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# Grade 3 - 8 - 1

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Grade 3 - 8 - 1

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8

STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, AND FUNCTIONS Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. th GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 term no more than 10 terms beyond A. Patterns and Functions A. Patterns and Functions A. Patterns and Functions A. Patterns and Functions A. Patterns and Functions A. Patterns and Functions the last given term using common differences no more than 10 with 1. Identify, describe, extend, and create 1. Identify, describe, extend, and create 1. Identify, describe, extend, and create 1. Identify, describe, extend, and create 1. Identify, describe, extend, and create 1. Identify, describe, extend, and create integers (-100 to 5000) numeric patterns and functions numeric patterns and functions numeric patterns and functions numeric patterns and functions linear patterns and functions patterns, functions and sequences b) Determine the recursive relationship a) Represent and analyze numeric a) Represent and analyze numeric a) Interpret and write a rule for a one-a) Identify and describe sequences a) Complete a function table with a given a) Determine the recursive relationship of geometric sequences represented in patterns using skip counting patterns using skip counting operation (+,-, x, ? with no represented by a physical model or in two-operation rule of arithmetic sequences represented in words, in a table, or in a graph remainders) function table a function table words, in a table or in a graph ? Assessment limit: Use 2, 5, 10, or ? Assessment limit: Use patterns of ? Assessment limit: Use the operations ? Assessment limit: Provide the nb) Interpret and write a rule for a one-100 starting with any whole number 3,4,6,7,8, or 9 starting with any whole ? Assessment limit: Use whole numbers (+, -, x), numbers no more than 20 in ? Assessment limit: Provide the nth operation (+, -, x, ?) function table (0 1000) number (0 100) or decimals with no more than 2 the rule and whole numbers (0 500) term no more than 5 terms beyond the b) Represent and analyze numeric b) Create a one-operation (+ or -) decimal places (0 1000) ? Assessment limit: Use whole b) Identify and extend a geometric last given term using the recursive patterns using skip counting function table to solve a real world b) Create a one-operation (x, ? with no numbers or decimals with no more sequence relationship of geometric sequences problem remainders) function table to solve a than two decimal places (0 10,000) c) Describe how a change in one variable ? Assessment limit: Use 3 or 4 starting with whole numbers and a common c) Complete a function table using a one-real world problem c) Complete a function table with a given in a linear function affects the other with 0, 1, 2, 3, or 4 (0 30) ratio of no more than 5:1 (0 10,000) operation (+,-, x, ? with no c) Complete a one-operation function two-operation rule variable in a table of values c) Represent and analyze numeric c) Determine whether relationships are remainders) rule table patterns using skip counting ? Assessment limit: Use the operations linear or nonlinear when represented backward ? Assessment limit: Use whole ? Assessment limit: Use whole numbers of (+, -, x), numbers no more than 10 in words, in a table, symbolically, or numbers (0 50) with +, -, x, ? (with no remainders)or in the rule, and whole numbers (0 ? Assessment limit: Use 10 or 100 in a graph d) Describe the relationship that use decimals with no more than two 50) starting with any whole number ? Assessment limit: Use a graph to generates a one-operation rule decimal places with + , - (0 200) (0 1000) determine if a relationship is linear or d) Apply a given two operation rule for a d) Complete a function table using a nonlinear pattern given addition or subtraction rule d) Determine whether relationships are ? Assessment limit: Use two operations linear or nonlinear when represented (+, -, x) and whole numbers (0 100) symbolically 2. Identify, describe, extend, analyze, and 2. Identify, describe, extend, and create create a non-numeric growing or non-numeric growing or repeating repeating pattern patterns a) Generate a rule for the next level of the a) Represent and analyze growing growing pattern patterns using symbols, shapes, designs, or pictures ? Assessment limit: Use at least 3 levels but no more than 5 levels ? Assessment limit: Start at the b) Generate a rule for a repeating pattern beginning, show at least 3 levels but ? Assessment limit: Use no more than 4 no more than 5 levels, and ask for the next level objects in the core of the pattern b) Represent and analyze repeating c) Create a non-numeric growing or patterns using symbols, shapes, repeating pattern designs, or pictures ? Assessment limit: Use no more than 4 objects in the core of the pattern

Problem Solving

Reasoning

Communication

Connections 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. Page 1 of 17 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. Date 6.04

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8

STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, AND FUNCTIONS Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 B. Expressions, Equations, and Inequalities B. Expressions, Equations, and Inequalities B. Expressions, Equations, and Inequalities B. Expressions, Equations, and Inequalities B. Expressions, Equations, and Inequalities B. Expressions, Equations, and Inequalities 1. Write and identify expressions 1. Write and identify expressions 1. Write and identify expressions 1. Write and evaluate expressions 1. Write and evaluate expressions 1. Write, simplify, and evaluate a) Represent numeric quantities using a) Represent numeric quantities using a) Represent unknown quantities with one a) Write an algebraic expression to a) Write an algebraic expression to expressions operational symbols (+, - , x, ? with no unknown and one operation represent unknown quantities represent unknown quantities a) Write an algebraic expression to operational symbols (+, -, x, ?) remainders) (+, -, x, ? with no remainders) represent unknown quantities ? Assessment limit: Use one unknown ? Assessment limit: Use one unknown ? Assessment limit: Use operational ? Assessment limit: Use whole numbers ? Assessment limit: Use whole numbers and one operation (+, -) with whole and one or two operations (+, -, x, ? ? Assessment limit: Use one symbols (+ or -) and whole numbers (0 100) (0 100) or money (\$0 - \$100) numbers, fractions with denominators with no remainders) with whole unknown and no more than 3 (0 50) b) Determine equivalent expressions b) Determine the value of algebraic as factors of 24, or decimals with no numbers, fractions with denominators operations and rational numbers expressions with one unknown and one-more than two decimal places (0 200) as factors of 100, or decimals with no (-1000 to 1000) ? Assessment limit: Use whole numbers operation b) Evaluate an algebraic expression more than three decimal places b) Evaluate an algebraic expression (0 100) (0 500) ? Assessment limit: Use +, - with whole ? Assessment limit: Use one unknown ? Assessment limit: Use one or two b) Evaluate algebraic expressions and one operation (+, -) with whole unknowns and up to three numbers (0 1000) or ?, ? (with no numbers (0 200), fractions with ? Assessment limit: Use one unknown operations and rational numbers remainders) with whole numbers (0 denominators as factors of 24 (0 50), and no more than two operations (-100 to 100) 100) and the number for the unknown is or decimals with no more than two (+, -, x, ? with no remainders) with c) Evaluate numeric expressions using no more than 9 decimal places (0 50) whole numbers (0 200), fractions the order of operations c) Use parenthesis to evaluate a numeric c) Evaluate numeric expressions using the with denominators as factors of 100 ? Assessment limit: Use no more expression order of operations (0 100), or decimals with no more than 5 operations including than three decimal places (0 100) ? Assessment limit: Use no more than 4 exponents of no more than 3 and 2 c) Evaluate numeric expressions using operations (+, -, x, ? with no sets of parentheses, brackets, a the order of operations remainders) with or without 1 set of division bar, or absolute value with ? Assessment limit: Use no more than parentheses or a division bar and whole rational numbers (-100 to 100) numbers (0 100) 4 operations (+, -, x, ? with no d) Simplify algebraic expressions by d) Represent algebraic expressions using remainders) with or without up to 2 combining like terms physical models, manipulatives, and sets of parentheses, brackets, or a ? Assessment limit: Use no more drawings division bar, with whole numbers (0 than 3 variables with integers (-50 200), fractions with denominators as to 50), or proper fractions with factors of 100 (0 100), or decimals denominators as factors of 20 (-20 with no more than three decimal to 20) places (0 100) e) Describe a real-world situation d) Simplify algebraic expressions represented by an algebraic represented as physical models by expression combining like terms 2. Identify, write, solve, and apply 2. Identify, write, solve, and apply equations 2. Identify, write, solve, and apply equations 2. Identify, write, solve, and apply equations and inequalities and inequalities 2. Identify, write, solve, and apply equations and inequalities 2. Identify, write, solve, and apply equations and inequalities a) Represent relationships using a) Represent relationships using relational and inequalities a) Identify and write equations and equations and inequalities a) Write equations or inequalities to appropriate relational symbols symbols (>, <, =) and operational a) Represent relationships using the inequalities to represent relationships a) Write equations and inequalities to represent relationships (<, >, or =) and operational symbols symbols (+, -, ?, ?) on either side appropriate relational symbols (>, <, =) represent relationships ? Assessment limit: Use a variable, the ? Assessment limit Use a variable, (+, -, x, ?) on either side ? Assessment limit: Use operational and one operational symbol (+, -, ?, ? appropriate relational symbols ? Assessment limit: Use a variable, the the appropriate relational symbols ? Assessment limit: Use operational (>,<, =), and one operational symbol appropriate relational symbols with no remainders) on either side symbols (+, -, ?) and whole numbers (>, >, <, <, =), and no more than 3 (>, >, <, <, =), and one or two symbols (+ or -) and whole numbers (+, -, ?, ?) on either side and use (0 200) ? Assessment limit: Use whole numbers operational symbols (+, -, ?, ?) on (0 1000) operational symbols (+, -, ?, ?) on b) Find the unknown in an equation with (0 400) fractions with denominators as factors either side and rational numbers b) Find the missing number (unknown) one operation b) Find the unknown in an equation use one of 24 (0-50) or decimals with no more either side and use whole numbers, (-1000 to 1000) in a number sentence (equation) than two decimal places (0 200) fractions with denominators as factors ? Assessment limit: Use multiplication operation (+, -, ?, ? with no remainders) b) Solve for the unknown in a linear using operational symbols (+, -, x, ?) b) Determine the unknown in a linear of 100, or decimals with no more than equation (?) and whole numbers (0 81) ? Assessment limit: Use whole numbers equation three decimal places (0 500) ? Assessment limit: Use one ? Assessment limit: Use one (0 2000) b) Determine the unknown in a linear operational symbol (+ or -) and ? Assessment limit: Use one operation unknown no more than 3 times on equation whole numbers (0 100) (+, -, ?, ? with no remainders) and one side and up to three operations c) Find the missing number(s) ? Assessment limit: Use one or two positive whole number coefficients (same or different but only one (unknown) on one or both sides of a using decimals with no more than two operations (+, -, ?) and the unknown division) and rational numbers number sentence (equation) (-2000 to 2000) decimal places (0 100) only once with whole numbers c) Solve for the unknown in an c) Solve for the unknown in a one-step (0 500), fractions with denominators inequality inequality as factors of 100 (0 50), or decimals d) Identify or graph solutions of a one-with no more than three decimal step inequality on a number line places (0 100) c) Solve for the unknown in an Problem Solving inequality Reasoning Communication

Connections 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. Page 2 of 17 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. Date 6.04

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 e) Apply given formulas to a problem ? Assessment limit: Use an inequality ? Assessment limit: Use a one- or solving situation with one variable with a positive whole two-operation inequality with one number coefficient and one operation variable on one side no more than 3 VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8 times whose result after combining (+, -, ?, ? with no remainders) using coefficients is a positive whole whole numbers or decimals with no number coefficient with integers more than 2 decimal places (0 500) (-100 to 100) d) Identify or graph solutions of d) Identify or graph solutions of inequalities on a number line STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, AND FUNCTIONS Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. inequalities on a number line ? Assessment limit: Use whole numbers ? Assessment limit: Use one (0 50) variable once with a positive whole e) Apply given formulas to a problem number coefficient and integers solving situation (-100 to 100) ? Assessment limit: Use formulas e) Identify equivalent equations having no more than three variables ? Assessment limit: Use one and up to two operations, with whole unknown no more than 3 times on numbers, fractions with denominators one side and up to three operations as factors of 100, or decimals with no (same or different but only one more than three decimal places division) and integers (0 100) (-2000 to 2000) f) Apply given formulas to a problem-solving situation ? Assessment limit: Use no more than four variables and up to three operations with rational numbers (-500 to 500) g) Write equations and inequalities that describe real-world problems

Problem Solving

Reasoning

Communication

Connections

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. Page 3 of 17 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. Date 6.04

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8 C. Numeric and Graphic Representations of C. Numeric and Graphic Representations of C. Numeric and Graphic Representations of C. Numeric and Graphic Representations of Relationships Relationships Relationships Relationships 1. Locate points on a number line and in a 1. Locate points on a number line and in a 1. Locate points on a number line and in a 1. Locate points on a number line and in a coordinate grid coordinate plane coordinate plane coordinate plane a) Represent decimals and mixed a) Represent rational numbers on a a) Represent rational numbers on a a) Graph linear equations in a STANDARD 1.0 KNOWLEDGE OF ALGEBRA, PATTERNS, AND FUNCTIONS Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. numbers on a number line number line number line coordinate plane GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 ? Assessment limit: Use decimals with ? Assessment limit: Use integers ? Assessment limit: Use rational ? Assessment limit: Use two C. Numeric and Graphic Representations of C. Numeric and Graphic Representations of no more than two decimal places (-20 to 20) numbers (-100 to 100) unknowns having integer Relationships Relationships (0 100) or mixed numbers with b) Graph ordered pairs in a coordinate b) Graph ordered pairs in a coordinate coefficients (-9 to 9) and integer denominators of 2, 3, 4, 5, 6, 8, or 10 plane. plane constants (-20 to 20) 1. Locate points on a number line 1. Locate points on a number line and in a (0 - 10) ? Assessment limit: Use no more ? Assessment limit: Use no more than 4 a) Represent whole numbers on a number coordinate grid b). Create a graph in a coordinate plane than 3 ordered pairs of integers ordered pairs of rational numbers line a) Represent mixed numbers and proper ? Assessment limit: Use the first (-20 to 20) or no more than 3 (-20 to 20) fractions on a number line ? Assessment limit: Use whole numbers quadrant and ordered pairs of whole ordered pairs of fractions/mixed c) Graph linear equations with one (0 - 500) ? Assessment limit: Use proper numbers (0 50) numbers with denominators of 2 operation in a coordinate plane b) Represent proper fractions on a number fractions with a denominators of 6, 8, (-10 to 10) line or 10 c) Graph linear data from a function b) Identify positions in a coordinate plane ? Assessment limit: Use fractions that table have denominators of 2, 3, or 4 ? Assessment limit: Use the first quadrant and ordered pairs of whole 2. Analyze linear relationships 2. Analyze linear relationships numbers (0 - 20) 2. Analyze linear relationships a) Identify and describe the change a) Identify and describe the change c) Represent decimals on a number linea) Determine the slope of a graph in a represented in a graph represented in a table of values linear relationship ? Assessment limit: Identify increase, ? Assessment limit: Identify increase, ? Assessment limit: Use an equation decrease, or no change decrease, or no change with integer coefficients (-9 to 9) b) Translate the graph of a linear b) Describe the rate of change of a linear and integer constants (-20 to 20) and relationship onto a table of values relationship by a table of values and a a given graph of the relationship that illustrates the type of change graph b) Determine the slope of a linear relationship represented numerically or algebraically

Problem Solving Reasoning

Communication Connections 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. Page 4 of 17 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. Date 6.04

Connections

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. Page 5 of 17 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. Date 6.04

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 2. Analyze the relationship between plane 2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures and faces of solid VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8 geometric figures geometric figures a) Compare a plane figure to surfaces of a) Compare a plane figure to faces of solid geometric figure solid geometric figure ? Assessment limit: Analyze or identify ? Assessment limit: Analyze and the number or arrangement of squares identify the number or arrangement of needed to make a cube and rectangles needed to make a STANDARD 2.0 KNOWLEDGE OF GEOMETRY Students will apply the properties of one-, two, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.triangles/rectangles needed to make a rectangular prism, number of triangular pyramid or rectangular triangles/rectangles needed to make a pyramid triangular prism, and the number of circles/rectangles needed to make a cylinder.

C. Representation of Geometric Figures C. Representation of Geometric Figures C. Representation of Geometric Figures C. Representation of Geometric Figures C. Representation of Geometric Figures C. Representation of Geometric Figures 1. Represent plane geometric figures 1. Represent plane geometric figures 1. Represent plane geometric figures 1. Represent plane geometric figures 1. Represent plane geometric figures 1. Represent plane geometric figures a) Sketch triangles, quadrilaterals, a) Sketch acute, right, obtuse angles, and a) Identify, describe, and draw angles, a) Draw geometric figures using a a) Construct geometric figures using a a) Draw quadrilaterals pentagons, hexagons, octagons, and parallel and intersecting line segments parallel line segments, and variety of tools variety of construction tools ? Assessment limit: Provide given circles perpendicular line segments Assessment limit: Draw triangles given ? Assessment limit: Construct a circle whole number dimensions in inches the measures of 2 sides and one angle ? Assessment limit: Provide their using a given line segment as the radius or centimeters or angle measurements or 2 angles and 1 side using whole dimensions as whole numbers in whole number inches or centimeters b) Construct perpendicular line numbers (0-20) and angle measures (0 20) or angle measurements b) Construct geometric figures using a segments (0?-179?) variety of construction tools. (0? 179?) ? Assessment limit: Provide a given b) Identify, describe, or draw a polygon ? Assessment limit: Construct a line point on a given line segment ? Assessment limit: Use the first segment congruent to a given line c) Construct triangles quadrant given no more than six segment ? Assessment limit: Construct a coordinates c) Construct geometric figures using a triangle congruent to a given triangle c) Identify or describe angle variety of construction tools relationships ? Assessment limit: Construct a ? Assessment limit: Use perpendicular perpendicular bisector to a given line bisectors or angle bisectors segment or a bisector of a given angle D. Congruence D. Congruence D. Congruence and Similarity D. Congruence and Similarity D. Congruence and Similarity D. Congruence and Similarity 1. Analyze congruent figures 1. Analyze geometric figures 1. Analyze similar figures to 1. Analyze congruent figures 1. Apply the properties of congruent 1. Apply the properties of similar polygons a) Identify and describe geometric a) Identify and describe geometric figures a) Identify or describe geometric figures a) Identify and describe congruent polygons a) Determine similar parts of polygons figures as congruent as congruent as similar polygons and their corresponding a) Determine the congruent parts of ? Assessment limit: Use the length of parts polygons ? Assessment limit: Use the same ? Assessment limit: Identify the result in ? Assessment limit: Use same shape corresponding sides or the measure of ? Assessment limit: Use the length of shape and same size a transformation as being congruent to and different size corresponding angles and rational the original figure corresponding sides or the measure of numbers with no more than 2 decimal corresponding angles and whole places (0 1000) numbers (0 1000) b) Identify and describe similar polygons and their corresponding parts E. Transformations 1. Analyze a transformation a) Identify and describe the results of a slide, flip, and turn ? Assessment limit: Use horizontal slide, flip over a vertical line, or turn E. Transformations E. Transformations E. Transformations E. Transformations E. Transformations of 90 1. Analyze a transformation 1. Analyze a transformation 1. Analyze a transformation on a coordinate 1. Analyze a transformation on a coordinate 1. Analyze a transformation on a a) Identify and describe the results of a) Identify and describe the results of plane plane coordinate plane translations, reflections, and rotations translations, reflections, and rotations a) Plot the result of one transformation a) Identify, describe, and plot the results a) Identify, describe, and plot the ? Assessment limit: Use a horizontal of geometric figures (translation, reflection, rotation) on a of one transformation on a coordinate results of multiple transformations on line translation, reflection over a coordinate plane plane a coordinate plane ? Assessment limit: Use translation 0 0 clockwise around a given point vertical line, or rotation of 90 along a vertical line, reflection over a ? Assessment limit: Identify or plot the ? Assessment limit: Identify or plot 0 0 of a geometric figure or picture clockwise around a given point of a horizontal line, or rotation 90or 180 result of one translation (horizontal or the result of two transformations on geometric figure or picture around a given point vertical), reflection (horizontal or one figure using translations vertical), or rotation about a given (horizontal or vertical), reflections 2. Analyze geometric figures and pictures (horizontal or vertical), or rotations point (90? or 180?) a) Identify and describe symmetry about a given point (90? or 180?) b) Identify and describe transformations ? Assessment limit: Use no more than that result in rotational and reflectional 4 lines of symmetry symmetry

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. Page 6 of 17 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. Date 6.04

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8

STANDARD 3.0 KNOWLEDGE OF MEASUREMENT Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements. GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Measurement Units A. Measurement Units A. Measurement Units 1. Read customary and metric measurement 1. Read customary and metric 1. Read customary and metric measurement units measurement units units a) Estimate and determine length a) Estimate and determine length and a) Estimate and determine weight or height mass ? Assessment limit: Use the nearest centimeter or ? inch ? Assessment limit: Use the nearest ? Assessment limit: Use the nearest b) Tell time in days, hours, minutes, and millimeter or ? inch ounce for weight and the nearest gram seconds b) Estimate and determine weight or for mass mass b) Estimate and determine capacity ? Assessment limit: Use the nearest c) Estimate and determine capacity minute using an analog clock ? Assessment limit: Use the nearest c). Estimate and read temperature ounce ? Assessment limit: Use the nearest degree (?F or ?C) d) Estimate and determine weight of objects ? Assessment limit: Use the nearest pound or ounce

B. Measurement Tools B. Measurement Tools B. Measurement Tools B. Measurement Tools 1. Measure in customary and metric units 1. Measure in customary and metric units 1. Measure in customary and metric units 1. Measure in customary and metric units a) Measure length of objects and pictures of a) Select and use appropriate tools and a) Select and use appropriate tools and a) Select and use appropriate tools and units objects using a ruler, a tape measure, a units units ? Assessment limit; Measure length to the yardstick, or a meter stick ? Assessment limit: Use the nearest ? Assessment limit; Measure length to nearest 1/16 inch with a ruler ? Assessment limit: Use a ruler and the millimeter or ? inch with a ruler 1/8 inch with a ruler nearest centimeter or ? inch b) Measure capacity of containers to the 2. Compare right angles to a corner 2. Measure angles 2. Measure angles in polygons nearest cup, pint, quart, gallon, milliliter, a) Measure a single angle and angles in and liter using graduated containers regular polygons c) Measure weight of objects to the nearest ? Assessment limit: Measure an angle ounce and pound and the mass of an between 0 and 180 to the nearest object to the nearest gram and kilogram degree

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. Page 7 of 17 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. Date 6.04

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 C. Applications in Measurement C. Applications in Measurement C. Applications in Measurement C. Applications in Measurement C. Applications in Measurement C. Applications in Measurement 1. Apply measurement concepts 1. Apply measurement concepts 1. Estimate and apply measurement 1. Estimate and apply measurement formulas 1. Estimate and apply measurement 1. Estimate and apply measurement a) Estimate and determine the perimeter of a) Determine perimeter formulas a) Estimate and determine the area of a formulas formulas geometric figures and pictures on a grid a) Determine perimeter polygon a) Estimate and determine the area of a) Estimate and determine the ? Assessment limit: Use polygons quadrilaterals circumference or area of a circle ? Assessment limit: Use counting and with no more than 6 sides given the ? Assessment limit: Use polygons with ? Assessment limit: Use triangles and whole numbers (0 50) length of the sides in whole no more than 8 sides and whole whole number dimensions (0 200) ? Assessment limit: Use ? Assessment limit: Include circles b) Estimate and determine the area of numbers (0 100) numbers (0 500) b) Estimate and determine the volume of a parallelograms or trapezoids and using rational numbers with no more STANDARD 3.0 KNOWLEDGE OF MEASUREMENT Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements.geometric figures and pictures on a grid b) Determine area b) Determine area rectangular prism whole number dimensions than 2 decimal places (0 10,000) (0 1000) b) Estimate and determine area of a ? Assessment limit: Use counting of ? Assessment limit: Use rectangles ? Assessment limit: Use rectangles and ? Assessment limit: Use rectangular b) Determine the surface area of composite figure whole units and whole numbers (0 50) with the length of the sides in whole numbers (0 200) prisms and whole number dimensions geometric solids whole numbers (0 100) c) Find the area and perimeter of any (0 1000) ? Assessment limit: Include composite c) Determine start time, elapsed time closed figure on a grid c) Estimate and determine the area of a ? Assessment limit: Use rectangular figures with no more than 6 polygons and end time Assessment limit: Use whole and composite figure prisms with whole number (triangles, rectangles, or circles) by partial units (0-50) dimensions (0 1000) measuring, partitioning, or using ? Assessment limit: Use hour and ? Assessment limit: Use composite d) Estimate and determine volume by c) Estimate pi using physical models formulas with whole number half hour intervals figures with no more than four polygons counting d) Estimate and determine the volume dimensions (0 - 10,000) (triangles or rectangles) and whole of a triangular prism c) Estimate and determine the volume of number dimensions (0 500) a cylinder d) Determine missing dimension of a quadrilateral given the perimeter length ? Assessment limit: Use cylinders, the given the formula, and whole number ? Assessment limit: Find length in a dimensions (0 10,000) quadrilateral given the perimeter with d) Determine the volume of cones, whole number dimensions (0 200) pyramids, and spheres e) Determine the missing dimension of e) Determine the surface area of rectangles cylinders, prisms, and pyramids ? Assessment limit: Find length in a square or rectangle given the area and whole number dimensions (0 200) 2. Calculate equivalent measurements 2. Calculate equivalent measurements a) Determine start, elapsed, and end time a) Determine equivalent units of length 2. Analyze measurement relationships 2. Calculate equivalent measurements ? Assessment limit: Use the nearest 2. Analyze measurement relationships a) Determine a missing dimension for a ? Assessment limit: Use 12 inches = 1 a) Determine equivalent units of minute a) Use proportional reasoning to solve figure using a scale. foot and 3 feet = 1 yard and whole length b) Determine equivalent units of measurement problems numbers (0 30) measurement ? Assessment limit: Use a polygon Assessment limit: Use proportions, ? Assessment limit: Use 36 inches = Assessment limit: Use seconds, with no more than 8 sides using scale drawings with scales as whole 1 yard and whole numbers (0-100) minutes, and hours or pints, quarts, whole numbers (0 1000) numbers, or rates using whole b) Determine equivalent units of time and gallons b) Determine the distance between 2 numbers or decimals (0 1000) c) Determine equivalent units of points using a drawing and a scale capacity and weight within the same system ? Assessment limit: Use a scale of 1 cm = ?, ? inch = ?, or ? inch = ?, and whole numbers (0 1000)

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. Page 8 of 17 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. Date 6.04

VOLUNTARY STATE CURRICULUM MATHEMATICS GRADES 3 8

STANDARD 4.0 KNOWLEDGE OF STATISTICS Students will collect, organize, display, analyze, or interpret data to make decisions or predictions GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Data Displays A. Data Displays A. Data Displays A. Data Displays A. Data Displays A. Data Displays 1. Collect, organize, and display data 1. Collect, organize, and display data 1. Collect, organize, and display data 1. Organize and display data 1. Organize and display data 1. Organize and display data a) Collect data by conducting surveys a) Collect data by conducting surveys to a) Collect data by conducting surveys to a) Organize and display data to make a) Organize and display data using back-a) Organize and display data to make b) Organize and display data to make tables answer a question answer a question frequency tables to-back stem-and-leaf plots circle graphs using a variety of categories and sets of b) Organize and display data in line b) Organize and display data in stem-? Assessment limit: Use no more than ? Assessment limit: Use no more than ? Assessment limit: Use no more than 5 data plots and frequency tables using a and-leaf plots 5 categories or ranges of numbers and 20 data points using whole numbers categories with data in whole number variety of categories and sets of data ? Assessment limit: Use no more than 4 ? Assessment limit: Use no more than total frequencies of no more than 25 (0 999) percents categories from one set of data and ? Assessment limit: Use line plots 20 data points and whole numbers b) Organize and display data to make b) Organize and display data to make b) Organize and display data to make whole numbers (0 1000) with no more than 20 pieces of (0 100) stem-and-leaf plots circle graphs box-and-whisker plots c) Organize and display data to make unorganized data and a range of no c) Organize and display data in line plots ? Assessment limit: Use no more than ? Assessment limit: Use no more than pictographs using a variety of scales more than 10 and whole numbers ? Assessment limit: Use no more than 20 data points and whole numbers 12 pieces of data and whole numbers (0 100) ? Assessment limit: Use scales of 2:1, 4:1, 20 pieces of data with a range of no (0 99) (0 1000) or 10:1 and whole numbers (0 100) more than 20 and whole numbers c) Organize and display data using a c) Organize and display data to make a d) Organize and display data to make single (0 200) back-to-back stem-and-leaf plot scatter plot bar graphs using a variety of categories d) Organize and display data in double ? Assessment limit: Use no more than and intervals bar graphs 10 points and whole numbers ? Assessment limit: Use no more than 4 ? Assessment limit: Use no more than (0 1000) categories of data with intervals of 1, 2, 4 categories and intervals of 1, 2, 5, or 5, or 10 and whole numbers (0 100) 10 and whole numbers (0 100) e) Organize and display data to make line e) Organize and display data in line plots using a variety of intervals graphs ? Assessment limit: Use y-axis with intervals of 1, 2, 4, 5, or 10 and x-axis with no more than 10 time intervals and whole numbers (0 100) f) Determine the appropriate type of graph to effectively display data

Problem Solving

Reasoning

Communication

Connections

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. Page 9 of 17 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. Date 6.04