A Correlation of Idaho Content Standard Mathematics Grades K - 6

Transcription

1 A Correlation of Idaho Content Standard Grades K - 6 M/M-144

2 Introduction This correlation shows the close alignment between, copyright 2009, to the Idaho Content Standards--. Correlation page references are to the Teacher s Edition. Lessons in the Teacher s Edition include facsimile pages of the Student Edition. The boldface citations specifically meet the Content Limit associated with an objective, and the lightface citations meet the objective without regard to the Content Limit. The program is based around scientific research on how children learn mathematics as well as on classroom-based evidence that validates proven reliability. Personalized Curriculum provides 20 (16 in Kindergarten) focused topics that are coherent, digestible groups of lessons focusing on one or a few related content areas. A flexible sequence of topics is small enough for a district to rearrange into a personalized curriculum that matches the sequence preferred by the district. The curriculum is designed so that all standards can be taught before the major mathematics testing. Instructional Design teaches for deep conceptual understanding using research-based best practices. Essential understandings connected by Big Ideas are explicitly stated in the Teacher s Edition. Daily Spiral Review and the Problem of the Day focus foundational skills and allow for ongoing practice with a variety of problem types. Daily interactive concept development encourages students to interact with teachers and other students to develop conceptual understanding. Visual Learning allows students to benefit from seeing math ideas portrayed pictorially as well as being able to see connections between ideas. created a Visual Learning Bridge which is a step-by-step bridge between the interactive learning activity and the lesson exercises to help students focus on one idea at a time and see the connections within the sequence of ideas. The strong sequential visual/verbal connections deepen conceptual understanding for students of all learning modalities and are particularly effective with English language learners and struggling readers. Guiding questions in blue type help the teacher guide students through the examples, ask probing questions to stimulate higher order thinking, and allow for checking of understanding. Differentiated Instruction engages and interests all students with leveled activities for ongoing differentiated instruction. A Teacher-Directed Intervention activity at the end of every lesson provides immediate opportunities to get students on track. In addition, ready made leveled learning centers for each lesson allow different students to do the same activity at different levels at the same time giving the teacher uninterrupted time to focus on reteaching students who require intervention. All centers can be used repeatedly due to the inclusion of a Try Again at the end. They can also be used for ongoing review and they can be used year after year. Topic-specific considerations for EL, Special Education, At-Risk, and Advanced students enable the teacher to accommodate the diverse learners in the classroom.

3 Table of Contents Kindergarten 1 Grade One 6 Grade Two 13 Grade Three 20 Grade Four 33 Grade Five 48 Grade Six 64

4 to the Idaho Content Standards Kindergarten Idaho Content Standards Standard 1: Number and Operation Goal 1.1: Understand and use numbers. K.M Demonstrate knowledge of our numeration system by counting forward by ones to at least 31. ( a) K.M Show the verbal, symbolic, and physical representations of a number up to 10. ( b) K.M Identify a penny as a value of money. ( c) K.M Select strategies appropriate for solving a problem. ( a) 49A, 49I 49J, 49 50, 51A 52C, 53A 54C, 55A 56C, 57A 58C, 59A 60C, 61A 62C, 63A 64C, 65A 66C, 67A 68C, 75A 76C, 77A 78C, 79A 80C, 81A 82C, 87A 88C, 89A 90C, 93A 94C 53A 52C, 57A 58C, 59A 60C, 61A 62C, 63A 64C, 65A 66C, 67A 68C, 77A 78C, 79A 80C, 83A 84C, 85A 86C, 89A 90C, 91A 92C 237A 237, , 238A 238C Teacher Resource Master: Topic 13, pp. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 20, 23, 24, 25, 26 27A 28C, 41A 42C, 69A 70C, 95A 96C, 109A 110C, 131A 132C, 141A 142C, 147A 148C, 161A 162C, 171A 172C, 189A 190C, 207A 208B, 231A 232C, 247A 248C, 283A 239C, 301A 302C K.M Use appropriate vocabulary. 1E, 31E, 49E, 99E, 135E, 175E, 235E Goal 1.2: Perform computations accurately. Cognitive level codes: 1 Kindergarten

5 K.M Use concrete objects to illustrate the concepts of addition and subtraction. ( a) K.M Use appropriate vocabulary. ( b) Goal 1.3: Estimate and judge reasonableness of results. 175G 175H, 175I 175J, , 177A 178C, 179A 180C, 181A 182C, 183A 184C, 185A 186C, 187A 188C 177, 179, 181, 185, 187, 189 K.M Use estimation to identify a number of objects. ( a) K.M Use estimation to evaluate the reasonableness of an answer. ( b) 225A, , 226A 226C K.M Use appropriate vocabulary. ( c) 99E, 103, 105 Standard 2: Concepts and Principles of Measurement Goal 2.1: Understand and use U.S. customary and metric measurements. K.M Compare the lengths or sizes of objects (e.g., longer, shorter, larger, smaller). K.M Estimate measurement using concrete objects. ( b) K.M Name the day of the week and the day s date using a calendar. K.M Use appropriate vocabulary. ( c) Goal 2.2: Apply the concepts of rates, ratios, and proportions. Teacher Resource Master: Topic 12, pp. 76, 77, A, , 104A 104C, 105A, , 106A 106C 151C 151D, 151G 151H, 153A 154C, 155A 156C, 157A 158C, 163A 164C, 167A 168C 153A, , 154A 154C, 155A, , 156A 156C, 157A, , 158A 158C, 159A, , 160A 160C 269E 269F, 269G, 269I 269J, 273A 274C, 275A 276C, 277A 278C, 279A 280C 151E, 153, 155, 157, 159, 163, 165, 167, 169 Cognitive level codes: 2 Kindergarten o o o o o B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine problems, make connection

6 Goal 2.3: Apply dimensional analysis. Standard 3: Concepts and Language of Algebra and Functions Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. K.M Use concrete objects to identify and show a solution to problems. ( a) K.M Compare sets of objects using vocabulary (less than, greater than, and same as). ( a) Goal 3.2: Evaluate algebraic expressions. Goal 3.3: Solve algebraic equations and inequalities. Goal 3.4: Understand the concept of functions. K.M Replicate and extend simple repeating patterns (e.g., ABAB). ( a) K.M Use appropriate vocabulary. ( c) Goal 3.5: Represent equations, inequalities and functions in a variety of formats. Goal 3.6: Apply functions to a variety of problems. 109A 110C, 131A 132C, 131A 132C, 179A 180C, 181A 182C, 183, 187A 188C, 195A 196C, 197A 198C, 199A 200C, A 64C, 65A 66C, 67A 68C, 101A 102C, 103A 104C, 105A 106C, 107A 108C 31C 31D, 31G 31H, 31 32, 33A 34C, 35A 36C, 37A 38C, 39A 40C 31E, 31I 31J, 33, 35, 37 Cognitive level codes: 3 Kindergarten

7 Standard 4: Concepts and Principles of Geometry Goal 4.1: Apply concepts of size, shape, and spatial relationships. K.M Recognize, name, compare, and sort two- and three- dimensional shapes (triangle, rectangle, square, circle, cone, cube). ( a) K.M Sort and classify objects. K.M Apply appropriate vocabulary. ( d) Goal 4.2: Apply the geometry of right triangles. Goal 4.3: Apply graphing in two dimensions. K.M Describe the location of an object relative to another (e.g., next to, under, over, behind). Standard 5: Data Analysis, Probability, and Statistics Goal 5.1: Understand data analysis. K.M Interpret information from real object graphs and simple pictographs. ( a) K.M Use appropriate vocabulary. ( b) Goal 5.2: Collect, organize, and display data. K.M Create a graph using real objects or pictorial representations. ( a) 3A 4C, 5A 6C, 7A 8C, 9A 10C, 11A 12C, 115A 116C, 117A 118C, 119A 120C, 121A 122C, 123A 124C, 125A 126C, 127A 128C, 129A 130C 1K 1L, 1 2, 3A 4C, 5A 6C, 7A 8C, 9A 10C, 11A 12C, 13A 14C 1E, 3, 9, 11, 113E, 115, 117, 119, 121, C 15D, 15E, 15I 15J, 16, 17A 18C, 19A 20C, 21A 22C, 23A 24C, 25A 26C 287C 287D, 287I 187J, 293A, , 294A 294C, 295A, , 296A 296C, 297A, , 298A 298C 287E, , , , C, 293A, , 294A 294C, 295A, , 296A 296C, 297A, , 298A 298C, 301A, , 302A 302C Cognitive level codes: 4 Kindergarten

8 Goal 5.3: Apply simple statistical measurements. Goal 5.4: Understand basic concepts of probability. Goal 5.5: Make predictions or decisions based on data. Cognitive level codes: 5 Kindergarten

9 to the Idaho Content Standards Grade One Idaho Content Standards Standard 1: Number and Operation Goal 1.1: Understand and use numbers. 1.M Demonstrate knowledge of our numeration system by counting forward by ones and tens to 100, by counting backward by ones from 20, and by counting with ordinal numbers. ( a) 1.M Read, write, compare, and order whole numbers to 100. ( b) 1.M Identify place value through 99. ( c) 1.M Identify each and state the value of pennies, nickels, and dimes. ( d) 271A 271, , 274A 274B, 275A 275, , 278A 278B, 279A 279, , 282A 282B, , A 6B, 7A 10B, 11A 14B, 15A 18B, 19A 22B, 31A 34B, 35A 38B, 39A 42B, 119A 122B, 123A 126B, 127A 130B, 131A 134B, 331A 334B, 335A 338B, 339A 342B, 343A 346B, 347A 350B, 351A 354B, 355A 358B 301G 301H, , 303A 306B, 307A 310B, 311A 314B, 315A 318B, 319A 322B, 323A 326B 367A 367, , 370A 370B, 371A 371, , 374A 374B, 375A 375, , 378A 378B, 379A 379, , 382A 382B, 383A 386B Cognitive level codes: 6 Grade One

10 1.M Select strategies appropriate for solving a problem. ( a) 1.M Use appropriate vocabulary. Goal 1.2: Perform computations accurately. 1.M Use objects, pictures, and symbols to add up to 10 and subtract from up to 9. ( a) 1.M Solve addition problems using objects, pictures, and symbols for sums up to 10. ( a) 1.M Solve subtraction problems using objects, pictures, and symbols from up to 9. ( a) 1.M Use appropriate vocabulary. ( b) Goal 1.3: Estimate and judge reasonableness of results. 23A 26B, 43A 46B, 75A 78B, 111A 114B, 135A 138B, 163A 166B, 187A 190B, 223A 226B, 255A 258B, 295A 298B, 323A 326B, 359A 362B, 387A 389B, 509A 512B, 533A 536B, 569A 572B, 601A 604B 1I, 29I, 31 34, 35 38, 39 42, 117E, , , 301E, 329E 493, 49G 49H, 51A 54B, 55A 58B, 59A 62B, 63A 66B, 67A 70B, 71A 74B, 75A 78B, 83A 86B, 87A 90B, 91A 94B, 95A 98B, 99A 102B, 103A 106B, 107A 110B, 143A 146B, 147A 150B, 151A 154B, 155A 158B, 159A 162B, 163A 166B, 171A 174B, 175A 178B, 179A 182B, 183A 186B, 187A 190B 49G 49H, 54, 58, 62, 66, 67A 70B, 74, 75A 78B, 146, 150, 154, 158, 162, 163A 166B 81G 81H, 86, 90, 94, 98, 99A 102B, 103A 106B, 110, 112A 114B, 174, 178, 182, 186, 187A 190B 49E 49F, 51 54, 55 58, 63 66, 67 70, 71 74, 81E 81F, 83 86, 95 98, , 117E 117F, 141E 141F, Cognitive level codes: 7 Grade One

11 1.M Estimate a quantity of objects when shown a set of 10. ( a) 1.M Use estimation to evaluate the reasonableness of an answer. ( c) 1.M Use appropriate vocabulary. ( d) Standard 2: Concepts and Principles of Measurement 347A 347, , 350A 350B, 403A 403, , 406A 406B Teacher Resource Master: Topic 12, pp. 53, 54, A 347, , 350A 350B, 403A 403, , 406A 406B Teacher Resource Master: Topic 12, pp E, 347A, , 393G 393H, 399A, Goal 2.1: Understand and use U.S. customary and metric measurements. 1.M Use non-standard tools and units for measuring length, volume (capacity), and weight. ( a) 1.M Estimate measurement using non-standard units. ( b) , 395A 395B, , 398A 398B, 399A 399, , 402A 402B, , , , , Teacher Resource Master: Topic 14, pp. 4, 6, 7, 51, 52, 53 1.M Tell time to the hour , 453A 453, , 456A 456B, 457A 457, , 460A 460B, M Recite the days of the week, in order, and identify yesterday and tomorrow on a calendar. Teacher Resource Master: Topic 15, pp. 2, 3, 4, 5, 24, 27, 28, 29, 30, 31, 32, 33, 34, A 469, , 472A 472B Teacher Resource Master: Topic 15, pp. 9, 10, 51, 52, 53, 54 Cognitive level codes: 8 Grade One

12 1.M Use appropriate vocabulary. ( d) Goal 2.2: Apply the concepts of rates, ratios, and proportions. Goal 2.3: Apply dimensional analysis. Standard 3: Concepts and Language of Algebra and Functions , 451E, 451, , , Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. 1.M Write an addition problem in both vertical and horizontal form. ( a) 1.M Draw a picture and/or write a number sentence when given an addition word problem. ( b; a) 1.M Compare numbers to 99 using vocabulary (less than, greater than, equal to, more, less, same, fewer). ( c) Goal 3.2: Evaluate algebraic expressions. Goal 3.3: Solve algebraic equations and inequalities. Goal 3.4: Understand the concept of functions. Cognitive level codes: 9 Grade One o o o o o B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine problems, make connection 49G, 63A 66B, 67A 70B, 71A 74B, 143A 146B, 147A 150B, 151A 154B, 155A 158B, 159A 162B, 163A 166B, 481A 484B, 485A 488B, 489A 492B, 493A 496B, 497A 500B, 501A 504B 49H, 66, 66A 66B, 67A 70B, 75 78, 150, 154, 158, 162, 163A 166B, 484, 488, 493A 496, 496, 504, A 334B, 339A 342B, 343A 346B, 347A 350B, 351A 354B, 355A 358B

13 1.M Describe and extend a repeating pattern (e.g., ABACABAC). ( a) 1.M Use appropriate vocabulary. ( c) Goal 3.5: Represent equations, inequalities and functions in a variety of formats. Goal 3.6: Apply functions to a variety of problems. Standard 4: Concepts and Principles of Geometry Goal 4.1: Apply concepts of size, shape, and spatial relationships. 1.M Recognize, name, build, draw, and sort two- and threedimensional shapes (triangle, rectangle, square, circle, cone, cube, cylinder). ( a) 1.M Sort and classify objects by more than one attribute. ( b) 241G 241H, , 243A 246B, 247A 250B, 251A 254B, 255A 258B 241E, , , , A 198B, 199A 202B, 203A 206B, 223A 226B, 227A 230B, 231A 234B, 235A 238B 196, 199A 199, , 202A 202B, 235A 235, , 238A 238B 1.M Use appropriate vocabulary. ( d) Goal 4.2: Apply the geometry of right triangles. 193E, , , , Cognitive level codes: 10 Grade One

14 Goal 4.3: Apply graphing in two dimensions. 1.M Indicate whether a number is above or below a benchmark number (100 or less) on a number line. Standard 5: Data Analysis, Probability, and Statistics Goal 5.1: Understand data analysis. 1.M Interpret information found in real object graphs and in pictographs to answer questions. ( a) 1.M Use appropriate vocabulary. ( b) Goal 5.2: Collect, organize, and display data. 1.M Gather and display data in real object graphs and in pictographs to answer a question. ( a) Goal 5.3: Apply simple statistical measurements. Goal 5.4: Understand basic concepts of probability. Goal 5.5: Make predictions or decisions based on data. 39A 39, 40 42, 42A 42B, 347A 347, , 350A 350B Teacher Resource Master: Topic 2, pp. 16, 33, 34, 35, 36, A 541, , 544A 544B, 545A 545, , 548A 548B Teacher Resource Master: Topic 18, pp. 3, 4, 31, 32, 35, 36, 37, 38, 40, 41, 42, 43, 44, E, 539G, , , A 561, , 564A 564B, 565A 565, , 568A 568B Teacher Resource Master: Topic 18, pp. 66, 67, 68, 72, 73, 74 Cognitive level codes: 11 Grade One

15 Cognitive level codes: 12 Grade One

16 to the Idaho Content Standards Grade Two Idaho Content Standards Standard 1: Number and Operation Goal 1.1: Understand and use numbers. 2.M Demonstrate knowledge of our numeration system by counting forward by twos, fives, and tens to 100 and by counting forward and backward by ones from any given number less than 100. ( a) 2.M Read, write, compare, and order whole numbers to 1,000. ( b) 2.M Identify place value through 999. ( c) 2.M Count the value of a collection of pennies, nickels, dimes, and quarters up to $1.00. ( d) 127A 127B, , 130A 130B, , 151A 151B, , 154A 154B, 567A 567B, , 570A 570B 97 98, 99A 102B, 103A 106B, 107A 110B, 111A 114B, 115A 118B, 119A 122B, 123A 126B, 127A 130B, 131A 134B, 519A 522B, 523A 526B, 527A 530B, 531A 534B, 535A 538B, 539A 542B, 543A 546B 97G 97H, 97 98, 99A 102B, 103A 106B, , 111A 114B, 115A 118B, 509G 509H, , 519, 523A 526B, 527A 530B, 531A 534B 143A 143B, , 146A 146B, 147A 147B, , 150A 150B, 151A 151B, , 154A 154B, 155A 155B, , 158A 158B, 163A 163B, , 166A 166B Cognitive level codes: 13 Grade Two

17 2.M Recognize mathematical information and select strategies appropriate for solving a problem. ( a) 2.M Use appropriate vocabulary. ( f) Goal 1.2: Perform computations accurately. 2.M Use strategies for addition and subtraction combinations through 18. ( a) 2.M Add whole numbers with and without regrouping through 99. ( b) 2.M Add three one-digit addends. ( c) 2.M Choose addition or subtraction to solve word problems and explain the choice. ( b) 2.M Use appropriate vocabulary. ( e) 102, 106, 110, 114, 118, 122, 126, 130, 134, 135A 138B, 522, 526, 530, 534, 538B, 542, 543A 546B 97E, 97, , , , , , 141E, 509E, , , A 6B, 7A 10B, 11A 14B, 15A 18B, 19A 22B, 23A 26B, 33G 33H, 33 34, 35A 38B, 39A 42B, 43A 46B, 47A 50B, 51A 54B, 55A 58B, 59A 62B, 63A 66B, 69G 69H, 69 70, 71A 74B, 75A 78B, 79A 82B, 83A 86B, 87A 90B 169G 169H, 171A 174B, 175A 178B, 179A 182B, 183A 186B, , 219A 222B, 223A 226B, 227A 230B, 235A 238B, 239A 242B, 243A 246B 34, 51A 51B, 51 54, 54A 54B, 55A, 62B, 63A 63B, 63 66, 66A 66B Teacher Resource Master: Topic 2, pp. 53, 54, 55, 56, 57 27A 27B, 27 30, 30A 30B, 91A 91b, 91 94, 94A 94B Teacher Resource Master: Topic 1, pp. 68, 69, 70, 71, 72 Topic 3, pp. 48, 49, 50, 51 1E, 33E, 33, 39 41, 43 45, 47 49, 63 65, 693, 169E, 169, , , 193E, 217E, Cognitive level codes: 14 Grade Two

18 Goal 1.3: Estimate and judge reasonableness of results. 2.M Estimate to predict the sum of numbers through 99. ( a) 2.M Use estimation to evaluate the reasonableness of the sum of numbers through 99. ( b) 2.M Use appropriate vocabulary. ( c) Standard 2: Concepts and Principles of Measurement Goal 2.1: Understand and use U.S. customary and metric measurements. 2.M Select a tool that can measure a given attribute (ruler length, cup volume, balance weight, clock time, thermometer temperature). ( a) 2.M Estimate length and time using standard units. ( b) 2.M Tell time using both digital and analog clocks to the half hour. ( c) 287A 287B, , 290A 290B, 555A 555B, , 558A 558B Teacher Resource Master: Topic 10, pp. 31, 32, A 287B, , 290A 290B, 555A 555B, , 558A 558B Teacher Resource Master: Topic 10, pp. 31, 32, E, 287A 287B, , 290A 290B, 555A 555B, , 558A 558B 377C 377D, 379, 382B, 383, 387, 415, 419, 431, A 459B, , 462A 462B, 383A 383B, , 386A 386B, 387A 387B, , 390A 390AB, 391A 391B, , 394A 394B 451A 451B, , 454A 454B, 455A 455B, , 458A 458B Teacher Resource Master: Topic 15, pp. 1, 2, 3, 4, 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 38 Cognitive level codes: 15 Grade Two

19 2.M Select the most appropriate unit to measure the time of a given situation (minutes, hours). ( d) 2.M Recite the months of the year, in order. 2.M Use appropriate vocabulary. ( e) Goal 2.2: Apply the concepts of rates, ratios, and proportions. Goal 2.3: Apply dimensional analysis. Standard 3: Concepts and Language of Algebra and Functions Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. 2.M Write addition and subtraction problems vertically and horizontally. ( a) 2.M Write a number sentence from an addition or subtraction problem-solving situation. ( a) 459A 459B, , 462A 462B, 471A 474B Teacher Resource Master: Topic 15, pp. 39, 40, A 463B, , 466A 466B Teacher Resource Master: Topic 15, pp. 46, 47, E, 377, , , , , 413E, 413G, , , , , 39 42, 43 46, 47 50, 51 53, 55 58, 59 61, 71 73, 75 78, 79 82, 83 86, , , A 6B, 7A 10B, 11A 14B, 15A 18B, 19A 22B, 27A 30B, 38, 62, 63A 66B, 78, 82, 86, 90, 91A 94B, 243A 246B Cognitive level codes: 16 Grade Two

20 2.M Show the relationship between addition and subtraction using fact families. ( d) 2.M Compare numbers to 999 using the vocabulary words/phrases of less than, greater than, equal to. ( c) Goal 3.2: Evaluate algebraic expressions. 2.M Use the commutative property of addition. 2.M Solve addition problems using the commutative property (e.g., If = 12, then what is 5 + 7?). Goal 3.3: Solve algebraic equations and inequalities. Goal 3.4: Understand the concept of functions. 2.M Translate a repeating pattern from one representation to another (e.g., even, odd, even, odd translates to ABAB). ( a) 2.M Use appropriate vocabulary. ( c) Goal 3.5: Represent equations, inequalities and functions in a variety of formats. 23A 23B, 23 26, 26A 26B, 82, 75A 75B, 75 78, 78A 78B, 79A 79B, 79 82, 82A 82B, 83A 83B, 83 86, 86A 86B, 87A 87B, 87 90, 90A 90B 111A 114B, 115A 118B, 123A 126B, 131A 134B, 531A 534B, 539A 542B 33G 33H, 47A 47B, 47 50, 50A 50B, 51A 51B, 51 54, 54A 54B Teacher Resource Master: Topic 2, pp. 27, 33, 48, 49, 50 50, 50B, 54, 54B Teacher Resource Master: Topic 2, pp. 27, 33, 49, A 187B, , 190A 190B, 528A 528B, , 530A 530B, 543A 546B, A 187B, , 190A, 190B, 530, 635B, Cognitive level codes: 17 Grade Two

21 Goal 3.6: Apply functions to a variety of problems. Standard 4: Concepts and Principles of Geometry Goal 4.1: Apply concepts of size, shape, and spatial relationships. 2.M Recognize, name, build, compare, and sort the two- and threedimensional shapes of triangles, rectangles, squares, circles, cones, cubes, spheres, cylinders, and pyramids. ( a) 2.M Sort and classify objects by more than one attribute. ( b) 2.M Draw a line of symmetry. ( b) 2.M Use appropriate vocabulary. ( d) Goal 4.2: Apply the geometry of right triangles. Goal 4.3: Apply graphing in two dimensions. 2.M Indicate whether a number is above or below a benchmark number of 1000 or less on a number line. Standard 5: Data Analysis, Probability, and Statistics 313A 313B, 313E 313F, , 315A 318B, 319A 322B, 323A 326B, 327A 330B 315A 315B, , 318A 318B, 343A 343B, , 346A 346B 339A 339B, , 342A 342B Teacher Resource Master: Topic 11, pp. 13, 14, 75, 76, 77, E, 313, , , B, Teacher Resource Master: Topic 4, p. 85 Goal 5.1: Understand data analysis. Cognitive level codes: 18 Grade Two

22 2.M Interpret information found in simple tables, charts, bar graphs, and pictographs. ( a) 2.M Use appropriate vocabulary. ( b) Goal 5.2: Collect, organize, and display data. 2.M Gather and display data in tables, charts, and bar graphs in order to answer a question. ( a) 2.M Use tally marks to represent data. Goal 5.3: Apply simple statistical measurements. Goal 5.4: Understand basic concepts of probability. Goal 5.5: Make predictions or decisions based on data. 477C 477D, 477E 477F, , 479A 482B, 483A 486B, 487A 490B Teacher Resource Master: Topic 16, pp. 3, 4, 5, 31, 32, 33, 34, 37, 38, 39, 40, 43, 44, 45, 46, E, 477, , , A 479B, , 482A 482B, 503A 503B, , 506A 506B Teacher Resource Master: Topic 16, pp. 1, 2, 6, 31, 34, 36, 37, 42, 44, 45, 46, A 483B, , 486A 486B, , 490B Teacher Resource Master: Topic 16, pp. 35, 36, 37, 39, 43, 44, 46, 47 Cognitive level codes: 19 Grade Two

23 to the Idaho Content Standards Grade Three Idaho Content Standards Standard 1: Number and Operation Goal 1.1: Understand and use numbers. 3.M Read, write, compare, and order whole numbers to 10,000. ( a) CL: B Content Limit: When comparing numbers between 1,000 and 9,999, numbers will differ in only hundreds and thousands places. When comparing, the symbols for greater than and less than will not be used. When ordering, no more than four values are used. Numbers may be ordered least to greatest or greatest to least. 3.M Identify place value through 9,999. ( b) CL: B Content Limit: Whole numbers to 9,999. 4A 4B, 4 5, 5A 5B, 6A 6B, 6 7, 7A 7B, 8A 8B, 8 9, 9A 9B, 16A 16B, 16 17, 17A 17B Teacher Resource Master: Topic 1, pp. 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 29, 31, 34, 35, 36, 37, 38, 39, 40, 44, 45, 46, 47, 48, 49, 50, 51, 53, 54, 55, 56, 57, 58, 59 4A 4B, 4 5, 5A 5B, 6A 6B, 6 7, 7A 7B, 8A 8B, 8 9, 9A 9B Teacher Resource Master: Topic 1, pp. 3, 4, 31, 34, 36, 37, 38, 39, 40, 44, 45, 49, 50, 51, 53, 54, 56, 57, 58 Cognitive level codes: 20 Grade Three

24 3.M Count the value of a collection of bills and coins up to $ ( c) Content Limit: Pictures of bills and coins should be used. Coins should be close to actual size. Number of coins should be less than the next value coin (i.e., no more than four pennies, one nickel, four dimes, and/or three quarters per item). 3.M Recognize, name, and represent commonly used fractions using concrete materials. ( a) CL: B Content Limit: Fraction denominators limited to 2, 3, 4, 5, 6, 8. Fractions not simplified. No mixed numbers. No improper fractions as correct answer. Pictures of concrete materials should be used. 3.M Recognize mathematical information and select strategies appropriate for solving a multi-step problem. ( a) 3.M Use appropriate vocabulary. ( f) Goal 1.2: Perform computations accurately. 18A 18B, 18 21, 21A 21B, 22A 22B, 22 23, 23A 23B Teacher Resource Master: Topic 1, pp. 93, 94, 95, 96, 97, 98, 99, 100, 103, 106, 107, 109, 110, C 274D, 276B, , 278A, , 280B, , 282B, 284B, , 288B, , 290B, A 154B, , 156A 156B, 448A 448B, , 450A 450B Teacher Resource Master: Topic 1, pp. 61, 62, 63, 64, 65, 69, 70 2O, 2 3, 4A 5, 8 9, 274E, 274G, , Cognitive level codes: 21 Grade Three

25 3.M Recall basic addition and subtraction facts through 18. ( b) 3.M Add and subtract whole numbers with and without regrouping through 999. ( a) Content Limit: Each of the two numbers contains at most three digits. Differences must be greater than zero. Expression must be clearly stated. Items may be written in horizontal or vertical form. 3.M Add three one- and two- digit addends. ( c) Content Limit: Item may contain oneand two-digit numbers. Expression must be clearly stated. Items may be written in horizontal or vertical form. 3.M Multiply whole numbers through 10 x 10. ( d) Content Limit: Whole number factors between 0 and 10 inclusive. Expression must be clearly stated. Items may be written in horizontal or vertical form. 32A 32B, 32 33, 33A 33B, 66A 66B, 66 67, 67A 67B Teacher Resource Master: Topic 2, pp. 1, 33, 34, 35, 36 Topic 3, pp. 1, 2, 18, 19, 20, 21, 22 32A 33B, 34A 35B, 36B 38, 48A 49B, 68A 70B, 72B 73B, 88B 89B, 90B 91B, 92A 95B, 96B 97B 33, 33B, 56A 56B, 56 57, 57A 57B Teacher Resource Master: Topic 2, pp. 34, 36, 38, 81, 83, 84, 85, 86, B, 110B 112, 113B, B, , 126B 127B, 128B 129B, 140B 141B, 142B 143B, 144B 147B, 148A 149B, 150B 151B, 152B 153B Cognitive level codes: 22 Grade Three

26 3.M Select and use an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three. ( f) 3.M Use appropriate operations to solve word problems and show or explain work. ( b) CL: D Content Limit: Content limits for objectives 1.2.2, 1.2.3, and apply. Expression should not be stated. Selecting an operation also appropriate for standard. Show or explain work to be assessed in the 3.M Use appropriate vocabulary. ( g) Goal 1.3: Estimate and judge reasonableness of results. 3.M Estimate to predict sums and differences. ( a) 36A 36B, 36 38, 38A 38B, 48B, 72A 72B, 72 73, 73A 73B, 199 Teacher Resource Master: Topic 2, pp. 45, 46, 47, 48 Topic 3, pp. 31, 32, 33, 34 33, 35, 38, 49, 52, 55, 57, 87, 89, 91, 93, 97, , 123, 127, 131, , 141, 143, 146, 149, 151, 153, E, 32 33, 64E, 64 65, 66B, 68, 106E, , 108B 109, 110B 111, 130B 131, 138E, A 44B, 44 46, 47A 47B, 74A 74B, 74 76, 77A 77B Teacher Resource Master: Topic 2, pp. 58, 59, 60, 61, 62 Topic 3, pp. 37, 38, 39, 40 Cognitive level codes: 23 Grade Three

27 3.M Use estimation to evaluate the reasonableness of a sum or difference. ( b) 78A 78B, 78 79, 79A 79B Teacher Resource Master: Topic 3, pp. 44, 45, 49, 50 3.M Investigate the use of a fourfunction calculator to solve complex grade-level problems. ( a) 199, M Use appropriate vocabulary. ( c) 30E, 32 33, 40 41, 44 46, 64E, 66 67, 74 76, Standard 2: Concepts and Principles of Measurement Goal 2.1: Understand and use U.S. customary and metric measurements. 3.M Select and use appropriate units and tools to make formal measurements of length and temperature in both systems. ( a) Content Limit: Select appropriate units and tools only. Units should be inches, feet, yards, centimeters, meters, and degrees. Tools are rulers, yardsticks, meter sticks, thermometers, clocks, and scales. use tools to make formal measurements of length and temperature to be assessed in the Cognitive level codes: 24 Grade Three o o o o o B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine problems, make connection 326C, B, 332B 333B, 334B 337B, 338B 339B, 340B 341B, 350B 351B, 352B 354, 356B 357B, 358B 359B

28 3.M Estimate length, time, and weight in real-world problems using standard units. ( b) Content Limit: Lengths are measured in inches, feet, and yards. Time is measured in minutes, hours, and days. Weight is measured in ounces, pounds, and tons. Capacity is measured in cups, quarts, and gallons. May select estimate of size from among list of different numbers within same units (e.g., 1 inch, 1 foot, 10 inches, 10 feet). 3.M Tell time using digital and analog clocks using quarter hour and five minute intervals. ( e) CL: B Content Limit: Second hand not shown on clock face. Picture of analog clock is given and answer options show time on digital clock OR digital clock is shown and answer options are analog clocks. 3.M Solve real-world problems related to time. CL: F Content Limit: Times given in hours and minutes. No elapsed time problems. May add or subtract hours and minutes. 334, 338A 338B, , 339A 339B, 340A 340B, , 341A 341B Teacher Resource Master: Topic 14, pp. 1, 25, 26, 27, 39, 41, 45, 48, 52 Estimate Time, Grade 2: B 392A 392B, , 395A 395B, 396A 396B, , 397A 397B, Teacher Resource Master: Topic 17, pp. 1, 2, 3, 4, 7, 8, 11, 23, 24, A 400B, , 401A 401B, 404A 404B, , 405A 405B Teacher Resource Master: Topic 17, pp. 5, 6, 7, 11, 23, 26, 35, 36, 37, 38, 4, 43, 44 Cognitive level codes: 25 Grade Three

29 3.M Identify relationships of length and time within the U.S. customary system and within the metric system. ( c, d) Content Limit: Relationships may include: 12 inches = 1 ft, 3 ft = 1 yard, 100 cm = 1 meter, 60 seconds = 1 min, 60 min = 1 hr. No conversions. 3.M State that there are 24 hours in a day, 7 days in a week, and 12 months in a year. CL: B Calc: CN Content Limit: No conversions. 3.M Use appropriate vocabulary. ( g) Goal 2.2: Apply the concepts of rates, ratios, and proportions. Goal 2.3: Apply dimensional analysis. Standard 3: Concepts and Language of Algebra and Functions 334A 334B, , 337A 337B, 338A 338B, , 339A 339B, 398A 398B, , 399A 399B 398B, , 399A 399B Teacher Resource Master: Topic 17, pp. 35, 36, 37, 38 Also, See Grade 2: E, , 328B, 338B, 390E, 398A 398B, Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. Cognitive level codes: 26 Grade Three

30 3.M Write a multiplication problem vertically and horizontally. ( a) Content Limit: Whole number factors that are one- or two-digit numbers. Student is not required to find the product. 3.M Write a number sentence using simple geometric shapes as symbols to represent an unknown number. ( b) Content Limit: Information given in words to be rewritten as a number sentence that includes a symbol. Number sentence includes no more than one operation. Geometric symbols used limited to squares, rectangles, or triangles. 3.M Write a fact family when given two addends. CL: D Content Limit: Whole number addends between 1 and 9, inclusive. 108A 108B, , 109A 109B, 110A 110B, , 113A 113B, 140B, 142B, 144B, 148B Teacher Resource Master: Topic 5, pp. 2, 3, 37, 39, 40 49, 71, 95, 147 Teacher Resource Master: Topic 2, pp. 35, 38, 47 Topic 5, pp B Teacher Resource Master: Topic 2, pp. 1 Cognitive level codes: 27 Grade Three

31 3.M Read and use symbols (<, >, =) to express relationships with numbers through 9,999. ( c) Content Limit: May compare results of expressions. Use whole numbers and expressions with no more than one operation. For addition and subtraction expressions, result may be up to 999. For multiplication, factors must be less than 10. Goal 3.2: Evaluate algebraic expressions. 3.M Use the commutative property of multiplication. ( a) Content Limit: Factors may be one- or two-digit numbers. Student is not required to find the product. 3.M Solve multiplication problems using the commutative property (e.g., If 24 x 38 = 912, then what is 38 x 24?). Content Limit: Factors may be one- or two-digit numbers. Student is not required to find the product. Goal 3.3: Solve algebraic equations and inequalities. 12B 14, 15B, 43, 131, 189 Teacher Resource Master: Topic 1, pp. 9, 73, 74, 75, 76, 77, 78, 79, 80 Topic 2, p. 37, 41 Topic 5, pp. 14, A 110B, , 113A 113B Teacher Resource Master: Topic 5, pp. 40, 41, A 110B, , 113A 113B Teacher Resource Master: Topic 5, pp. 40, 41, 43 Cognitive level codes: 28 Grade Three

32 3.M Solve missing addend equations. ( a) Content Limit: Whole number addends with sums less than 100. Geometric symbols used to represent missing addend limited to squares, rectangles, or triangles. Goal 3.4: Understand the concept of functions. 3.M Extend a growing arithmetic, numerical pattern when given a rule with a single operation of one digit addition (e.g., add 3). ( a) Content Limit: Pattern includes numbers less than 100. Minimum of four terms of pattern must be given. 3.M Use appropriate vocabulary. ( c) Goal 3.5: Represent equations, inequalities and functions in a variety of formats. Goal 3.6: Apply functions to a variety of problems. Standard 4: Concepts and Principles of Geometry Goal 4.1: Apply concepts of size, shape, and spatial relationships. 5, 9, 66 67, 71 Teacher Resource Master: Topic 2, pp. 33, 35, 36, 38, 47 15, 208B 209B, 210B 211B, 212B 214, 215B, 298B 299B, E, , 208B, 210B, 212B, 216B Cognitive level codes: 29 Grade Three

33 3.M Identify, compare, and analyze attributes of two- and threedimensional shapes, including right angles, squares, and threedimensional shapes in environment, and develop vocabulary to describe the attributes. CL: B, C, D Content Limit: Identify and compare only. Two-dimensional shapes limited to triangles, quadrilaterals (square and rectangle), and circles. Threedimensional shapes limited to cubes, cones, spheres, cylinders, and pyramids. Analyze attributes and develop vocabulary to describe the attributes to be assessed in the classroom, not on the ISAT. 3.M Discuss sliding and flipping of two-dimensional shapes. 3.M Identify vertical and horizontal lines of symmetry. CL: B Content Limit: Limited to twodimensional shapes or pictures. May identify no lines of symmetry, one vertical line of symmetry, one horizontal line of symmetry, or both vertical and horizontal lines of symmetry. 3.M Use appropriate vocabulary. 234A 234B, , 237A 237B, 238A 238B, , 241A 241B, 246B 247B, 248A 248B, , 249A 249B, 250B 251B 260A 260B, , 263A 263B Teacher Resource Master: Topic 11, pp. 1, 2, 20, 21, A 264B, , 265A 265B, 266A 266B, , 267A 267B Teacher Resource Master: Topic 11, pp. 3, 5, 6, 7, 8, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, E, , 258E, , 234B, Cognitive level codes: 30 Grade Three

34 Goal 4.2: Apply the geometry of right triangles. Goal 4.3: Apply graphing in two dimensions. 3.M Identify the point of final destination given directions for movement on a positive number line. Content Limit: Movement described may include sequence of no more than two directions as addition or subtraction. Each successive move must remain in positive portion of number line. Dot must be used to indicate the starting point on given graphic of number line. Standard 5: Data Analysis, Probability, and Statistics Teacher Resource Master: Topic 2, p. 33 Goal 5.1: Understand data analysis. 3.M Interpret information found in tables, bar graphs, and charts. ( a) CL: D Content Limit: Total number on tables and bar graphs will not exceed 100. Scales are in increments of 1, 2, or 5. Graphics may have at most four data categories. Bar graphs may be vertical or horizontal. Pictograph may be used as type of bar graph. 3.M Use appropriate vocabulary. ( c) Cognitive level codes: 31 Grade Three o o o o o B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine problems, make connection 460A 460B, , 462A 462B, , Teacher Resource Master: Topic 20, pp. 2, 3, 4, 6, 7, 8, 17, 35, 39, 42, 43, 44, E, , 458B, , 460B,

35 Goal 5.2: Collect, organize, and display data. 3.M Collect, organize, and display data in tables, charts, or bar graphs in order to answer a question. ( a) Content Limit: Given data, choose a display. Total number on tables and bar graphs will not exceed 100. Scales are in increments of 1, 2, or 5. Graphics may have at most four data categories. Bar graphs may be vertical or horizontal. Pictograph and tally tables may be used as types of bar graphs. Collect to be assessed in the Goal 5.3: Apply simple statistical measurements. Goal 5.4: Understand basic concepts of probability. Goal 5.5: Make predictions or decisions based on data. 3.M Make predictions based on data. 456C 456D, 457, 458B 459B, 464B 465B, 466B 467B 476A 476B, , 477A 477B, 478A 478B, , 481A 481B Cognitive level codes: 32 Grade Three

36 to the Idaho Content Standards Grade Four Idaho Content Standards Standard 1: Number and Operation Goal 1.1: Understand and use numbers. 4.M Read, write, compare, and order whole numbers to 100,000. ( a) CL: B Content Limit: When comparing, symbols for greater than and less than will not be used. When ordering, no more than four values are used. Numbers may be ordered least to greatest or greatest to least. 4.M Identify and apply place value in whole numbers. ( b) CL: B Content Limit: Whole numbers to 100, , 4B 6, 7B, 8B 9B, 10B 13B, 14B 15B 2 3, 4B 6, 7B, 8B 9B, 10B 13B, 14B 15B Cognitive level codes: 33 Grade Four

37 4.M Count the value of a collection of bills and coins up to $ ( c) Content Limit: Any quantity of coins or bills whose sum is under $100. Pictures of bills and coins are not required. 4.M Read, write, compare, and order commonly used fractions with pictorial representations. ( d) CL: D Content Limit: Fraction denominators limited to 2, 3, 4, 5, 6, and 8. Fractions not simplified. Improper fractions not allowed as correct answer. 4.M Use decimal numbers with money. ( e) CL: B Content Limit: Items will state an amount of money less than $100 in words and ask to find the appropriate expression or value written with dollar sigh ($) and decimal point. 4.M Select strategies appropriate for solving a problem. ( a) 18A 18B, 18 19, 19A 19B Teacher Resource Master: Topic 1, pp. 59, 60, 61, B 218, 219B, 220B, 222B 223B, 224B, 224, 226, 228B, 229B, 230B, A 17A, 16 17, 17A 17B, Teacher Resource Master: Topic 1, pp. 52, 53, 54, 59, 60, 61, 62 2G 2L, 7, 9, 12 13, 15, 20B 21B 4.M Use appropriate vocabulary. ( f) 2E, 2 3, 4B 4, 214E, , 216B 217, 224B 226, 228B 229, 230B 232, 266A, Cognitive level codes: 34 Grade Four

38 Goal 1.2: Perform computations accurately. 4.M Recall multiplication facts through 10 x 10. ( e) 4.M Add and subtract whole numbers. ( a) Content Limit: At most, three addends. Each number contains at most, three digits. Differences must be greater than zero. May be done with or without regrouping. Expression must be clearly stated. Items may be written in horizontal or vertical form. 4.M Multiply up to two-digit by two-digit whole numbers and divide whole numbers by one-digit divisors. ( b) Content Limit: Divide up to three-digit whole numbers by one-digit divisors. Division must result in a whole number quotient. Division problems may be written with bracket or division symbol ( ). Expression must be clearly stated. Items may be written in horizontal or vertical form. 58B 58, 59B, 60B 60, 61B, 62B 63B, 64B 65B, 66B 67B 28B 29, 31B, 36B 38, 39B, 40B, 40 41B, 42B 43B, 44B 47B 98B 99B, 106B 108, 110B 113B, 146B 149B, 150B 151B, 152B 153B, 168B 169B, 170B 172, 177B, 174B 176, 177B, 178B 179B, 180B 181B Cognitive level codes: 35 Grade Four

39 4.M Add and subtract fractions with like denominators that do not require simplification. ( c) Content Limit: Fraction denominators limited to 2, 3, 4, 6, 8, 10, and 12. Improper fractions allowed in answer options. Expression must be clearly stated. Items may be written in horizontal or vertical form. 4.M Add and subtract decimals using money. ( d) Content Limit: May be done with or without regrouping. Values for answer options up to $ All values written with dollar sign ($) and decimal point. Expression must be clearly stated. Items may be written in horizontal or vertical form. 4.M Select and use an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three. ( f) CL: Calc: 250A 250B, , 253A 253B Teacher Resource Master: Topic 11, p. 2, 15, 16, 17, 18 18A 18B, 18 19, 19A 19B, 300A 300B, , 303A 303B, 308A 308B, , 309A 309B Teacher Resource Master: Topic 13, pp. 29, 31, 32, 40, 51, 61, 62 28B 30, 31B, 36B 38, 40B 41B, 42B 43B, 44B 47B, 98B 99B, 106B 108, 109B, 119, 299, 339 Cognitive level codes: 36 Grade Four

40 4.M Select and use appropriate operations to solve word problems and show or explain work. ( b) CL: D Content Limit: Content limits for objectives 1.2.2, 1.2.3, 1.2.4, and apply. Expression should not be stated. Show or explain the work assessed in the 4.M Use appropriate vocabulary. ( g) Goal 1.3: Estimate and judge reasonableness of results. 4.M Estimate to predict computation results. ( a) 4.M Use estimation to evaluate the reasonableness of an answer. ( b) 4.M Investigate the use of a fourfunction calculator to solve complex grade-level problems. ( a) 4.M Use appropriate vocabulary. ( c) 30, 39, 40B, 41B, 42B, 43, 44B 46, 98B, 99, 106B, 109B, 110B, 149, 150B, 151, 153, 153B, 168B, 169, 169B, 170B, 172, 174B, 174, 176, 178B, 179, 180B 22I, 22 23, 28B 28, 54I, 54 55, 56B 57, 60B 60, 62B 63, 64B 64, 88I, 88 89, 92B, 134I, , 250G, , 290I, A 32B, 32 33, 33A 33B, 100A 100B, , 101A 101B, 144A 144B, , 145A 145B, 166A 166B, , 167A 167B 101, 102A 102B, , 105A 105B Teacher Resource Master: Topic 5, pp. 47, 48, , 299, E, 32B, 94E, 100B, 102B, 140E, 144B, 162E, 166B Cognitive level codes: 37 Grade Four

41 Standard 2: Concepts and Principles of Measurement Goal 2.1: Understand and use U.S. customary and metric measurements. 4.M Select and use appropriate units and tools to make the formal measurements of length, temperature, and weight in both systems. ( a) Content Limit: Select appropriate units and tools only. Units are degrees, inches, feet, yards, miles, millimeters, centimeters, meters, ounces, pounds, tons, grams, kilograms, and degrees. Tools are rulers, yardsticks, meter sticks, thermometers, clocks, and scales. Use tools to make formal measurements to be assessed in the 4.M Estimate length, time, weight, and temperature in real-world problems using standard units. ( b) Content Limit: Lengths are measured in inches, feet, and yards. Time is measured in minutes, hours, and days. Weight is measured in ounces, pounds, and tons. Capacity is measured in cups, quarts, and gallons. May select estimate of size from among list of different numbers with same units (e.g., 1 inch, 1 foot, 10 inches, 10 feet). 364B, 364, 365B, 366B, 366, 367B, 368B 368, 369B, 374, 375B, 376, 377B, 378B, 378, 379B 364B, 365, 367, 368B, 369 Teacher Resource Master: Topic 16, pp. 2, 4, 5, 10, 12, 14, 59 Cognitive level codes: 38 Grade Four

42 4.M Tell time to the nearest minute using digital and analog clocks. ( e) CL: B Content Limit: Second hand not shown on clock face. Picture of analog clock is given and answer options show time on digital clock OR digital clock is shown and answer options are analog clocks. 4.M Solve real-world problems related to elapsed time. ( f) CL: F Content Limit: Times given in hours and minutes. 4.M Convert units of length and time within the U. S. Customary system. ( c) Content Limit: Units of length are inches, feet, and yards. Units of time are seconds, minutes, hours, and days. Conversion may only bridge two adjacent units such as hours to minutes and not hours to seconds. Conversions may not include or result in fractions. 4.M State that there are 365 days in a year and 52 weeks in a year. Content Limit: Assessed in the classroom, not on the ISAT , 386A 386B, , 389A 389B Teacher Resource Master: Topic 16, pp. 101, 102, 103, A 386B, , 389A 389B Teacher Resource Master: Topic 16, pp. 101, 102, 103, A 370B, , 373A 373B, 384A 384B, , 385A 385B Teacher Resource Master: Topic 16, pp. 7, 8, 17, 18, 65, 66, 67, 68, 69, 95, 96, Teacher Resource Master: Topic 16, pp.96, 97 Cognitive level codes: 39 Grade Four

43 4.M Recall length and volume (capacity) equivalences involving inches, feet, yards, cups, pints, quarts, and gallons in the U.S. Customary system. CL: B Calc: CR Content Limit: Equivalences include 12 inches = 1 foot, 3 feet = 1 yard, 2 cups = 1 pint, 2 pints = 1 quart, and 4 quarts = 1 gallon. No conversions. 4.M Use appropriate vocabulary. ( g) Content Limit: Assessed in the classroom, not on the ISAT. Goal 2.2: Apply the concepts of rates, ratios, and proportions. Goal 2.3: Apply dimensional analysis. Standard 3: Concepts and Language of Algebra and Functions Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. 4.M Write a division problem using a bracket ( ) and/or the division symbol ( ). ( a) CL: B Content Limit: Whole numbers less than 100,000. Student is not required to find the quotient. 370A 370B, , 373A 373B Teacher Resource Master: Topic 16, pp. 65, 66, 67, E, , , , , , , A 86B, 86 88, 89A 89B Teacher Resource Master: Topic 4, pp. 45, 46, 47, 50 Cognitive level codes: 40 Grade Four

44 4.M Write a number sentence using simple geometric shapes or letters of the alphabet as symbols to represent an unknown number. ( b) Content Limit: Information given in words to be rewritten as a number sentence that includes a symbol. Number sentence includes no more than one operation. Geometric symbols used limited to squares, rectangles and triangles. 4.M Show the relationship between multiplication and division using fact families. CL: D Content Limit: Whole number factors between 1 and 10, inclusive. 4.M Read and use symbols of <, >, and = to express relationships with numbers through 1,000,000. ( c) Calc: CN Content Limit: May compare results of expressions. Use whole numbers and expressions with no more than one operation. Read means to express in words. Goal 3.2: Evaluate algebraic expressions , 68 69, 86 88, , A 80B, 80 81, 81A 81B, 84A 84B, 84 85, 85A 85B Teacher Resource Master: Topic 4, pp. 17, 27, 28, 29, 37, 49 11, 12, 13B Teacher Resource Master: Topic 1, pp. 41, 42, 44 Cognitive level codes: 41 Grade Four