, .; 20, 15, 10.;
c. geometric shapes including one attribute change (2.4.K1f), e.g., where the pattern is filled-in square, square, triangle, filled-in triangle, .; or when using attribute blocks the change is size only, then shape only, d. measurements (2.4.K1a), e.g., 1 ft, 2 ft, 3 ft, ; 3 lbs, 6 lbs, 9 lbs; or 2 cups, 4 cups, 6 cups, .;
e. money and time patterns (2.4.K1d), e.g., $.25, $.50, $.75, . or 1:05 p.m., 1:10 p.m., 1:15 p.m., .;
f. things related to daily life (2.4.K1a), e.g., water cycle, food cycle, or life cycle;
g. things related to size, shape, color, texture, or movement (2.4.K1a), e.g., red-green, red-green, red-green, .; snapping fingers; clapping hands; stomping feet; or tossing a bean bag over the head, under the leg, and behind the back kinesthetic patterns).
Indicator 3
(K) The student identifies, states, and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal oral description), kinesthetic (action), and written (2.4.K1a) $.
Indicator 4
(K) The student generates (2.4.K1a):
a. repeating patterns (2.4.K1a),
b. growing (extending) patterns (2.4.K1a).
Indicator 5
(K) (K)The student generates a pattern using a function table (input/output machines, T-tables) (2.4.K1e).
Indicator 1
(A) The student generalizes the following patterns using a written description:
a. counting numbers related to number theory (2.4.A1a);
b. whole number patterns (2.4.A1a),
c. patterns using geometric shapes (2.4.A1g),
d. measurement patterns (2.4.A1a),
e. money and time patterns(2.4.A1a,d), $
f. patterns using size, shape, color, texture, or movement (2.4.A1a).
Indicator 2
(A) The student recognizes multiple representations of the same pattern (2.4 A1a) e.g., the ABC pattern could be represented by clap, snap, stomp, ...; red, green, yellow, .; tricycle, bicycle, unicycle, ...; or 3, 2, 1, ...
Benchmark 2
Variables, Equations, and Inequalities - The student uses symbols and whole numbers to solve simple equations and inequalities in a variety of situations.
Indicator 1
(K) The student explains and uses symbols to represent unknown whole number quantities from 0 through 1,000.
Indicator 2
(K) The student finds the sum or difference in one-step equations with:
a. whole numbers from 0 through 99 (2.4.K1a)$, e.g., 89 = 76 + _ or _ - 23 = 32;
b. monetary values through a dollar (2.4.K1d)$, e.g., 25¢ + 10¢ + 5¢ = n.
Indicator 3
(K) The student finds the unknown in the multiplication and division fact families through the 5s and the 10s (2.4.K1a), e.g., 3 _ _ = 4 _ 6.
Indicator 4
(K) The student compares two whole numbers from 0 through 1,000 using the equality and inequality symbols (=, <, >) and their corresponding meanings (is equal to, is less than, is greater than) (2.4.K1b).$
Indicator 1
(A) The students represents real-world problems using symbols with one operation and one unknown that (2.4.A1a):
a. adds or subtracts using whole numbers from 0 through 99, e.g., when asked to represent the number of 3ed graders in the school, students write 21+18+19=__;
b. multiplies or divides using the basic facts through the 5s and the basic facts of the 10s, e.g., juice comes in packs of 4. How many packs are needed for 32 3ed graders? Students could write 32/4=J.
Indicator 2
(A) The student generates one-step equations to solve real-world problems with one unknown and a whole number solution that (2.4.A1a):
a. adds or subtracts using the basic fact families, e.g., when asked to generate a simple equation, a student says: I have 5 dogs and 2 fish. How many pets do I have? This is represented by 5+2=P and solves P,P=7;
b. multiplies or divides using the basic facts through the 5s and the basic facts of the 10s, e.g., Tom has a sticker book and each page holds 5 stickers. If the same number of stickers is placed on each page, the book will hold 30 stickers. How many stickers would each page hold? This is represented by 5 x S = 30 or 30 ÷ 5 = S.
Indicator 3
(A) (A)The student generates:
a. a real-world problem with one operation that matches a given addition equation or subtraction equation using whole numbers from 0 through 99 (2.4 A1a), e.g., Given the subtraction equation, 69 "C G = 37, the problem could be written as: You have 69 guppies and give away some to a friend and have 37 left How many guppies did you give away?;
b. a real-world problem with one operation that matches a given multiplication equation or division equation using basic facts through the 5s and the basic facts of the 10s (2.4.A1a), e.g., The problem could be: I have 25 pictures. I glue 5 pictures on each page of my album. How many pages will I need to use? The equation: 25 ¡A 5 = ¦_.
c. number comparison statements using equality and inequality symbols (=, <, >) for whole numbers from 0 through 100, measurement, and money (2.4.A1a-b,d), e.g., 4 ft 4 in > 4 ft 2 in.
Benchmark 3
Functions - The student recognizes and describes relationships between whole numbers in a variety of situations.
Indicator 1
(K) The student states mathematical relationships between whole numbers from 0 through 200 using various methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a), e.g., every time a quarter is added to the amount; 25¢ is added to the total.
Indicator 2
(K) The student finds the values and determines the rule with one operation addition, subtraction) of whole numbers from 0 through 200 using a horizontal or vertical function table (input/output machine, T table) (2.4.K1e), e.g., using this input/output machine, different student responses might be the rule is Input minus 10 equals Output, the rule is N - 10, or the rule is subtract 10.
Indicator 3
(K) The student generalizes numerical patterns using whole numbers from 0 through 200 with one operation (addition, subtraction) by stating the rule using words, e.g., if the sequence is 30, 50, 70, 90, .; in words, the rule is add twenty to the number before.
Indicator 4
(K) The student uses a function table (input/output machine, T-table) to identify and plot ordered pairs in the first quadrant of a coordinate plane (2.4.K1e,f).
Indicator 1
(A) The student represents and describes mathematical relationships between whole numbers from 0 through 100 using concrete objects, pictures, written descriptions, symbols, equations, tables, and graphs (2.4.A1a).
Indicator 2
(A) (A)The student finds the rule, states the rule using words, and extends numerical patterns with whole numbers from 0 through 100 (2.4.A1a), e.g., At school each student must check out three library books. After the tenth student has checked out, how many total books will have been checked out? A solution using a function table might be:
Number of Students 1 2 5 10
Total Books 3 6 15 ?The rule could be that for every student, add three books or multiply the number of children by three to get the total number of books. Other solutions might be using a pattern might be to count by three ten times: 3, 6, 9, 12, 15, 18, 21, 24, 27, and 30 or skip count by three ten times.
Benchmark 4
Models - The student develops and uses models to represent and justify mathematical relationships found in a variety of situations.
Indicator 1
(K) (K)The student knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:
a. process models (concrete objects, pictures, number lines, coordinate planes/grids, hundred charts, measurement tools, multiplication arrays, division sets, or measurement tools) to model computational procedures and mathematical relationships (1.2.K1, 1.2.K3, 1.2.K6-7, 1.3.K1, 1.3.K3, 1.4.K1-3, 1 4.K1a-b, 1.4.K5-7, 2.1.K1a-b, 2.1.K2a-b, 2.1.K2d, 2.1.K2g-h, 2.2.K2a-b, 2.2.K3, 2.3.K1, 3.2.K1-3, 3.4.K1 3); $
b. place value models (place value mats, hundred charts, base ten blocks or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1a, 1.1.K2a, 1.1.K3a-b, 1.2.K1-5, 1.3.K1-2, 1.4 K4a-b, 2.2.K4); $
c. fraction models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1 K1b-c, 1.1.K2b-c, 1.2.K3, 1.3.K1); $
d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1K3c, 1.1.K4, 1.3.K1, 1.4.K4c, 2.1.K2e, 2.2.K2b, 2.2.K4); $
e. function tables (input/output machines, T-tables) to find numerical relationships (2.1.K5, 2.3.K2, 2.3.K4); $
f. two-dimensional geometric models (geoboards, dot paper, pattern blocks, or tangrams) to model perimeter, area, and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model attributes of geometric shapes (2.1.K2c, 3.1.K1-6, 3.2.K5, 3.3 K2);
h. two-dimensional geometric models (spinners), three-dimensional models number cubes), and process models (concrete objects) to model probability (4.1 K1-2); $
i. graphs and tables using concrete objects, representational objects, or abstract representations to organize and display data (2.3.K4, 4.1.K2, 4.2.K1a-d, 4.2 K1f-g, 4.2.K2); $
j. Venn diagrams to sort data and show relationships (4.2.K1e, 4.2.K2).
Indicator 2
(K) (K)The student creates a mathematical model to show the relationship between two or more things, e.g., using pattern blocks.
Indicator 1
(A) (A)The student recognizes that various mathematical models can be used to represent the same problem situation. Mathematical models include:
a. process models (concrete objects, pictures, number lines, coordinate planes/grids, hundred charts, measurement tools, multiplication arrays, or division sets) to model computational procedures and mathematical relationships and to model problem situations (1.2.A1-2, 1.3.A1-4, 1.4.A1a, 1.4 A2, 2.1.A1a-b, 2.1.A1d-f, 2.1.A2, 2.2.A1-2, 2.2.A3a-c, 2.3.A1-2, 3.2.A1-3, 3.3 A1-2, 4.2.A2); 3.4.A1
b. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.A1a, 1.1.A2a, 1.2.A1-2, 1.3.A2, 1.4.A1a, 2.2.A3c) $
c. fraction models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1 A2b, 1.3.A2); $
d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.A1b, 1.1.A2c, 1.1.A3, 1.2.A1, 1.3.A2, 1.4.A1b, 2.1.A1, 2.2.A3c); $
e. function tables (input/output machines, T-tables) to model numerical relationships (?); $
f. two-dimensional geometric models (geoboards, dot paper, pattern blocks, or tangrams) to model perimeter, area, and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model attributes of geometric shapes (2.1.A1c, 3.1.A1-3);
g. two-dimensional geometric models (spinners), three-dimensional models number cubes), and process models (concrete objects) to model probability(4.1 A1-2); $
h. graphs and tables using concrete objects, representational objects, or abstract representations to organize and display data (4.1.A1-2, 4.2.A1a-d, 4.2.A1f-g, 4.2 A3); $
i. Venn diagrams to sort data and show relationships (4.2.A1e, 4.2.A3).
Indicator 2
(A) (A)The student selects a mathematical model that is more useful than other mathematical models in a given situation.
The student uses geometric concepts and procedures in a variety of situations.
Benchmark 1
Geometric Figures and Their Properties - The student recognizes or investigates properties of simple geometric figures in a variety of situations.
Indicator 1
(K) The student recognizes and investigates properties of plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons) using concrete objects drawings, and appropriate technology (2.4.K1g).
Indicator 2
(K) The student recognizes, draws, and describes plane figures (circles, squares rectangles, triangles, ellipses, rhombi, octagons) (2.4.K1g).
Indicator 3
(K) The student recognizes the solids (cubes, rectangular prisms, cylinders, cones, spheres) (2.4.K1g).
Indicator 4
(K) The student recognizes and describes the square, triangle, rhombus, hexagon, parallelogram, and trapezoid from a pattern block set (2.4.K1g).
Indicator 5
(K) The student recognizes and describes a quadrilateral as any four sided figure (2.4.K1g).
Indicator 6
(K) (K)The student determines if geometric shapes and real-world objects contain line(s) of symmetry and draws the line(s) of symmetry if the line(s) exists) (2.4.K1g).
Indicator 1
(A) The student solves real-world problems by applying properties of plane figures (circles, squares, rectangles, triangles, ellipses) to (2.4.A1g), e.g., ex.
Indicator 2
(A) The student demonstrates how (2.4.A1g):
a. plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, hexagons, trapezoids) can be combined to make a new shape;
b. solids (cubes, rectangular prisms, cylinders, cones, spheres) can be combined to make a new shape.
Indicator 3
(A) (A)The student identifies the plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, hexagons, trapezoids) used to form a composite figure (2.4.A1g).
Benchmark 2
Measurement and Estimation - The student estimates and measures using standard and nonstandard units in a variety of situations.
Indicator 1
(K) The student uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, and perimeter using standard and nonstandard units of measure (2.4.K1a). $
Indicator 2
(K) The student reads and tells time to the minute using analog and digital clocks 2.4.K1a).
Indicator 3
(K) The student selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure (2.4.K1a): $
a. length width, and height to the nearest half inch, inch, foot, and yard; and to the nearest whole unit of nonstandard unit;
b. length, width, and height to the nearest centimeter and meter;
c. weight to the nearest whole unit of a nonstandard unit;
d. volume to the nearest cup, pint, quart, and gallon;
e. volume to the nearest liter;
f. temperature to the nearest degree.
Indicator 4
(K) The student states:
a. the number of hours in a day and days in a year;
b. the number of inches in a foot, inches in a yard, and feet in a yard;
c. the number of centimeters in a meter;
d. the number of cups in a pint, pints in a quart, and quarts in a gallon.
Indicator 5
(K) The student finds the perimeter of squares, rectangles, and triangles given the measures of all the sides (2.4.K1g).
Indicator 1
(A) The student solves real-world problems by applying appropriate measurements (2.4.A1a):
a. length to the nearest inch, foot, or yard, e.g., ex;
b. length to the nearest centimeter or meter, e.g., ex;
c. length to the nearest whole unit of a nonstandard unit, e.g., ex;
d. temperature to the nearest degree, e.g., ex;
e. days in a week, e.g., If school started 37 days ago, how many weeks of school have past?
Indicator 2
(A) The student estimates to check whether or not measurements or calculations for length, temperature, and time in real-world problems are reasonable (2.4.A1a, $ e.g., after finding the range of temperature over a two-week period, determining whether or not the answer is reasonable.
Indicator 3
(A) The student adjusts original measurement or estimation for length, weight, temperature, and time in real-world problems based on additional information (a frame of reference) (2.4.A1a), e.g., ex.
Benchmark 3
Transformational Geometry - The student recognizes up to two transformations of basic geometric figures in a variety of situations.
Indicator 1
(K) The student knows and uses cardinal points (north, south, east, west) and intermediate points (northeast, southeast, northwest, southwest).
Indicator 2
(K) The student recognizes and performs one transformation (reflection/flip, rotation/turn, and translation/slide) on a two-dimensional figure (2.4.K1g).
Indicator 1
(A) The student recognizes real-world transformations (reflection/flip, rotation/turn, and translation/slide) (2.4.A1a), e.g., tiles in a ceiling, bricks in a sidewalk, or steps on a playground slide.
Indicator 2
(A) The student gives and uses directions to move from one location to another on a map and follows directions including the use of cardinal and intermediate points (2.4.A1a).
Benchmark 4
Geometry From an Algebraic Perspective - The student relates geometric concepts to the number line and the first quadrant of the coordinate plane in a variety of situations.
Indicator 1
(K) The student uses a number line (horizontal/vertical) to model the basic multiplication facts through the 5s and the multiplication facts of the 10s (2.4.K1a).
Indicator 2
(K) The student identifies points on a coordinate plane (coordinate grid) using (2.4.K1f):
a. two positive whole numbers,
b. a letter and a positive whole number.
Indicator 3
(K) (K)The student identifies points as ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1f).
Indicator 1
(A) The student solves real-world problems using coordinate planes (coordinate grids) and map grids that have positive whole number and letter coordinates (2.4 A1f), e.g., identifying locations on a map or giving and following directions to move from one location to another.
The student uses concepts and procedures of data analysis in a variety of situations.
Benchmark 1
Probability - The student uses probability to make predictions and decisions in a variety of situations.
Indicator 1
(K) The student recognizes any outcome of a simple event in an experiment or simulation as impossible, possible, certain, likely, unlikely, or equally likely (2.4 K1h). $
Indicator 2
(K) The student lists some of the possible outcomes of a simple event in an experiment or simulation including the use of concrete objects (2.4.K1h-i).
Indicator 1
(A) The student makes predictions about a simple event in an experiment or simulation; conducts the experiment or simulation including the use of concrete objects; records the results in a chart, table, or graph; and uses the results to draw conclusions about the event (2.4.A1h-i).
Indicator 2
(A) (A)The student compares what should happen (theoretical probability/expected results) with what did happen (experimental probability/empirical results) in an experiment or simulation with a simple event 2.4.A1h-i).
Benchmark 2
Statistics - The student generates, organizes, and interprets whole number and other data in a variety of situations.
Indicator 1
(K) The student organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays: $
a. graphs using concrete objects (2.4.K1i);
b. pictographs with a whole symbol or picture representing one, two, five, ten, twenty-five, or one-hundred (no partial symbols or pictures) (2.4.K1i);
c. frequency tables (tally marks) (2.4.K1i);
d. horizontal and vertical bar graphs ; (2.4.K1i);
e. Venn diagrams or other pictorial displays (2.4.K1j), e.g., glyphs;
f. line plots (2.4.K1i);
g. charts and tables (2.4.K1i).
Indicator 2
(K) The student collects data using different techniques (observations, polls, surveys, or interviews) and explains the results (2.4.K1i-j). $
Indicator 3
(K) The student finds these statistical measures of a data set using whole numbers from 0 through 1,000 with less than ten whole number data points (2.4 K1a): $
a. minimum and maximum data values,
b. range,
c. mode,
d. median when data set has an odd number of data points.
Indicator 1
(A) The student interprets and uses data to make reasonable inferences and predictions, answer questions, and make decisions from these data displays: $
a. graphs using concrete objects (2.4.A1i);
b. pictographs with a whole symbol or picture representing one, two, five, ten, twenty-five, or one-hundred (no partial symbols or pictures) (2.4.A1i);
c. frequency tables (tally marks) (2.4.A1i);
d. horizontal and vertical bar graphs, (2.4.A1i);
e. Venn diagrams or other pictorial displays (2.4.A1j);
f. line plots (2.4.A1i);
g. charts and tables (2.4.A1i).
Indicator 2
(A) The student uses these statistical measures of a data set using whole numbers from 0 through 1,000 with less than ten whole number data points to make reasonable inferences and predictions, answer questions, and make decisions (2.4.A1a): $
a. minimum and maximum data values,
b. range,
c. mode,
d. median when data set has an odd number of data points.
Indicator 3
(A) (A)The student recognizes that the same data set can be displayed in various formats including the use of concrete objects (2.4.A1i-j).
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