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 Massachusetts History and Social Science Curriculum Framework: August 2003
about a situation based on information gained from data. Grades 3 and 4 NUMBER SENSE AND OPERATIONS; PATTERNS, RELATIONS, AND ALGEBRA ❚ Exhibit an understanding of the base 10 number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000....
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about a situation based on information gained from data. Grades 3 and 4 NUMBER SENSE AND OPERATIONS; PATTERNS, RELATIONS, AND ALGEBRA ❚ Exhibit an understanding of the base 10 number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000. ❚ Demonstrate an understanding of fractions as part of unit wholes, as parts of a collection, and as locations on a number line. ❚ Select, use, and explain models to relate common fractions and mixed numbers ( 1 ⁄2, 1 ⁄3, 1 ⁄4, 1
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=125
www.doe.mass.edu/frameworks/hss/final.pdf#page=125
Grades 3 and 4 (<span class="highlight">continued</span>) ❚ Write an account based <span class="highlight">on</span> personal experience that has a clear focus and sufficient supporting detail. ❚ Define <span class="highlight">the</span> need <span class="highlight">for</span> information and formulate open-ended research questions; initiate a plan <span class="highlight">for</span> searching <span class="highlight">for</span> information; locate resources; evaluate <span class="highlight">the</span> relevance <span class="highlight">of</span> <span class="highlight">the</span> information; interpret, <span class="highlight">use</span>, and communicate <span class="highlight">the</span> information; evaluate <span class="highlight">the</span> research project as a whole. Grades 5 and 6 READING AND LITERATURE, STANDARDS 8 AND 13: UNDERSTANDING AN INFORMATIONAL
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
about a situation based <span class="highlight">on</span> information gained from data. Grades 3 and 4 NUMBER SENSE AND OPERATIONS; PATTERNS, RELATIONS, AND ALGEBRA ❚ Exhibit an understanding <span class="highlight">of</span> <span class="highlight">the</span> base 10 number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000. ❚ Demonstrate an understanding <span class="highlight">of</span> <span class="highlight">fractions</span> as part <span class="highlight">of</span> unit wholes, as parts <span class="highlight">of</span> a collection, and as locations <span class="highlight">on</span> a number line. ❚ Select, <span class="highlight">use</span>, and explain models to relate common <span class="highlight">fractions</span> and mixed numbers ( 1 ⁄2, 1 ⁄3, 1 ⁄4, 1
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=131
www.doe.mass.edu/frameworks/hss/final.pdf#page=131
Grades 3 and 4 (<span class="highlight">continued</span>) DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Collect and organize data using observations, measurements, surveys, or experiments and identify appropriate ways to display <span class="highlight">the</span> data. ❚ Match representations <span class="highlight">of</span> a data set such as lists, tables, or graphs with <span class="highlight">the</span> actual set <span class="highlight">of</span> data. ❚ Construct, draw conclusions, and make predictions from various representations <span class="highlight">of</span> data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies. Grades 5 and 6
Supplement to the Massachusetts Mathematics Curriculum Framework - May 2004
(with denominators 2, 4, 5, 10), decimals, and percents (through one hundred percent), e.g., 3 ⁄4 = 0.75 = 75%. 5.N.6 Find and position whole numbers, positive fractions, positive mixed numbers, and positive decimals on a number line. 5.N.7 Compare and order whole numbers, positi...
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(with denominators 2, 4, 5, 10), decimals, and percents (through one hundred percent), e.g., 3 ⁄4 = 0.75 = 75%. 5.N.6 Find and position whole numbers, positive fractions, positive mixed numbers, and positive decimals on a number line. 5.N.7 Compare and order whole numbers, positive fractions, positive mixed numbers, positive decimals, and percents. 5.N.8 Apply the number theory concepts of common factor, common multiple, and divisibility rules for 2, 3, 5, and 10 to the solution of problems. Demonstrate an
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http://www.doe.mass.edu/frameworks/math/052504_sup.pdf#page=11
www.doe.mass.edu/frameworks/math/052504_sup.pdf#page=11
(with denominators 2, 4, 5, 10), decimals, and percents (through one hundred percent), e.g., 3 ⁄4 = 0.75 = 75%. 5.N.6 Find and position whole numbers, positive <span class="highlight">fractions</span>, positive mixed numbers, and positive decimals <span class="highlight">on</span> a number line. 5.N.7 Compare and order whole numbers, positive <span class="highlight">fractions</span>, positive mixed numbers, positive decimals, and percents. 5.N.8 Apply <span class="highlight">the</span> number theory concepts <span class="highlight">of</span> common factor, common multiple, and divisibility rules <span class="highlight">for</span> 2, 3, 5, and 10 to <span class="highlight">the</span> solution <span class="highlight">of</span> problems. Demonstrate an
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