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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and p...
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reliable algorithm for multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
www.state.tn.us/education/ci/math/doc/MA_Grade_4.pdf#page=2
reliable <span class="highlight">algorithm</span> <span class="highlight">for</span> multiplying multi-digit numbers and dividing numbers by a single-digit divisor accurately and efficiently. #0;9 0406.2.5 Understand that division by zero is undefined. #0;9 0406.2.6 Divide three-digit whole numbers by one-digit divisors fluently with pencil and paper. #0;9 0406.2.7 Identify factors of whole numbers and model factors and products beyond basic multiplication facts using arrays and area models. #0;9 0406.2.8 Generate equivalent forms of whole numbers, decimals, and common
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Kindergarten Knowledge Base Indicators#7;Kindergarten Application Indicators#7;#7;The student... locates whole numbers from 0 through 20 on a number line (2.4.K1a). #7;The student... represents and describes mathematical relationships for whole numbers from 0 through 10 using concrete...
GRADE 5
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of po...
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simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=28
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the <span class="highlight">algorithm</span> shown below <span class="highlight">for</span> finding the sum 76.0059.2
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general <span class="highlight">algorithm</span> or formula <span class="highlight">for</span> finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
Cover 12.05
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME....
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numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=10
numbers to 110; compare using phrases such as “same as”, “more than”, “greater than”, “fewer than”; use = symbol. Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8. N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than <span class="highlight">for</span> any number up to 100. N.ME.01.05 Understand that a number to the right of another number on the number <span class="highlight">line</span> is bigger and that a number to the left is smaller. N.ME.01.06 Count
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http://www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
www.michigan.gov/documents/MathGLCE_140486_7.pdf#page=24
Multiply fluently any whole number by a one-digit number and a three-digit number by a two-digit number; <span class="highlight">for</span> a two-digit by one-digit multiplication use distributive property to develop meaning <span class="highlight">for</span> the <span class="highlight">algorithm</span>. N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10. N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.* N.MR.04.13 Use the relationship between multiplication and division to simplify computations and check results. N.MR.04.14
Mathematics Standards_9-25-05
September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards for Mathematics GLOSSARY Absolute value — A number's distance from zero on a number line. The absolute value of -6, shown as |-6|, is 6, and...
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September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards for Mathematics GLOSSARY Absolute value — A number's distance from zero on a number line. The absolute value of -6, shown as |-6|, is 6, and the absolute value of 6, shown as |6|, is 6. Algebra — The branch of mathematics that is the generalization of the ideas of arithmetic. Algebraic methods — The use of symbols to represent numbers and signs
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=12
www.cde.state.co.us/cdeassess/documents/OSA/standards/math.pdf#page=12
September 15, 2005 Colorado Department of Education 11 COLORADO MODEL CONTENT STANDARDS MATHEMATICS Colorado Model Content Standards <span class="highlight">for</span> Mathematics GLOSSARY Absolute value — A number's distance from zero on a number <span class="highlight">line</span>. The absolute value of -6, shown as |-6|, is 6, and the absolute value of 6, shown as |6|, is 6. Algebra — The branch of mathematics that is the generalization of the ideas of arithmetic. Algebraic methods — The use of symbols to represent numbers and signs
KINDERGARTEN
for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change. 3. Money: Determine...
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for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change. 3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. Standard 5: Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and
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http://sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=12
sde.state.ok.us/Curriculum/PASS/Subject/math.pdf#page=12
<span class="highlight">for</span> measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a <span class="highlight">digital</span> and analog clock to the nearest 5 minute. c. Read a thermometer and solve <span class="highlight">for</span> temperature change. 3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. Standard 5: Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and
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