Math Curriculum K-12

SAU #48
MATHEMATICS
CURRICULUM
GUIDE
GRADES K – 12
Approved by School Board/Date:
Campton May 10, 2005

Holderness April 4, 2005
Pemi-Baker October 18, 2005
Plymouth May 9, 2005
Rumney April 13, 2005
Thornton April 26, 2005
Waterville Valley April 12, 2005
Wentworth May 23, 2005
ASHLAND
CAMPTON, ELLSWORTH, HOLDERNESS, PEMI-BAKER REGIONAL
PLYMOUTH, RUMNEY, THORNTON, WATERVILLE VALLEY,
WENTWORTH
Prepared by:
Ashland Elementary School Judy Kreamer
Campton Elementary School Sonja Anderson, Sandy Carter, Janet Prindle, Sherry Sinclar, Charlene Whitman
Holderness Central School Beth Allain, Joan Coursey, Ruth Harlow, Susan Long, Becky Wark
Plymouth Elementary School Cynthia Croasdale, Peter Hutchins, Karen McCloud, Mark McGlone, Jan Panagoulis
Plymouth Regional High School Donald Hudak , Donni Hughes, Amy Jemery, Stephanie Miller, Gareth Peters, Pat Palmer,
Gail Poitrast
Russell Elementary School Cindy Campbell, Shelley Hancock
Thornton Central School Ann Knowles
Waterville Valley Elementary School Gail Hannigan
Wentworth Elementary School Brooke Blake, Erin DeCotis, Phoebe Sanborn
Special Thanks to:

Dr. Richard Evans, Professor of Mathematics, Plymouth State University
Mahesh Sharma, Director of the Center for Teaching/Learning Mathematics
SAU #48 would like to thank each and every person who worked so diligently on this great curriculum guide.
We apologize if we have missed any names; please let the central office know of any omissions.
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Table of Contents
Grades K – 12
A Word from the Committee …………………………………………………………………………………………….... 6
SAU #48 Mathematics Philosophy and Goals …………………………………………………………………………… 7&8
Quantitative and Qualitative Learning Personalities …………………………………………………………………….. 9
Levels of Knowing ………………………………………………………………………………………………………… 10
Levels of Thinking ………………………………………………………………………………………………………… 11
Grades K-2 Mathematics Scope and Sequence ...........…………………………………………………………………….. 12 - 15

Content: Number Sense
Content: Computation and Operations
Content: Data Analysis and Chance
Content: Geometry and Measurement
Overview of Kindergarten ..................................................................................................................................................... 16
Overview of Grade 1............................................................................................................................................................... 17
Overview of Grade 2............................................................................................................................................................... 18
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Grades 3 – 5 Mathematics Scope and Sequence ................………………………………………………………………… 19-24
Overview of Grade 3 ............................................................................................................................................................. 25
Overview of Grade 4 .............................................................................................................................................................. 26
Overview of Grade 5 ............................................................................................................................................................. 27
Grades 6 – 8 Mathematics Scope and Sequence…………………………………………………………………………. 28-33

Overview of Grade 6 ............................................................................................................................................................ 34
Overview of Grade 7 ........................................................................................................................................................... 35
Overview of Grade 8 ........................................................................................................................................................... 36
Assessment............................................................................................................................................................................ 37
Glossary
Grades K-3............................................................................................................................................................................. 38-48
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Grades 4 – 8............................................................................................................................................................................ 49-78
Plymouth Regional High School Grades 9 – 12 Curriculum……………………………………………………………….. 79-138
Plymouth Regional High School Expectations and Indicators …………………………………………………………… 139-143
Appendix A - Mathematic GLE’s ………………………………………………………………………………………… 144-193
Appendix B – Frameworks ……………………………………………………………………………………………….. 194-228
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A Word from the Committee
The 21st century promises to employ workers that are problem solvers, critical thinkers, and cooperative team members. All of
these are within the scope of mathematics which means that the reach of mathematics must go beyond the classroom to other areas
such as the arts and communication. Mathematics teachers have a vital role in this new era as we shape malleable young people to
become distinctive individuals well prepared to serve the needs of a technologically driven age.
In the early years (1992), Assistant Superintendent John True gave us the tasks of combining skills and the NCTM Standards,
reaching consensus between K-8 and 9-12, exploring the material taught in grades 4 and above, and creating a scope and sequence
or an outline of a new curriculum. We returned to our classrooms and conducted a month long search to find our mildew laden, cob-
webbed covered, seal intact, curriculum guides. After dusting off our curriculum guides we examined the objectives set for each
grade. Our eyes were opened to the fact that basic facts and shapes were being taught all the way from Kindergarten through grade
8. Fred Prevost, Mathematics Consultant for the State of New Hampshire, asked us, "When do we stop teaching how to add whole
numbers?" In order to intelligently answer that question, the committee began its search for new knowledge, ideas, and methods to
incorporate into our existing curriculum. The result is a blueprint that is unique as well as practical. We were not content to adopt the
work of others, but were receptive to the ideas outlined in the New Hampshire Frameworks. This curriculum guide works within the
dimension of the NCTM Standards, and illuminates the innovative thoughts of renowned math educators Mahesh Sharma1 and Dick
Evans2. This document spans several years of ardent work by this committee in order to provide a quality plan that naturally
progresses from Kindergarten through grade 12.
In the future, we hope to see that this document is falling apart, not from mildew, but from overuse. Please write notes in this
resource as needed and share your thoughts and additions with colleagues and committee members to help improve this work-in-
progress. We sincerely hope that you will see this document as a valuable addition to your teaching tools and resources.
Mahesh Sharma is Core Faculty and Dean of Professional Programs in Education at Cambridge College, Director of The Center for
Teaching/Learning of Mathematics, and editor of Focus on Learning Problems in Mathematics. Professor Sharma works directly
with children as well as helping teachers identify how students learn mathematics.
Dr. Richard E. Evans is Professor of Mathematics at Plymouth State College, Director of Pre-Award Grants, and Co-author of
Mathlab Activities 1 and 2. Dr. Evans works directly with teachers and prospective teachers and has been an integral part of
mathematics education in SAU #48.
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SAU #48 MATHEMATICS PHILOSOPHY & GOALS
Mathematics is a dynamic subject affected by the advances in research and technology, and the demands of a modern world. It is an
essential piece of every aspect of human culture. In order to prepare our students for success in their world, a dynamic curriculum is
mandatory.
Research indicates that mathematics education will best serve societal needs when the curriculum is conceptually focused. When students
learn mathematics by exploring and discussing concepts in the context of real life situations, what emerges from these experiences are
skills which are anchored in understanding. The students can not only perform the basic procedures, but also know how to apply them to
new situations. A curriculum that stresses the use of mathematics as a tool for engaging students in meaningful explorations and
investigations promotes optimal mathematics learning.
We believe that all students must develop their own mathematical understandings. A mathematical program must take into account
various learning styles to promote positive student attitudes. The attitudes students form influence their thinking and performance, and
later, influence their decisions about studying mathematics. Each one of us processes information and therefore mathematics information,
differently and uniquely. This processing difference defines the unique way we learn mathematics – quantitatively or qualitatively.
Students are active individuals who construct, modify and integrate ideas by interacting with materials, the world around them, and their
peers. Thus, the learning of mathematics must be an active process: exploring, justifying, representing, solving, constructing, discussing
using, investigating, describing, developing, and predicting. These actions require both the physical and mental involvement of students –
both hands on and minds on. (NH Mathematics Framework p.3)
Development of a mathematical way of thinking takes place when students and teachers communicate mathematics. They communicate
when the use of effective questioning promotes articulation of the thinking process.
In the words of Mahesh Sharma:
¾ Questions instigate language production.
¾ Language instigates models.
¾ Models instigate thinking.
¾ Thinking instigates understanding.
¾ Understanding instigates knowledge, skills, and competence.
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¾ Competence facilitates communication.
Building on this philosophy, and in order to ensure success for all students, principals and teachers should provide programs that:
¾ Motivate all students to learn and maintain a positive attitude about math.
¾ Engage and encourage all students to be active participants in their own study of mathematics.
¾ Emphasize skills, concepts, applications, and accuracy, focusing on the relationships between the four mathematical
operations: addition, subtraction, multiplication and division.
¾ Develop problem solving strategies through cooperative and collaborative interaction between students and teachers.
¾ Involve students in real world problem solving where they generate multiple solutions and make connections to all other
curriculum areas.
¾ Use models and/or manipulatives to apply concepts and create procedures.
¾ Insure that students and teachers communicate about math everyday.
¾ Develop fluency and understanding of the language of mathematics.
¾ Use technology appropriately.
¾ Include varied assessment tools that are interpreted and used to guide instruction and planning.
¾ Include opportunities for career exploration.
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QUANTITATIVE AND QUALITATIVE LEARNING PERSONALITIES
Math is the study of space and quantity. Through these domains emerge two distinct mathematics learning personalities: quantitative and
qualitative. They define the way in which students learn mathematics. These personalities are on a continuum in which each student has a
unique place.
“To learn mathematics, therefore, involves both approaches: quantitative and qualitative. To acquire a high level of fluency in
mathematics work, the elements of both types of learning styles must be integrated, although in a particular individual, one learning style is
more dominant than the other”.
(From Improving Mathematics Instruction, Mahesh Sharma, page 15)
The quantitative learner starts with the parts of a problem, and from those parts, the whole emerges. This student learns best when
procedures, definitions, and formulas are presented FIRST and THEN supported with examples. This learner is usually very good at
arithmetic, capable of solving word problems if they are the same as in-class examples. It follows that this learner does well on unit tests
(which is like a piece of the picture) but may have difficulty on cumulative tests (which look at the whole.)
In terms of manipulatives, the quantitative learner should use materials that are discrete and discontinuous. Any material that uses
counting as the basis is appropriate, like Unifix Cubes, fingers, number lines, or beans.
The most common error made by the quantitative learner is the error of commission (too much information, too many steps or procedures).
This error can be corrected by directing the student to the whole picture because s/he is focusing on individual steps.
The qualitative learner sees the whole picture and then breaks it into parts. This learner is usually very good at problem solving but
procedures prove to be difficult. This student learns best when examples are given first, and then, through inductive reasoning, derives the
procedures, definitions and formulas. It follows that this learner does well on cumulative tests (which look at the whole) but may have
difficulty on a unit test, which is like a piece of the picture).
The qualitative learner is better served with continuous, visual, spatial materials. The defining characteristics of these materials are color,
shape or size. Cuisinaire rods and pattern blocks are appropriate tools.
Omission is the most common error of the qualitative learner – forgetting details such as signs, decimal points and other symbols. To
correct this problem the teacher’s questioning techniques must focus on the details because the student sees the whole and not the parts.
In order to meet the needs of all learners, lessons should combine deductive and inductive reasoning. By starting with many examples,
deriving the result (a definition, rule, or procedure) and then doing more examples, both learning styles are addressed. Continuous
materials help children see patterns in order to use inductive logic. When they are combined with discrete materials that emphasize
sequencing, transitivity, and deductive logic, both spatial perception and strategy skills are challenged.
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LEVELS OF KNOWING
“Every mathematical skill is a developmental concept. To master a concept at its fullest, a child needs to understand it at all levels … and
at all of its levels of difficulty. The mastery of a given mathematical concept passes from intuitive level of understanding to the level
where the child can explain how he has arrived at a particular result and can explain the intricacies of the concept. However, to reach this
highest level of understanding and mastering, the child goes through several intermediate and partial levels of mastery.” (From Improving
Mathematics Instruction, Mahesh Sharma, page I-8)
Through understanding of a mathematical concept requires that the student progress through these four levels:
Intuitive Level This beginning level prepares the child for specific learning by connecting the new concept to something the child
already knows. This can be done through free play, brainstorming and effective questioning.
Concrete The second stage of knowing involves the child manipulating concrete materials in order to solve a problem. If there are
no materials available, the child will be unable to arrive at a solution. Mastery at this level is essential before children are
able to continue on to the next Level of Knowing. This level is the anchor to all other levels; therefore, more time spent
at this level will facilitate learning at the abstract level.
Pictorial The pictorial level is the first level that involves symbolic representation of mathematical ideas and concepts. A student
functioning at this level can solve problems only with the help of pictures or diagrams. To demonstrate their knowledge,
students represent three-dimensional models in a two dimensional space. This level creates a bridge for the student as
s/he moves from the concrete to the abstract.
Abstract At the abstract level, students are able to envision the ideas they developed at the concrete and pictorial levels in order to
solve problems without the actual manipulatives or a picture in front of them. Too often, instruction begins at this level
and the student has no images to reference when solving a problem.
“Abstract concepts are meaningless unless the student has many and diverse concrete experiences).” from Math Notebook: Levels of
Knowing, volume 6, number 1 and 2, 1988.
(I – C – P - A) are indicated on the Content pages. To the right of (I – C – P - A) you will find the Curriculum Frameworks represented by
a number and lower case letter; example: (4a)
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Besides these levels, students must have pre-requisite skills such as following directions, ordering, sequencing and visualization. Learning
mathematics in the absence of these pre-requisite skills and without progressing through the Levels of Knowing is “like having toy
balloons; if they are not tied to something, they will fly away.” (From Improving Mathematics Instruction, Mahesh Sharma, page I-12)
Once all of these levels have been mastered, students should be able to apply their knowledge in diverse situations. Applications may
include transferring math knowledge to other Content areas, forming new ideas based on previously mastered concepts, and finding
solutions to word and real life problems. Students should also be able to share their knowledge and thinking process through effective
communication. Group projects, journals, think alouds, peer tutoring and conversations that utilize appropriate vocabulary are ways to
demonstrate mastery of mathematical concepts through communication.
LEVELS OF THINKING
An area of improvement in mathematics instruction in the classroom is to develop the students’ ability to think mathematically. This is
accomplished through the development of the linguistic, conceptual and procedural components of each math concept. Students mastering
these components understand and are able to apply the math concepts learned in the classroom.
Linguistic The linguistic component is the acquisition of mathematical language necessary for the development of a specific concept.
It is important here to realize that mathematics is a second or even a third language of a student.
Conceptual The conceptual component is the visualization of an appropriate concrete model. It’s important that students have a
picture in their mind’s eye.
Procedural Only after the linguistic and conceptual components have been developed, can the procedural level be explored. This
component involves the sequencing of steps needed in solving a problem or applying a skill.
“… mathematics is a bonafide second language, and if we want to help the child to think mathematically, we need to help him in the
acquisition of the mathematical language: it’s vocabulary, it’s syntax, and, the translation ability from one language to the other.” from
Improving Mathematics Instruction, Mahesh Sharma, Page I-8
“The mastery of mathematical concepts is a developmental process and is also a cumulative one. The complete mastery of any
mathematical concept is achieved slowly and sequentially. …. mastery in mathematics means mastery in all of these components.” from
Math Notebook, Volume 6, Number 1 & 2, Mahesh Sharma
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K-2 MATHEMATICS SCOPE AND SEQUENCE
Content Kindergarten First Grade Second Grade
NUMBER SENSE A kindergartner should be able to: A first grader should be able to: A second grader should be able to:
Counting 1. Count orally up to 10 to determine numbers in a 1. Count to 100 by ones, twos, fives, and tens frontwards 1. Skip count using patterns of multiples of single digit numbers,
given set. (I-C-P-A) (3a.) and backwards. (I-C-P-A) (3b.) frontwards and backwards. (I-C-P-A) 3b.)
Rounding
2. Compare sets to determine more, less, and equal. 2. Determine the number in a set with less than 100 2. Given a two or three digit number, identify hundreds, tens, and
Patterns (I-C-P) (3a.) items. (I-C-P-A) (3a.) ones. (I-C-P-A) (3a.)
Multiples, Factors, 3. Demonstrate an understanding of one more and one 3. Compare sets to determine more, less, and equal to. 3. Order sets of numbers from smallest to largest and vice versa
Divisibility less, up to 10. (I-C-P) (3a.) (I-C-P-A) (3a.) using numbers 0-100. (I-C-P-A) (3a.)
Money 4. Count backwards from 10 to 1 and by tens from 4. Match ordinal numbers to sets which contain that 4. Identify the number which is one more or one less than a 2-digit
100, with the group. (I-C) (3a.) number. (I-C-P-A) (3a.) number. (I-C-P-A) (3a.)
Appropriate Technology
(indicated by asterisk) 5. Classify objects according to attributes. (I-C) 5. Identify the number which is one more or less than a 5. Identify the number which is 10 more or 10 less than a 2-digit
(5a.) given set. (I-C-P-A) (3a.) number. (I-C-P-A) (3a.)
6. Put objects in groups of 10. (I-C) (3b.) 6. Identify and illustrate place value up to 99, using 6. Compare 2-digit numbers to determine more or less. (I-C-P-A)
groupings of tens and ones. (I-C-P-A) (3a.) (3a.)
7. Count by tens to 100. (I-C) (3b.)
7. *Explore patterns and place value activities using 7. Use place value models to explore other bases. (I-C) (3a.)
8. Discuss ½, 1/3, ¼ as they occur in daily activities calculators. (A) (3a. 3c)
(I) (2a. 3a.) 8. Use a place value model to identify and write 2-digit numbers. (I-
8. Identify and use odd and even numbers. (I-C- C-P-A) (3a.)
9. Use concrete devices to name and compare simple P-A) (3b.)
fractions. (I) (3a.) 9. Use a place value model to regroup and rename 2-digit numbers.
9. Recognize simple fractions as equal shares of a whole (I-C-P) (3b.)
10. *Explore the concept of one more and one less up unit. (I-C-P) (3a.)
to 10 using a calculator. (A) (3a. 3c) 10. Identify and use odd and even numbers. (I-C-P-A) (3b.)
10. Create models of simple fractions (I-C-P) (3a.)
11. Recognize and name pennies and dimes. (I-C-P) 11. *Explore numbers and place value concepts using a calculator.
(4c.) 11. Recognize and record data using simple fractions. (I- (A) (3a. 3c.)
C-P-A) (3a. 5a.)
12. Identify and find the nearest ten on a number line and other
12. Recognize, name, and use pennies, nickels, dimes, models using a 2-digit number. (I-C-P-A) (3a.)
quarters, half dollars, and dollars. (I-C-P) (4c.)
13. Create models to review simple fractions. (I-C-P) (3a.)
13. Explore the relationship between pennies, nickels,
dimes, quarters, half dollars, and dollars. (I-C-P-A) 14. Name and write fractional parts of a whole and a set. (I-C-P-A)
(4c.) (3a.)
14. Find equivalent money amounts using coins. (I-C- 15. Create and use models to explore and explain equivalent
P) (4c.) fractions. (I-C-P) (3a. 3c.)
16. Use models to order fractions. (I-C-P) (3a. 3c.)
17. Discover the value of coins and paper money. (I-C-P-A) (4c.)
18. Recognize, use and record money amounts in decimal form. (C-
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COMPUTATION A kindergartner should be able to: A first grader should be able to: A second grader should be able to:
AND
OPERATIONS 1. Model whole number addition situations by 1. Use manipulatives to develop and record the concepts of 1. Represent the joining of sets as addition. (I-C-P-A) (2b.)
joining sets of objects. (I-C-P) (2b. 3b.) addition and subtraction facts through 20, recognizing
the relationship between the two operations. (I-C-P-A) 2. Represent the separation/comparison of sets or a missing addend as
Addition, Subtraction, 2. Model whole number subtraction situations by (6a. 2b. 3b.) subtraction. (I-C-P-A) (2b.)
Multiplication & Division removing a subset from a set. (I-C-P) (2b. 3b.)
(of whole numbers, 2. Represent the joining of two sets as addition, using 3. *Explore addition and subtraction using calculators. (A) (2b. 3c.)
fractions & decimals) numerals. (I-C-P-A) (2b.)
4. *Explore addition and subtraction using computer software. (A)
Properties 3. Represent the separation/comparison of sets or a
missing addend as subtraction, using numerals. (I-C-P- 5. Develop algorithms for addition and subtraction using
Percent A) (2b.) manipulatives. (I-C-P-A) (3c.)
Multiples, Factors, 4. Automatize addition and subtraction facts through 20. 6. Add and subtract any 2-digit numbers accurately. (I-C-P)
Divisibility (A) (3c.) (3c.)
Estimation 5. *Explore patterns and sequences using calculators. (A) 7. Develop the concept of subtraction (with regrouping) using
(3a. 3c. 6a.) manipulatives to reinforce mastery of subtraction facts. (I-C-P-A)
Appropriate Technology (2b. 3b. 3c.)
(indicated by asterisk) 6. Add and subtract money amounts of less than one dollar
using models. (I-C-P) (2b. 3b. 4c.) 8. Explore, discuss and recognize the connection of addition and
subtraction as inverse operations. (I-C-P-A) (2b. 3b. 6a.)
7. Explore the commutative and associative properties and
the identify property of zero in addition. (I-C-P-A) (3b. 9. Explore repeated addition and arrays as multiplication. (I-C-P-A)
6b.) (3b. 2b.)
10. *Explore patterns and sequences using calculators. (A) (3a. 3c. 6a.)
11. Explore the commutative and associative properties and the

identity property of zero in addition and explore why they do not
hold for subtraction. (I-C) (3b. 6b.)
12. Determine the reasonableness of estimated sums and differences

using a variety of strategies. (I-C-P-A) (3c. 3d.)
13. Use estimation and approximation to solve problems where exact

answers are NOT required. (I-C-P-A) (3c. 3d.)
14. Explore addition of decimals using decimal squares and money

amounts as models. (I-C) (2b. 3c. 4c.) P-A) (4c.)
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DATA ANALYSIS A kindergartner should be able to: A first grader should be able to: A second grader should be able to:
AND CHANCE
1. Collect and organize objects and information 1. Collect and organize objects and information and 1. Collect data; construct, interpret and discuss graphs (real, picto
and discuss schemes for sorting. (I-C-P) (1a. discuss schemes for sorting. (I-C-P-A) (1a. 1b. 2a. and bar), tables and charts. (I-C-P-A) (1a. 1b. 2a. 2b. 5a.)
Data Collection
1b. 2a. 2b. 5a.) 2b. 5a.)
and Organization 2. Write story problems using information from a graph. (I-C-P-
2. Construct and interpret real graphs, i.e., graphs 2. Construct and interpret “real” and picture graphs. (I- A) (1a. 2a.)
Graphing
that are made with physical objects. (I-C-P-A) C-P-A) (1a. 1b. 2a. 5a.)
(1a. 1b. 5a.) 3. Write about data collecting, graph or table construction, and
Statistics results. (I-C-P-A) (1a. 2a.)
3. Verbalize observations to be recorded and added to
graphs. (I-C-P-A) (1a. 2a. 5a.)
Probability 4. Predict, test and compile data as to which event is most likely
4. Predict what is most likely to happen given a set of or least likely to happen given appropriate information. (I-C-P-
Appropriate Technology A) (1a. 2a. 5a.)
facts, e.g., weather data. (I-C-P-A) (1a. 2a. 5a.)
(indicated by asterisk)
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GEOMETRY AND A kindergartner should be able to: A first grader should be able to: A second grader should be able to:
MEASUREMENT
1. Sort and classify common geometric shapes 1. Identify and make geometric shapes (circle, 1. Draw, make, and explore squares/diamonds, triangles,
(at least circle, square, rectangle, and square/diamond, rectangle, triangle, and hexagon). rectangles, circles, rhombus, trapezoids, kites and
Two Dimensional parallelograms. (I-C-P-A) (4a.)
triangle). (I-C-P) (1a. 4a.) (I-C-P) (4a. 4b.)
Three Dimensional 2. Use the terms point, line and line segment in describing 2-
2. Explore and make different 2- and 3- 2. Link common objects to geometric shapes and
dimensional shapes. (I-C) (4a. 4b.) objects, using correct geometrical language (ball- dimensional figures. (I-C-P-A) (4a.)
Congruency & Similarity
sphere, box-rectangular solid). (I-C-P) (2a. 2b.)
3. Use positional terms correctly (inside, 3. *Explore making 2-dimensional figures and angle
Transformations measurements using computer software. (I-C-P-A)
outside, above, under, beside…) (I-C-P-A) 3. Use geometric shapes to create, explore, and name
(4b.) patterns. (I-C-P-A) (7a.)
Patterns 4. Recognize and make shapes that can be created from 2 shapes
4. Use geometric shapes to create, explore, and 4. *Explore making 2-dimensional figures using (e.g., all the shapes that can be made with two triangles). (I-C-
Measurement P) (4b.)
name patterns. (I-C-P) (6a. 7a) computer software. (P-A)
Temperature 5. Make, explore and describe cylinders, cones, cubes and
5. Explore and compare objects in relation to 5. Identify and model simple congruent figures in
self by describing attributes of length, weight, different positions. (I-C-P) (4a. 4b.) spheres. (I-C-P) (4b.)
Time
area, volume, and temperature. (I-C) (4c.)
6. Copy and extend simple patterns and shapes. (I-C- 6. Make, discuss and compare cubes and rectangular solids;
Appropriate Technology identify and discuss similarities and differences. (I-C-P) (1b.
P) (4b.)
(indicated by asterisk) 4a.)
7. Continue language development of position
(inside, outside, in front of, in back of, above, 7. Explore and discuss figures with lines of symmetry. (I-C-P)
under, etc.). (I-C-P-A) (4b.) (4a.)
8. Use non-standard units to measure length, area, 8. Identify congruent figures in different positions. (I-C-P-A)
weight and volume. (I-C-P) (4c.) (4a. 4b.)
9. Explore and discover the need for a uniform unit of 9. Identify shapes from different views. (I-C-P-A) (4b.)
length. (I-C-P) (4c.)
10. Copy & extend complex patterns & shapes composed of 3 or
10. Read a Fahrenheit thermometer. (I) (4c.) more simple shapes. (I-C-P) (1b. 4b.)
11. Know the order of the days of the week and 11. Explore area as a “covering” process. (I-C-P) (4c.)
identify what day of the week it is. (A)
12. Estimate and use non-standard units to measure length, area,
12. Tell time on a digital and analog clock using hours weight and volume. (I-C-P-A) (3d. 4c.)
and half hours. (I-C-P) (4c.)
13. Explore and discover the need for uniform units of length and
weight. (I-C) (4c.)
14. Measure lengths of objects to the nearest centimeter, meter,

inch, foot, and yard to explore relationships between common
measurement systems. (I-C-P-A) (4c.)
15. *Explore length using computer software. (P-A)
16. Compare capacities of containers. (I-C) (4c.)
17. Read thermometers in Fahrenheit & Celsius. (I-C-P-A)

(4c.)
18. Recognize time in five-minute intervals. (I-C-P-A)

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Overview of Kindergarten
The focus in kindergarten is to understand the concept of the numbers 1-10. This includes all the levels of knowing, from a concrete
understanding of the numbers to reading them, writing the numerals, and applying the numbers concretely (as on a storyboard) through
story problems applicable to their world.
Kindergartners also explore the characteristics of common geometric shapes, using those shapes to create, identify, and name patterns.
Patterns, counting, and place value are explored using the calendar and number line.
Introductory graphing in kindergarten includes collecting and organizing objects and Information using a variety of real objects.
Estimation strategies are applied to all kindergarten concepts.
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Overview of First Grade
The focus in first grade is to understand the concept of adding and subtracting numbers through twenty. In doing so, students need to have
an understanding of place value and regrouping. The goal is, after taking students through the levels of knowing, automatization of these
basic addition and subtraction facts by the end of first grade.
First graders also focus on the language development of position (inside, outside, etc.) using identified 2-dimensional geometric shapes and
patterns. There is an emphasis on understanding and using the concepts of time and money in real world situations.
Every opportunity is made to express number sense knowledge through constructing and Interpreting graphs. Estimation strategies are
applied to all first grade concepts
17
Overview of Second Grade
The focus in second grade is to understand the concept of adding and subtracting 2-digit numbers with regrouping. In doing so, second
graders need to have a solid understanding of place value, including knowledge of other bases and the relationship between addition and
subtraction. Second graders need to practice the automatization of their facts through 20.
Second graders also explore the characteristics and relationships of 2- and 3 dimensional figures using geometric shapes. They reinforce
their proficiency in addition and subtraction using perimeter problems. The area model is used to connect repeated addition, arrays, and
multiplication.
Every opportunity is made to express number sense through constructing and interpreting graphs, charts, and tables. Estimation strategies
are applied to all second grade concepts.
(Please see document titled Scope and Sequence to review Mathematics Scope and
Sequence for Kindergarten - Second Grade)
18
3-5 MATHEMATICS SCOPE AND SEQUENCE
Content Third Grade Fourth Grade Fifth Grade
NUMBER SENSE A third grader should be able to: A fourth grader should be able to: A fifth grader should be able to:
Counting 1. Identify, illustrate and write a 3-digit number 1. Identify, illustrate and write up to a 6-digit number 1. Identify, illustrate and write numbers (words and digits)
using a place value model. (I-C-P-A) (3a.) using a place value number. (I-C-P-A) (3a. 6a.) from millions to thousandths and conversely. (I-C-P-A)
Rounding (1b.)
2. Given a 3 or 5-digit number identify the 2. Given up to a 6-digit number, identify the number
Patterns number of thousands, hundreds, tens, and of thousands, hundreds, tens and ones. (I-C-P-A) 2. Express whole numbers and decimals in expanded form.
ones. (I-C-P-A) (3a.) (3a.) (I-C-P-A) (3a. 3c.)
Multiples, Factors, Divisibility
3. Regroup and rename numbers up to and 3. Regroup and rename numbers up to and including 3. Name the place value from thousandths to millions of a
Money including 1000 in various combinations of 1,000,000 in various combinations. (I-C-P-A) particular digit given a whole number or decimal. (I-C-
hundred, tens, and ones. (I-C-P-A) (3a. 3b.) (3a. 3b. 6a.) P-A) (1a.)
(indicated by asterisk) 4. Using any 1, 2 or 3-digit number, identify to 4. Develop the concept of remainder in division. (I- 4. Order sequentially a set of whole numbers up through the
the nearest 10 or 100 on a number line or other C-P-A) (3a. 3c.) millions period. (I-C-P-A) (2a.)
model. (I-C-P-A) (3a.)
5. Rename and rewrite whole numbers as fractions 5. Identify, name and write equivalent fractions. (I-C-P-A)
5. Create models to review simple fractions. (I- with various denominators using models. (I-C-P- (3a. 3b.)
C-P-A) (3a.) A) (3a. 3c.)
6. Recognize fractional names for decimals through
6. Name and write fractional parts of a whole and 6. Create models and illustrations to name and write exploration with fractional and decimal models. (I-C-P-
a set. (I-C-P-A) (3a.) mixed numbers and their equivalent improper A) (2b. 3a. 3b.)
fractions. (I-C-P-A) (3a. 3c. 6a.)
7. Create and use models to explore and explain 7. Create models or illustrations to name and write mixed
equivalent fractions. (I-C-P) (3a. 3c.) 7. Identify and compare fractions and decimals which numbers and their equivalent fractions. (I-C-P-A) (1a.
name tenths and hundredths. (I-C-P-A) (3a.) 3b.)
8. Use models to order fractions. (I-C-P) (3a.
3c.) 8. Identify the nearest ten, hundred or thousand place 8. Use visual and manipulative representations of integers.
of a number up to 6 digits. (I-C-P-A) (3a.) (I-C-P) (3a.)
9. Identify, illustrate and write place value for
tenths and hundredths. (3a.) 9. Identify place value periods. (I-C-P-A) (3a.) 9. Identify, compare and order fractions, integers, and
decimals through thousandths. (I-C-P-A) (2b. 3a. 8a.)
10. Identify and compare fractions and decimals 10. Explore and identify multiples and factors of whole
which name tenths. (I-C-P-A) (3a.) numbers. (I-C-P-A) (3a. 3b. 3c.) 10. Round, given a variety of strategies, any given whole
number to any specified place value. (I-C-P-A) (3c.)
11. Skip count-using patterns of multiples of 11. Explore and identify numbers divisible by 2, 3, 5, 9,
single digit numbers. (I-C-P-A) (3b.) and 10. (I-C-P-A) (3a. 3b. 3c) 11. Explore other number systems and bases. (I-C-P-A) (2b.
3a. 6a.)
12. Given a specified amount of money and a 12. Determine the amount of change to be received
price list, determine what can be bought. (I- from a purchase, using various methods (e.g., 12. Explore and identify multiples and factors of whole
C-P-A) (4c.) counting up, mental math…etc.). (I-C-P-A) (3a. numbers. (I-C-P-A) (3a. 6a.)
3b. 3c.)
13. Identify the value of any collection of coins 13. Distinguish the difference between the multiple and
and dollars. (I-C-P-A) (4c.) factor of a whole number. (I-C-P-A) (2b. 3a.)
14. Identify numbers divisible by 2, 3, 5, 9, and 10. (I-C-P-

A) (2b. 3a. 3c. 6a.)
15. Identify and classify a list of whole numbers 0 to 100 as

prime or composite. (I-C-P-A) (2b. 3a. 6a.)
19
COMPUTATION AND A third grader should be able to: A fourth grader should be able to: A fifth grader should be able to:
OPERATIONS
1. Use manipulatives to represent and record 1. Continue to develop multiplication as arrays and 1. Compute the sum or difference of two or more numerals
repeated addition and arrays as multiplication. (I- repeated addition. (I-C-P-A) (3a. 3b. 3c. 6a. 7a. (including decimals) of four digits or less. (I-C-P-A) (2b.)
Addition, Subtraction, 8a.)
C-P-A) (2b. 3b.)
Multiplication & Division(of
2. Develop and use a multiplication algorithm to find the
whole numbers, fractions & 2. Continue to develop division as arrays and
2. Use manipulatives to represent and record product of any two numbers of four digits or less (Including
decimals) repeated subtraction. (I-C-P-A) (3a. 3b. 3c. 6a.
repeated subtraction and arrays as division. (I-C- decimals as one of the factors). (I-C-P-A) (1a. 8a.)
P-A) (2b. 3b.) 8a.)
Properties
3. Develop and use a division algorithm to find the quotient of
3. Explore inverse operations of addition and 3. Explore multiplication and division as inverse a 4-digit dividend (including decimals) and up to a 2-digit
Percent operations. (I-C-P-A) (3a. 3b. 3c.)
subtraction and of multiplication and division. (I- divisor (not including decimals). (I-C-P-A) (2b. 3b.)
C-P-A) (2b. 3b.)
Multiples, Factors, Divisibility 4. Automatize multiplication and division facts 4. Using manipulatives, develop and record algorithms for the
4. Represent and record the separation/comparison of through twelve. (I-C-P-A) (1b. 2b. 3a. 3b.) four operations with fractions. (I-C-P-A) (1b. 3c.)
Estimation
sets or missing addends as subtraction. (I-C-P-A)
(2b.) 5. Develop an algorithm for one or two digit 5. Find the GCF and LCM in a set of natural numbers. (I-C-P-
Appropriate Technology multipliers. (I-C-P-A) (3a. 3b. 3c. 8a.) A) (2b.)
5. *Explore relationships between operations using
calculators. (A) (2b. 3c. 6a.) 6. Perform the four operations with whole numbers. 6. Perform the four operations with whole numbers, fractions,
(I-C-P-A) (3a. 3b. 8a.) and decimals. (I-C-P-A) (1b. 6a.)
6. Develop algorithms for addition and subtraction
using appropriate manipulatives for any numbers 7. Evaluate a given expression containing variables 7. Explore and use order of operations. (PEMDAS) (I-C-P-
less than 1000. (I-C-P-A) (2b. 3c.) using the four operations. (I-C-P-A) (3a. 3b. 8a.) A) (2b.)
7. Add any two or more numbers less than 1000. (I- 8. Use patterns to represent and solve problems. (I- 8. Evaluate a given expression containing variables. (I-C-P-
C-P-A) (2b.) C-P-A) (3a. 3b. 3c. 6a. 8a.) A)
8. Subtract two numbers less than 1000. (I-C-P- 9. Develop the concept of remainder in division and 9. Use patterns to represent and solve problems. (I-C-P-
A) (2b.) apply to real world situations. (I-C-P-A) (2a. 3b. A) (1a. 1b.)
8a.)
9. Automatize all multiplication facts through ten. 10. Solve simple linear equations using concrete, informal
(A) (2b. 3c.) 10. Add or subtract fractions with like or unlike methods. (I-C) (1a.)
denominators using models. (I-C-P-A) (3a.)
10. Add or subtract fractions with like or unlike 11. Identify and apply the commutative, associative, and
denominators using models. (I-C-P) (3a. 3c.) 11. Use physical models and illustrations to find the distributive properties of rational numbers. (I-C-P-A) (3b.
sums and differences of decimals. (I-C-P- 6a.)
11. Add or subtract decimals (.1 and .01) using A) (3a.)
models, such as money and decimal squares. (I-C- 12. Apply the properties of zero and one. (I-C-P-A) (2b.)
P-A) (2b. 3c. 4c.) 12. Develop and use algorithms to add and subtract
decimals using tenths and hundredths. (I-C-P-A) 13. Find the prime factorization of a whole number. (I-C-
12. Develop an algorithm for addition and subtraction (3a.) P-A) (3a.)
of decimals (.1 and .01) using models. (I-C-P-A)
(2b. 3c.) 13. Explore the commutative and associative 14. Explore the recording of prime factorization in exponential
properties, the property of one in multiplication, form. (I-C-P-A)
13. *Use calculators in appropriate computation the zero identity of addition and the zero property
situations (A) (3c.) of multiplication and explore why they do not hold 15. Use a variety of estimation strategies. (I-C-P-A) (1a.
for subtraction or division. (I-C-P-A) (3a.) 3d.)
14. Estimate sums and differences using a variety of
techniques. (I-C-P-A) (1a. 3c. 3d.) 14. Explore and use the distributive property. (I-C-
P-A) (3a. 3b.)
20
COMPUTATION AND 15. Justify and record various estimation 15. Determine the reasonableness of sums, 16. Use estimation, approximation and mental
strategies. (I-C-P-A) (2a. 3c. 3d.) differences, products and quotients using computation to solve problems where exact answers
OPERATIONS estimation. (I-C-P-A) (3c. 3d.) are or NOT required. (I-C-P-A) (2a. 3d.)
16. Determine the reasonableness of sums and
Addition, Subtraction, Multiplication & differences using estimation. (I-C-P-A) 16. Use estimation, approximation or mental 17. Determine the reasonableness of sums, differences,
Division(of whole numbers,fractions & (3c. 3d.) computation to solve problems where exact products and quotients using estimation. (I-C-P-A)
decimals) answers are NOT required. (I-C-P-A) (3c.) (2a. 3d.)
17. Use estimation, approximation or mental
Properties computation to solve problems where exact 17. *Use calculators in appropriate computation 18. *Use calculators, mental math, pencil and paper and
answers are NOT required. (I-C-P-A) situations. (I-C-P-A) (3c.) computer methods in appropriate computation
Percent (3c. 3d.) situations. (I-C-P-A) (2a. 3d. 6b.)
Multiples, Factors, Divisibility 18. *Use calculators to examine

patterns/sequences to make conjectures
Estimation about multiplication facts and more
complex/sophisticated number patterns. (A)
Appropriate Technology (1c. 3a. 3c. 6a.)
19. Explore addition/subtraction of decimals
and addition/subtraction of whole numbers.
Discuss similarities. (I-C-P-A) (2b. 3c. 6a.)
20. Explore the commutative and associative

properties, the property of one in
multiplication, and the zero identity of
addition and multiplication and explore
why they do not hold for subtraction. (I-C-
P-A) (3b. 6b.)
21
DATA ANALYSIS A third grader should be able to: A fourth grader should be able to: A fifth grader should be able to:
AND CHANCE
1. Collect data, construct, interpret and discuss 1. Collect data; construct, interpret and discuss graphs (picto, 1. Interpret and analyze the data from a bar, line,
graphs (picto and bar), tables and charts. (I-C-P-A) bar, and line), tables and charts. (I-C-P-A) (5a. 8a.) picto, and circle graph, charts and tables. (I-C-P-A)
Data Collection (1a. 2a. 3c. 3d. 5a. 6b. 7a.)
(1a. 1b. 2a. 2b. 5a.)
and Organization
2. Interpret graphs made by classmates or found in
2. Interpret graphs made by classmates or found in newspapers and books. (I-C-P-A) (5a. 8a.) 2. Construct a graph or diagram using an appropriate
Graphing scale given a set of numerical data. (I-C-P-A)
newspapers and books. (I-C-P-A) (1a. 1b. 2b.
5a.) 3. Interpret and discuss circle graphs. (I-C-P-A) (5a. 8a.) (1a. 3b. 5a. 6b. 7a. 8a.)
Statistics
3. Interpret and discuss circle graphs. (I-C-P-A) 4. Write story problems using information from a graph. (I-C- 3. Given a problem situation, collect, organize and
Probability present the numerical data in a variety of forms,
(1a. 1b. 2a. 2b. 5a.) P-A) (5a. 8a.)
recognizing the most effective form for the data.
Appropriate Technology (I-C-P-A) (1a. 2a. 3c. 5a. 7a. 8a)
4. Write story problems using information from a 5. Explore graphs with units different from one. (I-C-P-A) (4c.
graph. (I-C-P-A) (1a. 2a. 2b.) 5a. 8a.)
4. Construct and read a stem and leaf plot. (I-C-P-A)
5. Predict, test and compile data as to which event is 6. *Explore statistics, such as mean, median, mode and range (6b.)
most likely or least likely to happen given using manipulatives and calculators. (I-C-P-A) (5a. 8a.)
appropriate information. (I-C-P-A) (5a.) 5. Identify which bar, line or picto graph reflects a
7. Investigate the probability of an event occurring. (I-C-P-A) certain set of data. (I-C-P-A) (2a. 3b. 5a.)
6. *Explore the notion of probability with calculators (5a. 7a. 8a.)
and computer software. (I-C-P-A) (5a.) 6. Construct graphs and pictures using an x/y axis.
8. *Explore the notion of probability with calculators and (I-C-P-A) (1a. 3b. 3c. 5a. 6b. 8a.)
7. *Explore statistics, such as mean, median and computer software. (I-C-P-A) (3a. 5a. 8a)
mode using manipulatives and calculators. (I-C-P- 7. *Explore statistics such as mean, median, mode
A) (5a.) and range using pencil and paper, calculators and
computers. (I-C-P-A) (1a. 3b. 3c. 5a.)
8. Keep a record of data collection, analysis and
chance. (I-C-P-A) (5a.) 8. Given a problem solving situation involving the
likelihood of an event occurring, solve the problem
by constructing a sample space, i.e., listing the
possible combinations of a given number on a pair
of dice. (I-C-P-A) (1a. 5a.)
22
GEOMETRY A third grader should be able to: A fourth grader should be able to: A fifth grader should be able to:
AND
1. Identify, describe, sketch and draw rays, right angles,
MEASUREMENT 1. Draw, make and explore using manipulatives
acute angles, obtuse angles and straight angles. (I-C-P-A)
1. Identify and/or classify a selection of plane figures,
squares/diamonds, triangles, rectangles, stating their properties. (I-C-P-A) (1b. 6a.)
circles, rhombus, hexagons, trapezoids, kites (4a.)
Two Dimensional and parallelograms. (I-C-P-A) (4a. 4b.) 2. Identify congruent and similar figures given a set of
2. Identify, describe and draw parallel and perpendicular plane figures and their attributes. (I-C-P-A) (1a. 6a.)
Three Dimensional 2. Use the terms point, line and line segment in lines. (I-C-P-A) (4a.)
describing 2-dimensional figures. (I-C- 3. Given a series of pictorial representations of a cube
Congruency & P-A) (4a.) 3. Identify, describe and draw parallelograms, rhombuses in various rotational positions, identify those
Similarity and trapezoids. (I-C-P-A) (4a.) pictures which represent the same cube. (I-C-P-A)
3. Name and identify angles as acute, obtuse, (1b. 4a. 4b. 4c. 6a.)
Transformations and right and straight. (I-C-P-A) (4a.) 4. Recognize and make shapes that can be created from a set
of 4 or more simple shapes (i.e. tangrams, pattern blocks). 4. Explore and compare the properties of various
Patterns 4. *Draw figures and angles using LOGO on (I-C-P-A) (4a. 6a.) solids. (I-C-P-A) (4c. 6a.)
the computer and using paper and pencil. (I-
Measurement C-P-A) 5. Draw a shape that has been turned or rotated. (I-C-P-A) 5. Produce a 3-dimensional object using a pictorial
(4a. 4b.) representation. (I-C-P-A) (1a. 1b. 4a. 6a.)
Temperature 5. Separate a given shape into smaller shapes.
(I-C-P-A) (4b.) 6. Enhance spatial sense using manipulatives and graphics. 6. Explore surface area. (I-C-P) (1a. 1b. 4a. 4b. 4d.)
Time (I-C-P-A) (4a. 4b.)
6. Make a shape that can be made from 3 7. Explore slides, flips and turns. (I-C-P-A) (1b. 4a.
Appropriate smaller shapes. (I-C-P-A) (4b.) 7. Construct 3-dimensional objects, discussing edges, faces 4b.)
Technology and vertices. (I-C-P-A) (4a. 4b.)
(indicated by asterisk) 7. Name, make and describe cylinders, cones, 8. Explore tessellations on a plane. (I-C-P-A) (1b. 4a.)
cubes, spheres, and pyramids. (I-C-P-A) (4a.) 8. Discuss figures with lines of symmetry. (I-C-P-A)
(4a. 4b.) 9. Select an appropriate unit of measure given a
8. Construct 3-dimensional figures. Discuss situation. (I-C-P-A) (3a. 6a.)
edges, faces and vertices. (I-C-P-A) (4b.) 9. Draw a congruent figure using many methods. (I-C-P-A)
(4a. 4b.) 10. Estimate size, quantity, temperature, capacity and
9. Match figures for congruency and explain the passage of time. (I-C-P-A) (1a. 1b. 4c.)
why they are congruent. (I-C-P-A) (2a. 4a.) 10. Add or subtract units of length, including regrouping. (I-
C-P-A) (4a. 4c.) 11. Measure a given item to an indicated precision.
10. Discuss figures with lines of symmetry. (I- (I-C-P-A)
C-P-A) (2a. 4a.) 11. Select an appropriate unit of measure for a given
situation. (I-C-P-A) (4c.) 12. Identify measure and construct acute, right and
11. Draw a congruent figure using many obtuse angles. (I-C-P-A) (1b. 7a.)
methods. (I-C-P-A) (4a.) 12. Determine perimeters of closed shapes without formulas.
(I-C-P-A) (4a. 4c.) 13. Find the area and perimeter of any plane figure.
12. Draw line segments in lines. (I-C-P-A) (4a.) (I-C-P-A) (1b.)
13. Investigate figures with equal perimeters. (I-C-P-A)
13. Measure lengths of objects to nearest half- (4a. 4c.) 14. Develop strategies to calculate the perimeter and
inch, quarter-inch and centimeter. (I-C-P-A) area of squares, rectangles, parallelograms, kites,
(4c.) 14. Investigate the area of irregular shapes. (I-C-P-A) triangles and circles. (I-C-P-A) (1a. 4b. 4c.)
(4a. 4b. 4c.)
14. Regroup inches to feet and centimeters to 15. *Use appropriate software to explore geometric
meters. (I-C-P-A) 15. After developing a standard unit, investigate areas of concepts (Tesselmania, computer software,
rectangles, squares and right triangles (relate to Geometer’s Sketchpad, etc.) (I-C-P-A) (2a. 4a. 4b.)
15. *Explore perimeter of shapes using rulers multiplication and use of arrays). (I-C-P-A) (4a. 4b. 4c.)
and computer software. (I-C-P-A)
16. Estimate and measure weight using pounds and/or
kilograms. (I-C-P-A) (4c. 8a.)
23
GEOMETRY 16. After developing a standard unit of measure, 17. Estimate and measure capacity using quarts,
estimate, record and measure the area of gallons, and liters. (I-C-P-A) (4b. 4c. 8a.)
AND rectangular regions. (I-C-P-A) (4c. 3d.)
MEASUREMENT 18. Read thermometers in Fahrenheit and
17. Estimate the area of irregular shapes. (I-C-P-A) Celsius. (I-C-P-A) (4c. 8a.)
Two Dimensional (3d.)
19. Add minutes to a specified time. (I-C-P-A)
Three Dimensional 18. Estimate and measure weight using pounds (4c. 8a.)
and/or kilograms. (I-C-P-A) (4c. 3d.)
Congruency & Similarity 20. *Use computer software to explore
19. Estimate and measure capacity using quarts, geometric concepts and relationships. (I-C-
Transformations gallons, and liters. (I-C-P-A) (4c. 3d.) P) (4a. 4b. 4c.)
Patterns 20. Read thermometers in Fahrenheit and Celsius.

(I-C-P-A) (4c.)
Measurement
21. Tell time to the nearest minute. (I-C-P-A)
Temperature (4c.)
Time 22. Explore the addition of hour and half-hour time

intervals. (I-C-P-A) (4c.)
24
Overview of Third Grade
The focus in third grade is to automatize all multiplication facts through ten and explore mathematical connections through the related
operations of addition and division. The concepts previously learned in geometry are used to reinforce automatization of addition and
subtraction of numbers less than 1000. Using models, third graders can add and subtract decimals and fractions, after learning the
prerequisite skills.
In geometry, third graders explore 2- and 3-dimenslonal shapes, the specific vocabulary Involved, and the construction of those shapes.
Measurement strategies are applied to the shapes using standard and metric units. There is an emphasis on understanding and using the
concepts of time and money in real world (including classroom) situations.
Every opportunity is made to express number sense through constructing and interpreting graphs, charts, and tables. These recordings are
then used to explore the concepts and terms of probability and statistics, such as mean, median, and mode. Estimation strategies are applied
to all third grade concepts.
25
Overview of Fourth Grade
The focus in 4th grade is to develop algorithms, using models, to add and subtract fractions and decimals after strengthening prerequisite
skills. Emphasis on multiples, factors and divisibility rules will assist in the automatization of all multiplication and division facts through
12 and will enhance the connection of related operations.
In geometry, 4th graders explore 2- and 3-dimensional shapes, the specific vocabulary involved with them, and- the construction of those
shapes. They will apply measurement strategies to the shapes using standard and metric units to investigate perimeter and area. These
concepts learned through geometry are used to reinforce the basic operations on whole numbers. There is a reinforcement of third grade
concepts of time and money in real world (including classroom) situations, connecting them to fourth grade goals.
In addition to collecting data and constructing graphs, tables, and charts, fourth graders use and interpret the data to predict outcomes,
determine a pattern and solve dilemmas as they arise in daily living. These recordings can also be used to explore probability and statistics,
such as mean, median and mode. Estimation strategies are applied to all fourth grade concepts.
26
Overview of Fifth Grade
The focus in 5th grade is to reinforce competency in the four basic operations, extending these operations from whole numbers to fractions
and decimals, with an emphasis on common multiples and factors, divisibility rules, prime factorization, exponential form, and
mathematical properties identified in the grade 5 curriculum. Concrete models should be used as extensively as possible.
In geometry, fifth graders explore, produce, and compare 2- and 3dimensional shapes using specified vocabulary. They will apply
measurement strategies to the shapes using standard and metric units and will develop strategies to calculate area, perimeter, and surface
area. These concepts learned through geometry are used to reinforce the four basic operations. Fifth graders collect, use, interpret and
present data using specified graphs, tables and charts to predict outcomes, determine a pattern and solve dilemmas as they arise in daily
living. Data can be used to explore statistics (mean, median, mode and range) and predict outcomes/likelihoods. Estimation strategies are
applied to all fifth grade concepts.
27
Content Sixth Grade Seventh Grade Eighth Grade
NUMBER SENSE A sixth grader should be able to: A seventh grader should be able to: An eighth grader should be able to:
Counting 1. Identify and write (words and digits) any 1. Express a whole number in exponential form, 1. Using a model, show the geometric representation of
given number…billions, trillions, etc. expanded form and scientific notation. (I-C-P-A) the square root of 2, 3, and 5. (I-C-P) (3a.)
Rounding (A) (3a.) (3a.)
2. Approximate the value of the square root of a number.
Patterns 2. Recognize fractional names for decimals 2. Express prime factorization in exponential form. (I-C-P-A) (3a.)
through fractional and decimal models. (I-C-P-A) (3a.)
Multiples, Factors, Divisibility (I-C-P-A) (3a. 3b.) 3. Recognize the relationship and patterns within the set
3. Recognize that the prime factorization of a of real numbers. (I-C-P-A) (3a.)
Money 3. Express commonly used fractions as number is unique. (I-C-P-A) (3a.)
decimals and conversely. (I-C-P-A) (3a.) 4. Order any set of real numbers. (I-C-P-A) (3c.)
Appropriate Technology 4. Use visual and manipulative representations of
(indicated by asterisk) 4. Use models and manipulatives with perfect squares and perfect cubes. (I-C-P-A) 5. Represent any given number in any form (whole
percent, connecting with fraction and (3b.) number, mixed number, fraction, decimal, percent,
decimal equivalents. (I-C-P-A) (3a. 3b.) perfect squares, perfect cubes, scientific notation,
5. Approximate the value of the square root of a expanded form, exponential form and Swahili).
5. Use visual and manipulative number. (I-C-P-A) (3b. 3c.) (I-C-P-A) (3a. 3c. 3d.)
representations of integers. (I-C-P-A)
(3a. 3b.) 6. Represent a given number as a whole number, 6. Recognize that the prime factorization of every
mixed number, fraction, decimal, or percent. number is unique. (I-C-P-A) (3a.)
6. Use models and patterns to identify (I-C-P-A) (3a. 3c. 3d)
irrational numbers. (I-C-P) (3a. 3b. 6a.)
7. Order a set of rational numbers. (I-C-P-A) (3c.)
7. Identify, compare and order fractions,
integers, and irrationals using the entire 8. Compare and order a set of real numbers.
number line. (I-C-P-A) (3a.) (I-C-P-A) (3c.)
8. Identify, name and write equivalent 9. Round any number to any place value. (I-C-P-A)
fractions. (I-C-P-A) (3a.) (3c.)
9. Round any decimal number to any 10. Recognize when an estimate is appropriate.
specified place. (I-C-P-A) (3a.) (I-C-P-A) (3d.)
10. Explore other number systems and

bases. (I-C-P-A) (3a.)
11. Identify multiples and factors of whole

numbers. (I-C-P-A) (3a.)
12. Identify numbers divisible by 2, 3, 5, 9,

and 10. (I-C-P-A) (3a.)
13. Identify prime and composite numbers.

(I-C-P-A) (3a.)
14. Recognize that the prime factorization of

a number is unique. (I) (3a. 3b. 6a.)
28
COMPUTATION AND A sixth grader should be able to: A seventh grader should be able to: An eighth grader should be able to:
OPERATIONS
1. Find the GCF and LCM in a set of natural 1. Use an algorithm to perform and record the 1. Use an algorithm to perform and record the four
numbers. (I-C-P-A) (3a.) four operations with rational numbers. operations with rational numbers. (I-C-P-A) (3a.)
Addition, Subtraction, Multiplication (I-C-P-A) (3a.)
& Division 2. Using manipulatives, develop and record 2. Explore and use order of operations. (PEMDAS) (I-C-
(of whole numbers, algorithms for the four operations involving 2. Use order of operations with all rational P-A) (3a.)
fractions & decimals) fractions. (I-C-P-A) (3b. 3c.) numbers. (PEMDAS) (I-C-P-A) (3a.)
3. Explore, apply, and record the relationship between
Properties 3. Perform the four operations with whole 3. Find the percent of a given number. (I-C-P-A) percent, ratio and proportion. (I-C-P-A) (3a.)
numbers, fractions, and decimals. (I-C-P-A) (3a.)
Percent (3a.) 4. Use proportions to solve problems. (I-C-P-A) (4b.)
4. Find what percent one number is of another.
Multiples, Factors, Divisibility 4. Explore and use order of operations (I-C-P-A) (3a.) 5. Find the percent of a given number. (I-C-P-A) (3a.
(PEMDAS). (I-C-P-A) (3a.) 3b.)
Estimation 5. Develop an algorithm to approximate the
5. Using manipulatives and models develop square root of a number. (I-C-P-A) (3b.) 6. Find what percent one number is of another. (I-C-P-
Appropriate Technology and record algorithms for the four A) (3a. 3b.)
(indicated by asterisk) operations involving integers. (I-C-P-A) 6. Using models solve one-step equations using
(3a. 3b. 3c. 8a.) variables. (I-C-P-A) (6b.) 7. Find the whole given the percent of the whole. (I-C-P-
A) (3a. 3b.)
6. Evaluate a given expression containing 7. Evaluate a given expression containing
variables. (I-C-P-A) (6b.) variables. (I-C-P-A) (6b.) 8. Evaluate a given expression containing variables. (I-
C-P-A) (6b.)
7. Use patterns and functions to represent and 8. Use patterns and functions to represent and
solve problems. (I-C-P-A) (1a. 1b.) solve problems. (I-C-P-A) (1a. 1b.) 9. Plot a linear equation on the coordinate plane. (I-C-P-
A) (6b.)
8. Solve a simple equation using trial and 9. Solve a simple equation using trial and error
error when given a replacement set. (I-C-P- when given a replacement set. (I-C-P-A) 10. Use patterns and functions to represent and solve
A) (1a. 3c.) (1a. 3c.) problems. (I-C-P-a) (6b.)
9. Solve simple linear equations using 10. Apply the properties of zero and one to solve 11. Apply algebraic methods to solve a variety of
concrete, informal methods. (I-C-P) simple linear equations. (I-C-P-A) (1b. 3a. problems, based in reality. (I-C-P-A) (6a.)
(1a. 6a. 6b.) 3b.)
12. Using models solve two-step equations using
10. Represent, simplify and solve ratios and 11. Explore and apply the properties of additive variables. (I-C-P-A) (6b.)
proportions derived from real life and multiplicative inverses to solve simple
situations, using models and manipulatives. linear equations. (I-C-P-A) (6a.) 13. Apply the properties of zero and one to solve two-
(I-C-P-A) (3a. 3b. 3c.) step linear equations. (I-C-P-A) (1b. 3a.
12. Identify and apply commutative, associative 3b.)
11. Identify and apply commutative, and distributive property to all numbers.
associative and distributive property to all (I-C-P-A) (1b. 3a. 3b.) 14. Explore and apply the properties of additive and
numbers. (I-C-P-A) (1b. 3a. 3b.) multiplicative inverses. (I-C-P-A) (3b.)
13. Use various estimation strategies. (I-C-P-A)
12. Apply properties of zero and one. (I-C-P- (3d.) 15. Identify and apply commutative, associative and
A) (1b. 3a. 3b.) distributive properties to all numbers. (I-C-P-
14. Use estimation, approximation and mental A) (1b. 3a. 3b.)
13. Find the prime factorization of a whole computation to solve problems where exact
29
number in exponential form. (I-C-P-A) answers are or are NOT required. (I-C-P-A)
(3a. 3b.) (1b. 3c. 3d.)

14. Use a variety of estimation strategies. 15. Determine the reasonableness of sums, 16. Use various estimation strategies. (I-C-P-A)
COMPUTATION AND (I-C-P-A) (3d.) (3d.)
differences, products and quotients using
OPERATIONS estimation. (I-C-P-A) (3c. 3d.)
15. Use estimation, approximation and mental 17. Use estimation, approximation and mental
Addition, Subtraction, Multiplication computation to solve problems where exact computation to solve problems where exact
16. *Use calculators, mental math, pencil and
& Division answers are or are NOT required. (I-C-P-A) answers are or are NOT required. I-C-P-A) (1b.
paper, and computer methods in appropriate
(of whole numbers, (1b. 3c. 3d.) 3c. 3d.)
computation situations. (I-C-P-A) (3c. 3d.)
fractions & decimals)
16. Determine the reasonableness of sums, 18. Determine the reasonableness of sums,
Properties differences, products and quotients using differences, products and quotients using
estimation. (I-C-P-A) (3c. 3d.) estimation. (I-C-P-A) (3c. 3d.)
Percent
17. *Use calculators, mental math, pencil and 19. *Use calculators, mental math, pencil and paper
Multiples, Factors, Divisibility paper and computer methods in appropriate and computer methods in appropriate
computations situations. (I-C-P-A) (3c. 3d.) computation situations. (I-C-P-A) (3c. 3d.)
Estimation
30
DATA ANALYSIS A sixth grader should be able to: A seventh grader should be able to: An eighth grader should be able to:
AND CHANCE
1. Given a bar, line, picto or circle graph or 1. Given a bar, line, picto or circle graph or a 1. Given a bar, line, picto or circle graph or a chart or
a chart or table, interpret and analyze the chart or table, interpret and analyze the data. table, interpret and analyze the data. (I-C-P-A)
Data Collection (5a. 6a.)
data. (I-C-P-A) (1a. 5a. 6a. 7a.) (I-C-P-A) (1a. 5a. 6a. 7a)
and Organization
2. Construct a graph or diagram using an 2. Construct a graph or diagram using an 2. Construct a graph or diagram using an appropriate
Graphing scale given a set of numerical data. (I-C-P-A)
appropriate scale given a set of appropriate scale given a set of numerical
numerical data. (I-C-P-A) (1a. 5a. 6a.) data. (I-C-P-A) (1a. 5a. 6a.) (1a. 5a. 6a.)
Statistics
3. Given a problem situation, collect, 3. Given a problem situation, collect, organize 3. Given a problem situation, collect, organize and
Probability present the numerical data in a variety of forms,
organize and present the numerical data and present the numerical data in a variety of
in a variety of forms, recognizing the forms, recognizing the most effective form for recognizing the most effective form for the data.
Appropriate Technology (I-C-P-A) (1a. 5a. 6a. 8a.)
most effective form for the data. (I-C-P- the data. (I-C-P-A) (1a. 5a. 6a. 8a.)
A) (1a. 5a. 6a. 8a.)
4. Construct and interpret stem and leaf graphs 4. Construct and interpret stem and leaf graphs.
4. Construct and read double stem and leaf and box-and-whisker plots. (I-C-P-A) (5a.) (I-C-P-A) (5a.)
plots. (I-C-P-A) (5a.)
5. Plot data on the x/y axis. (I-C-P-A) (5a. 6b.) 5. Using data, identify outliers, extremes and upper
5. Interpret box-and-whisker plots. (I-C-P- and lower quartiles in order to construct box-and-
A) (5a.) 6. Find the measures of central tendency given a whisker plots. (I-C-P-A) (5a.)
set of data. (I-C-P-A) (5a.)
6. Construct graphs and pictures using x/y 6. Find the measures of central tendency. (I-C-P-A)
axis. (I-C-P-A) (5a. 6b.) 7. Create a set of data to support a given mean, (5a.)
median or mode. (I-C-P-A) (5a.)
7. Given graphs of data, identify which bar, 7. Create a set of data to support a given mean,
line, and picto graphs reflect the same set 8. Given a set of numerical data, identify the median or mode. (I-C-P-A) (5a.)
of data. (I-C-P-A) (5a.) ordered pairs and make a scatter plot.
(I-C-P-A) (6b.) 8. Predict and find the probability of outcomes of a
8. Given a graph, describe the data using an simple probability experiment. (I-C-P-A) (5a.)
appropriate, real life situation. (I- 9. Make appropriate inferences and predictions
C-P-A) (1a. 5a.) based on analysis of given data. (I-C-P-A) 9. Determine the ordered pairs, make a scatter plot,
(7a) and determine the line of best fit to make
9. Find the mean, median, mode and range predictions. (I-C-P-A) (6b.)
given a set of data. (I-C-P-A) (5a.) 10. Identify the appropriate graph for a given set
of data. (I-C-P-A) (5a. 6b.) 10. *Use the computer and other technologies as tools
10. Given a problem solving situation to analyze and represent data. (I-C-P-A) (5a.)
involving the likelihood of an event 11. Given a graph, describe the data using a real
occurring, solve the problem by life situation. (I-C-P-A) (5a.)
constructing a sample space, i.e., listing
the possible combinations of a given 12. Develop and use the basic counting principle.
number on a pair of dice. (I-C-P-A) (5a.) (I-C-P-A) (5a.)
11. Use a computer and other appropriate 13. Find the number of permutations and
technology as tools to analyze and combinations for a given set. (I-C-P-A)
present data. (I-C-P-A)* (5a.) (5a. 8a.)
14. *Use the computer and other appropriate

technologies as tools to analyze and represent
data. (I-C-P-A) (5a.)
31
GEOMETRY AND A sixth grader should be able to: A seventh grader should be able to: An eighth grader should be able to:
MEASUREMENT
1. Use inductive and deductive reasoning to explore 1. Use inductive reasoning to make conjectures 1. Make and validate conjectures using inductive and/or
geometric concepts. (I-C-P-A) (1b. 4a. 4b. 8a.) about geometric relationships. (I-C-P-A) (1b. deductive reasoning. (I-C-P-A) (1b. 4a. 4b. 8a.)
Two Dimensional
8a.)
Three Dimensional 2. Appreciate point, line and plane, and models created 2. Identify and classify a collection of plane figures and
for them. (Models are the only way to represent 2. Use deductive reasoning to validate conjectures their properties. (I-C-P-A) (4a. 4b.)
these undefined terms) (I-C-P-A) (4a. 4b.) about geometric concepts. (I-C-P-A) (4a. 4b.)
3. Explore and develop the Pythagorean relationships to
3. Identify and classify a selection of plane figures, 3. Identify the properties of a plane figure or a solid determine the measure of unknown sides of triangles.
Transformations
stating their properties. (I-C-P-A) (4a. 4b.) figure and classify them. (I-C-P-A) (4a. 4b.) (I-C-P-A) (4d.)
Patterns
4. Identify congruent figures based on their properties. 4. Identify a 3-dimensional object from a different 4. Explore and identify angles formed by parallels and
(I-C-P-A) (4a.) view. (I-C-P-A) (4a. 4b.) transversals. (I-C-P-A) (4a.)
Measurement
5. Identify similar figures and explore the relationship 5. Reproduce a 3-dimensional object from a 5. Explore, design and create a tessellating pattern using
Temperature
between corresponding parts (using ratios). (I-C-P- pictorial representation, using appropriate Escher’s techniques. (I-C-P-A) (4b.)
A) (4a.) manipulatives. (I-C-P-A) (4a. 4b)
Time
6. Given a problem-solving situation involving a 3-
6. Produce a three-dimensional object using pictorial 6. Given a problem-solving situation involving a 3- dimensional space, draw an appropriate diagram to
representations; name and compare its properties. (I- dimensional space, draw an appropriate diagram solve the problem. (I-C-P-A) (4a. 4b.)
C-P-A) (1b. 4a.) to solve the problem. (I-C-P-A) (4a. 4b.)
7. Draw an object from various views, given a picture of
7. Given a problem-solving situation involving a 3- 7. Explain multiple transformations of 2 the object. (I-C-P-A) (4a. 4b.)
dimensional space, draw an appropriate diagram to dimensional figures. (I-C-P-A) (4a. 4b.)
aid in the solution of the problem. (I-C-P-A) (4a. 8. Develop, formalize and apply the properties of
4b.) 8. Make an appropriate estimate relating to size, similarity using ratio and proportion. (I-C-P-A) (4c.)
quantity, temperature, capacity, and passage of
8. Explore reflections and rotations. (I-C-P-A) time. (I-C-P-A) (4c.) 9. Construct congruent and similar figures using a
(1b.) straight edge and compass. (I-C-P-A) (4c.)
9. Using a variety of appropriate tools including a
9. Tessellate (tile) with a given figure and create a ruler, protractor, graduated cylinder, scale, 10. Make an appropriate estimate relating to size,
figure that will tile the plane. (I-C-P-A) (4b.) trundle wheel, meter stick, measure a given item quantity, temperature, capacity and passage of time.
to a given precision and recognize that all (I-C-P-A) (4c.)
10. Make an appropriate estimate relating to size, measures are imprecise. (I-C-P-A) (4c.)
quantity, temperature, capacity, and passage of time. 11. Determine the surface area and volume of pyramids,
(I-C-P-A) (4c.) 10. Calculate the perimeter, area and circumference cones and spheres. (I-C-P-A) (4c.)
of plane figures using real world situations.
11. Using a variety of appropriate tools, measure a given (I-C-P-A) (4c.) 12. Apply the concepts of measurement using the
item to a given precision and recognize that all appropriate measure. (I-C-P-A) (4c.)
measures are imprecise. (I-C-P-A) (4c.) 11. Find the volume of space figures and develop
strategies for calculating such. (I-C-P-A) (4c.) 13. *Use appropriate software to explore geometric
12. Measure a linear object, using the appropriate metric concepts (Tesselmania, computer software,
or English unit to an indicated precision. (I-C-P-A) 12. Develop, write and apply with understanding Geometer’s Sketchpad, etc.) (I-C-P-A) (4b.)
(4c.) formulas for area and volume, using appropriate
algebraic terminology. (I-C-P-A) (4c.)
13. Automatize the metric system! (I-C-P-A) (4c.)
32
13. Find the area and perimeter of any plane 14. *Use appropriate software to explore geometric
GEOMETRY AND figure and develop strategies for concepts (Tesselmania, computer software,
MEASUREMENT calculating such. (I-C-P-A) (4c.) Geometer’s Sketchpad, etc.) (I-C-P-A) (4b.)
Two Dimensional 14. *Use appropriate software to explore

geometric concepts (Tesselmania,
Three Dimensional computer software, Geometer’s
Sketchpad, etc.) (I-C-P-A) (4b.)
Transformations
Patterns
Measurement
Temperature
Time
33
Overview of Sixth Grade
The focus in 6th grade is to increase competency in the four basic operations, extending these operations from whole numbers to fractions,
decimals and integers, with an emphasis on common multiples and factors, divisibility rules, prime factorization, exponential form, and
mathematical properties identified in the grade 6 curriculum. Concrete models should be used as extensively as possible, especially when
exploring percents, integers and irrational numbers.
In geometry, sixth graders identify classify and create 1-, 2-, and 3dimensional shapes with focus on reflections and rotations of those
figures. They will use the appropriate tools and both measurement systems to accomplish these with accuracy. The beginnings of inductive
and deductive reasoning are explored using geometric concepts and figures. Students will apply concrete variable manipulation to solve
simple linear equations.
Sixth graders collect, use, interpret and present data using specified graphs, tables and charts to predict outcomes, determine a pattern and -
solve dilemmas as they arise in daily living. Data can be used to explore statistics (mean, median, mode and range) and predict
outcome/likelihoods. Estimation strategies are applied to all sixth grade concepts.
34
Overview of Seventh Grade
The focus in 7th grade should be to reinforce and extend the four operations (addition, subtraction, multiplication and division) to rational
numbers through the use of geometry. Geometry will also be used to apply previously developed knowledge so that seventh graders can
develop, write and apply with understanding, formulas for area and volume, using appropriate algebraic terminology. Seventh graders
should use models to solve and evaluate simple linear equations. Students will also use inductive and deductive reasoning throughout to
make and validate conjectures about possible relationships.
Complementing this focus, students will collect, use, interpret and present data using specified graphs, tables and charts to predict
outcomes, determine a pattern, and solve dilemmas as they arise in daily living. Data can be used to explore statistics and probability.
Seventh graders will also explore real life applications of percentage (and ratio and proportion.)
Emphasis on order of operations, commutative, associative and distributive properties, additive and multiplicative inverse properties, as
well as properties of zero and one should be extended to include expressing numbers and expressions in exponential form.
Estimation strategies should be applied to all seventh grade concepts.
35
Overview of Eighth Grade
The focus in 8th grade is to combine previously learned skills along with new algebraic and geometric concepts in order to problem solve
around dilemmas as they arise in daily living. Computation skills learned in previous grades will be practiced through these real life
situations, including those involving percentage.
Students will extend their geometric knowledge of 2 dimensional objects into the three dimensional realm of volume and surface area.
Eighth graders will develop, write and apply with understanding, related formulas using appropriate algebraic terminology. Students will
also use inductive and deductive reasoning throughout to make and validate conjectures about possible relationships. Eighth graders will
apply number and algebraic properties to all real numbers. They will solve and evaluate two step linear equations. Patterns, functions, and
algebraic methods should be used to represent and solve a variety of problems.
Connecting the geometric and algebraic foci, students will collect, use, interpret and present data using specified graphs, tables and charts
to predict outcomes, determine a pattern, and resolve issues. This data can be used to explore statistics and probability.
Estimation strategies should be applied to all eighth grade concepts.
36
ASSESSMENT
As stated in our philosophy, an assortment of assessment tools should be used to guide instruction and planning. It is our belief that
instruction and assessment are closely linked and that good teachers and good students are constantly performing informal assessments.
However, valid and meaningful information is needed by not only students and teachers, but parents, school administrators and
policymakers. It is therefore important to use multiple methods of assessment that are related directly to our instruction if we are to
accurately evaluate student achievement, our mathematics program, and student progress.
Although we feel that standardized tests have a role to play in evaluating programs, there are many other effective types of assessments
that should be used to guide instruction on a daily basis. This section of the guide includes descriptions and some examples of assessments
other than regular pencil and paper objective tests: performance assessments, observations, interviews and questions, journals, open-ended
question responses, portfolios, student self-assessments. Sample questions from the NH Assessment with recommendations and strategies
for classroom use can be found at www.ed.state.nh.us/Assessment/assessme(NHEIAP).htm (as of3/24/04). We plan to add to this section
as teachers who use this guide develop more and better tools.
Additional information and examples can be found in the 4-6 and 7-10 Mathematics Addenda for the NH K-12 Mathematics Curriculum
Framework at www.plymouth.edu/psc/math/curricula (as of 3/24/04) and in Mathematics Assessment: Myths, Models, Good Questions,
and Practical Suggestions, published by NCTM. Copies are available in each school.
37
GLOSSARY - GRADES K TO 3
Abacus pebble stacking devise used for performing all four operations and calculating square and cube roots; Chinese abacus was
developed in 12th century AD. It has thirteen columns of beads, divided by a crossbar with five beads below the bar and
two above.
Abstract A Level of Knowing where students are able to envision the ideas they developed at the Concrete and Pictorial levels in
order to solve problems without the actual manipulative or a picture in front of them.
Acute angle An angle whose measure is less than 90 degrees
Addend One of the numbers to be added
Algorithm A procedure used to solve a problem; a recipe
Analog Numbers represented by physical quantities such as rotations (clock hands), voltages (electric meter), distances
(odometer)
Angle The space formed between two rays that are connected at a vertex
Applications Using knowledge in diverse situations; applications may include transferring math knowledge to other Content areas,
forming new ideas based on previously mastered concepts, and finding solutions to a word and real life problems
Area The number of squares it takes to cover a 2-dimensional figure; the amount of 2-dimensional space taken up by an object
Array A rectangular matrix; a rectangle of specified dimensions

Example: xxxxx
xxxxx
xxxxx an array of 5 by 3 OR 3 by 5
38
Associative property 1.) … Of addition: a + (b + c) = (a + b) = c the sum of any three numbers is the same, regardless of
grouping
2.) … of multiplication: a * (b * c) = (a * b) * the product of any three numbers is the same, regardless of
grouping
Attribute An inherent characteristic
Automatize To make automatic; to know without hesitation
Average Generalization of data; a central tendency of data; See mean, median, mode
Base 1.) A system of counting

2.) Algebra: the number to which an exponent applies, such as “b” in “b to the second power”
3.) Geometry: a particular side or face of a geometric figure
Capacity The volume of a 3-dimensional figure given in terms of liquid measurement
Cardinal number A number that is used in simple counting and answers the question “How many?”
Chord A segment that connects two points of a circle
Circle A 2-dimensional figure in which all points are the same distance from a point called the center
Circumference The distance around a circle (formula: C = pi * diameter)
Column One of two or more vertical sections
Commutative property 1) … of addition: a + b = b + a the sum of any two numbers is the same, regardless of order
2.)... of multiplication: a * b = b * a the product of any two numbers is the same, regardless of order
concept An idea; some kind of lasting mental change, the result of becoming aware of similarities, which enables one to recognize
new experiences as having the similarities of an already formed class. Concepts that are derived from our sensory and
motor experiences are called “primary concepts” (red, heavy, hot, sweet ...). Concepts abstracted from other concepts are
called “secondary concepts” (color, light, all mathematical concepts, beauty ...); See mathematical concept
conceptual concrete A Level of Thinking that involves the visualization of an appropriate concrete model The second Level of
Knowing involving the manipulation of concrete materials in order to solve a problem
39
Concrete Materials that can be physically manipulated (hands-on)
Congruent Two or more objects that have the same size and shape (2- and 3-dimensional); all pieces identical; denoted by the symbol
“≅ ”
customary units Units of measure first developed by the Babylonians which now include measurements such as inch, foot, ounce,
pound, cup, gallon, and mile. This system is used only in the United States and on the island of Brunei.
Cylinder A 3-dimensional figure with two parallel, congruent, circular faces
Decimal notation Representation of a fractional value using a decimal point and the digits 0 through 9
Denominator The number below the division bar of a fraction; it describes the number of equal pieces
Diameter The segment containing two points of a circle and the center; the longest chord of a circle
Difference The number obtained from subtracting one number from another; the answer to a subtraction problem
Digital Of or relating to calculation directly with digits rather than through measurable, physical quantities (analog); See analog
Digits 1.) Symbols used to write numerals

2.) Fingers or toes
Distributive property a (b + c) = ab + ac Multiplying a sum by a number is the same as multiplying each addend by the number
and then adding the products; the most important mathematical property
Dividend The area of an array; a number to be divided; See division
Divisor edge The length of a side of an array; a number by which a dividend is divided; the factor of an integer or a polynomial; see
division The line or line segment created by the intersection of planes or any of the faces of a 3 – dimensional figure
Element A member of a set
Equation A number sentence that uses the equality symbol (=) to show that two expressions have the same value; syn: number
sentence Example: 6 + 8 = 6 + 7 OR 6 + 8 = 14
40
Equivalent Name the same amount
Estimate 1.) V. to find an answer that is close to the exact answer

2.) N. An answer that is close to the exact answer
Even number a whole number that has 0, 2, 4, 6, 8 in the ones place; it is divisible by two
Expression face Any combination of operations with variables and numbers (constants) examples: 3+4 OR x-5 OR 35 - 8 *2
One of the 2-dimensional surfaces making up a 3dimensional figure
Factor Numbers that are combined in the multiplication operation to give a number called the product; the sides of a rectangular
array
Flip The new shape created when a figure is turned to its reverse side
Formula A general rule expressed by symbols

Fraction 1.) A relationship between two numbers describing parts of a whole or of a set
2.) A division problem
3.) A ratio written in the form: a
b
Fractional notation Representation of a decimal number in the form of division
Frequency Number of occurrences in a collection of data
Function The rule for the continuation of a pattern; correspondence or relationship between two sets
Function machine A machine that inputs a number, uses a rule, and produces an output number; See Classroom Activities in
Appendix for construction directions.
Heterogeneous grouping Organizing so that a diversity of attributes is represented within each group (gender, Multiple
Intelligences, leadership ...); this grouping helps children build confidence in their own abilities; the
expectation that all children can and will be proficient in mathematics sends a powerful message to
each and every child
Hexagon A six-sided polygon
Homogeneous grouping Organizing a group so it shares one common attribute; this attribute describes the group example: bluebirds and
buzzards
41
Horizontal Parallel to the horizon
Hypotenuse The side opposite of the right angle in a right triangle
Improper fraction a fraction whose numerator is greater than or equal to its denominator
Infinity Unlimited extent of time, space or quantity; represented by the symbol that was introduced in the 17th century
8
Integer A positive or negative whole number, including zero
Intuitive The beginning Level of Knowing that prepares the child for specific learning by connecting a new concept to something the child
already knows
Isosceles triangle a triangle with two congruent sides
Length 1.) A measured distance or dimension (a 1-dimensional measurement)

2.) Duration or extent in time or space
Levels of Knowing The levels through which one must progress to completely understand and master any concept; See Intuitive, Concrete,
Pictorial, Abstract.
Line A straight path that is endless in both directions
Line of symmetry A line on which a figure can be folded so that the two parts fit exactly
Line segment Part of a line that extends from one point to another point
Linguistic A Level of thinking that involves the acquisition of mathematical language necessary for the development of a specific
concept
LOGO Computer language that can be used for computer graphics; a beginning programming language that utilizes directional
commands in order to move objects on the screen
Lowest terms a form of a fraction where the numerator and denominator have no common factor greater than one
Manipulatives "Manipulatives belong in every classroom ... [K - 12]. Suggestions for manipulatives include: pattern blocks,
tangrams, cuisenaire rods, unifix cubes, relationshapes, tiles, geoboards, big book, tegos, clocks, calendars,
dominoes, floor and table blocks, scales and balances, rubber walk-on numbers, number lines, rulers, meter sticks,
42
measuring devising, sets of objects, graphing materials, posters, Venn diagrams, abacus, design cards, kinesthetic
dominoes, 3D shapes, word and number beads, number puzzles, coins, stamps, 100's board and pegs, parquetry
blocks, ordinal board, multi-link boards, activity cards, pattern cards, maps, thermometer, weather instruments,
trundle wheel, linear and liquid measures, flannel board materials, books, tapes, records, cooking implements,
recipes, telephone, timetables, schedule, sewing and weaving materials, cameras, VCR, watch timer... as wide a
variety of manipulatives as possible should be basic equipment in every classroom." From MESPA'S
Recommendations for Effective Mathematics Instructional Programs, page 5
Mass The amount of matter an object contains; mass is measured in grams, not in pounds; mass remains the same no matter the
affect of gravity; often confused with weight
Mathematical concept Secondary concepts; in order to learn them, there must be a suitable collection of examples of the
concept, including non-examples; all pre-requisite concepts must be solid
Mean The arithmetic average; traditionally thought of as the "average"; found by dividing the sum of the numbers by the number of
addends
Median The middle number when the data is ordered sequentially; if there is no one middle number, then the median is the mean of the
two middle numbers
Minuend In the expression a - b, a is the minuend (or a mathematical waltz - hee, hee, hee!!)
Mode The number or numbers that occur most often in a set of numbers
Multiplicand The number being multiplied; in the expression a x b, a is the multiplicand; syn: factor
Multiple A number that is a product of a number and a whole number
Multiplication 1.) The area of a rectangle whose sides are the two multiplicands
2.) Repeated addition
3.) Possible notations: a x b, a * b, a (b), (a) b, (a) (b), ab
Multiplier The number doing the multiplying; in the expression a x b, b is the multiplier; syn: factor
Number line a line that shows numbers in order
43
Number properties Includes the associative properly, the commutative property, the distributive property, the identity properties of
multiplication and addition; and the zero property of multiplication
Number sentence An equation that uses the equality symbol (_) to show that two expressions have the same value; syn: equation
Example: 6+8=7+7 OR 6+8=14
Numeral A symbol for a number
Numerator The number above the division bar in a fraction
Obtuse angle an angle whose measure is greater than 90 degrees and less than 180 degrees
Odd number A whole number that has a 1, 3, 5, 7, or 9 in the ones place
Oh boy An expression of glee or distress that occurs in times of happiness or frustration
Operation An action on a set including, but not limited to, addition, subtraction, multiplication, and division
Ordinal number a number indicating order or rank (as 5`) in a series
Palindrome A sentence, number or word that appears the same forward as backward
Parallel lines Lines which are equidistant at all points and therefore will not intersect
Parallelogram A quadrilateral with two pairs of parallel lines

Pattern A configuration that can be extended indefinitely
Pentagon A 5-sided polygon
Percent Per 100; a way to compare a number with 100; denoted by the symbol "%"
Perimeter The distance around a figure
Period In large numbers, a group of three digits separated from other groups by commas (for example, the thousands' period)
Perpendicular lines Two lines or line segments that intersect at a 90 degree angle
pi The constant obtained by dividing the circumference of a circle by its diameter; development of pi was begun by the
Babylonians before 1700 BC; the decimal approximation is 3.141592... ; The fractional approximation is 22; denoted by the
symbol “π " 7
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Pictograph A graph that uses pictures or symbols to represent numbers
Pictorial A Level of knowing that involves symbolic representation of mathematical ideas and concepts. A student functioning at this level
can solve problems only with the help of pictures or diagrams.
Plane figure Any 2-dimensional figure
Point A single, exact location; often represented by a dot

Polygon A closed figure formed by line segments
Prism A 3-dimensional figure whose bases are congruent polygons in parallel planes, and whose faces are parallelograms; a
prism is named by its bases' shape example: a triangular prism has bases that are triangles
Probability The likelihood of an event occurring; the number of ways one specific event can occur divided by the total number of
possible outcomes
Procedural A Level of Thinking that involves the sequencing of steps needed in solving a problem or applying a skill
Product The answer to a multiplication problem
Properties See number properties
Properties of equality 1.) Reflexive property: a = a Any number is always equal to itself.
2.) Symmetric property: if a = b then b = a If the first number equals the second number, then the second
number equals the first
3.) Transitive property. If a = b and b = c then a = c If 3=1+2 and1+2=4-1, then 3=4-1
Proportion An equation showing that two ratios are equal
Protractor The tool used to measure angles
Pyramid A 3-dimensional figure whose base is any polygon and whose faces are triangles with a common vertex; a
pyramid is named by its base's shape; example: a pentagonal pyramid has a base that is a pentagon
QuadrilateralA four-sided polygon
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Qualitative A mathematics learning personality where the learner sees the whole picture and then breaks it into parts. This learner is
usually very good at problem solving but procedures prove to be difficult. This student learns best when examples are
given FIRST, and THEN through inductive reasoning derives the procedures, definitions and formulas.
Quantitative A mathematics learning personality where the learner starts with the parts of a problem, and from those parts, the whole
emerges. This student learns best when procedures, definitions, and formulas are presented FIRST and THEN supported
with examples. This learner is usually very good at arithmetic and is capable of solving word problems if they are the
same as in-class examples.
Quarter 1.) One fourth of a whole

2.) A monetary unit equal to 25 cents
Quotient The answer to a division problem

Radius The segment from the center of a circle to a point on the circle
Range The difference between the highest and lowest numbers in a set
Rate An amount measured by its relation to some other amount (distance per time passed, amount charged per pound, ... )
Ratio A pair of numbers used in making comparisons; the ratio of a to b can be written: a to b, a: b, or a
Ray A part of a line that has exactly one endpoint
Rectangle A parallelogram with right angles

Reflection The new shape created when a figure is flipped about a line
Regroup See rename

Remainder The number less than the divisor that remains after the division process is completed
Rename what happens to a quantity when it is placed in a different location in a number system; syn: regroup,
borrow, and carry
Rhombus A quadrilateral with congruent sides
Right angle an angle that measures 90 degrees

Right triangle a triangle that has a right angle
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Roman numeral Numerals developed by the Romans
Rotation The new shape created when a figure is turned about a point
Rounding A procedure that determines a number's proximity to a specific point on a number line
Row One of two or more horizontal sections
Sample A representative part of a larger group
Scale 1.) The ratio showing the relationship between a picture of an object and its true life size or the relationship between
distances on a map and the actual distances
2.) A tool used to measure weight numbers along either axis of a graph
Scalene triangle A triangle with one angle greater than 90 degrees

Segment A piece of a line with two endpoints; a straight path from one point to another
Sequence A set of items in a particular pattern or order
Set A collection of things; the individual objects of a set are the elements or members of the set; an element is said to
belong to a set example: the number 2 is a member (element) of the set of even numbers
Similar figures Figures that have the same shape but are not necessarily the same size example: the photocopier can be used
to create similar figures through enlargement or reduction
Skip counting Counting by a number other than one; counting by multiples other than one
Sphere A 3-dimensional figure in which all the points are the same distance from a center point example: a basketball or a globe
Square A rectangle whose sides are congruent
Strategy A careful plan or method used to achieve an end
subset A set, each of whose elements contains some or all of the members of an inclusive set
Subtrahend In the expression a - b, b is the subtrahend; it is the quantity being subtracted
Sum The answer to an addition problem
Symbol The notation that represents a concept; example: "3" is a symbol for threeness "+” is a symbol for combining sets
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Symbolic Representative of a concept
Symmetric A shape is symmetric if it has an identical, mirror image on both sides of a line; the shape can be folded in half so that
the two halves match
Syntax The way in which words or numbers are put together to form phrases, expressions, sentences, or equations
Tessellation Tiling; the representation of a 2-dimensional pattern with no gaps or overlaps
Total Making up a whole; the entire amount

Trading In the decimal system: to make a group of 10 from one of the next highest place value or one from 10 of the next lowest
place value example: 100 can be traded for ten 10s - 10 ones can be traded for one 10 this can also be applied to other
bases
Translation The new shape created when a figure is slid across a plane
Trapezoid A quadrilateral with exactly one pair of parallel lines
Triangle A polygon with three sides
Turn The new shape created when a figure is turned about a point; syn. rotation
Unit value The amount or quantity used as a standard of measurement; the value represented by one element in the ones (units) place
Variable A symbol, usually a letter, used to represent a number or a range of numbers
Vertex The point that two rays of an angle have in common
Vertical Perpendicular to the horizon
Volume The number of cubic units of space that a 3dimensional figure holds
Weight The amount of matter an object contains, compounded by gravity; weight directly varies with gravitational changes; on
the moon, an object's weight changes (compared to weight on Earth) but the
Width a measured distance or dimension (a 1-dimensional measurement of a figure with at least two dimensions)
Zero properties 1.) Of addition: a + 0 = a When zero is added to any number, the sum is that number. See identity property of
addition. 2.) Of multiplication: a · 0 = 0 the product of any number and zero is zero.
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GLOSSARY – GRADES 4 TO 8
Abacus Pebble stacking devise used for performing all four operations and calculating square and cube roots; Chinese abacus
was developed in 12th century AD. It has thirteen columns of beads, divided by a crossbar with five beads below the
bar and two above.
Absolute value the distance the number is from zero on a number line
Abstract A Level of Knowing where students are able to envision the ideas they developed at the Concrete and Pictorial levels
in order to solve problems without the actual manipulatives or a picture in front of them.
Abundant number A number is abundant if the sum of its proper factors is greater than the number example: 1+2+3+4+6>12
Acute angle An angle whose measure is less than 90 degrees 90°
0°
Addend One of the numbers to be added
Adjacent angles two angles are adjacent if they share a common vertex and side but have no common interior points
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Algorithm A procedure used to solve a problem; a recipe
Alternate exterior angles Pairs of non-adjacent exterior angles found on opposite sides of the transversal
Alternate interior angles Pairs of non-adjacent interior angles found on opposite sides of the transversal
Altitude A segment from one vertex of a polygon, perpendicular to the line containing the opposite side
Analog Numbers represented by physical quantities such as rotations (clock hands), voltages (electric meter) distances (odometer)
Angle The space formed between two rays that are connected at a vertex
Applications Using knowledge in diverse situations; applications may include transferring math knowledge to other Content
areas, forming new ideas based on previously mastered concepts, and finding solutions to a word and real life
problems.
Approximate To find a number which serves as an estimate of a desired number
Arc Any part of a curve, especially a circle
Arc degree Equal to the degree of the central angle that intercepts the endpoints of the arc
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Area The number of squares it takes to cover a 2-dimensional figure; the amount of 2-dimensional space taken up by an
object.
Array A rectangular matrix; a rectangle of specified dimensions

example: x x x x x
xxxxx
x x x x x an array of 5 by 3 0R 3 by 5
Associative property 1.)Of addition: a + (b + c) = (a + b) + c the sum of any three numbers is the same, regardless of
grouping.
2.) ... of multiplication: a * (b * c) = (a * b) *c the product of any three numbers is the same,
regardless of grouping.
Attribute An inherent characteristic
Automatize To make automatic; to know without hesitation
Average Generalization of data; a central tendency of data; See mean, median, mode
Axis (pl. axes) 1.) A line within a coordinate plane

2.) A central line around which the parts of the system are equally arranged
Bar graph a graph that uses lengths of bars to show how quantities compare
Bar notation A bar placed over a sequence of numbers in a decimal amount to show a repeating pattern. See vinculum.
Base 1.) A system of counting

2.) Algebra: the number to which an exponent applies, such as "b" in "b to the second power"; “b²”
3.) Geometry: a particular side or face of a geometric figure.
Binomial A polynomial with exactly two terms
Bisect To divide in two equal parts
Boiling point the temperature at which water boil
Box-and-whisker plot A diagram that shows the first, second and third quartiles and the extreme values of a set of data
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Braces One form of grouping symbol; { }
Bracket One form of grouping symbols; [ ]
Capacity The volume of a 3-dimensional figure given in terms of liquid measurement
Cardinal number A number that is used in simple counting and answers the question "How many?"
Celsius The temperature scale with zero degrees as the freezing point and 100 degrees as the boiling point
Centigrade See Celsius
Central angle in a circle, an angle with the vertex at its center and its sides are radii
Central tendency See measures of central tendency

Chord A segment that connects two points on a circle
Circle A 2-dimensional figure in which all points are the same distance from a point called the center
Circle graph a graph that represents data as parts of a circle. The whole circle represents the entire collection
Circumference The distance around a circle (formula: C = pi x diameter)
Circumscribe To enclose
Circumscribed circle A circle is circumscribed about a polygon if each vertex of the polygon is on the circle
Cluster Isolated groups of values
Coefficient The numerical part of a monomial example: in 7ab², the coefficient is 7
Column One of two or more vertical sections
Combinations A collection of a set of objects in which order is not important
Commission The percent of money is earned on a sale
Common denominator the same denominator used in two or more fractions. Example: ¼ and ¾ have a common denominator of 4
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Common factor A number at divides two or more numbers evenly. Example: A common factor of 12 and 18 is 2
Common multiple a number that is a multiple of two or more numbers. Example: A common multiple of 2, 6 and 14 is 42
Commutative property 1.) ... Of addition: a = b = b + a - the sum of any two numbers is the same regardless of order.
2.) ... of multiplication: a * b = b * a - the product of any two numbers is the same, regardless of order.
Compass An instrument used to draw circles and arcs and to transfer measurements
Compatible numbers Numbers that are easy to compute mentally
Complementary angles Two angles whose sum measures 90 degrees
Composite number 1.) A number with more than two whole number factors
2.) A number that can be represented in more than one array
Concave polygon If one of the angles in a polygon is more than 180 degrees, then the polygon is concave
Concept An idea; some kind of lasting mental change, the result of becoming aware of similarities, which enables one to recognize
new experiences as having the similarities of an already formed class. Concepts that are derived from our sensory and
motor experiences are called “primary concepts” (red, heavy, hot, sweet ...) Concepts abstracted from other concepts are
called “secondary concepts” (color, light, all mathematical concepts, beauty ...); See mathematical concept.
Conceptual A Level of thinking that involves the visualization of an appropriate concrete model
Concrete The second Level of Knowing involving the manipulation of concrete materials in order to solve a problem
Concrete Materials that can be physically manipulated (hands-on)
Congruent Two or more objects that have the same size and shape (2- and 3-dimensional); all pieces identical; denoted by the symbol
“≅ ”
Conjecture A mathematical statement which is the result of inductive reasoning which has neither been proved deductively nor
denied by counter example
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Consecutive Following an order without interruption. Example: consecutive integers...2, 3, 4 ...consecutive even integers... -2, 0, 2, 4
consecutive odd integers... – 1, 1, 3, 5...
Constant a monomial that does not contain a variable
Construct Create a figure using only a compass and a straight edge
Construction A drawing of a geometric figure made by using a compass and a straight edge
Convex polygon If all of the angles in a polygon are less than 180 degrees, then the polygon is convex
Coordinate A number associated with a point on the number line
Coordinate plane A grid on a plane with two perpendicular number lines
Corresponding angles Angles that are in the same position relative to the transversal and the lines 1 ∠1
and ∠ 2 are a pair of corresponding angles
2
Corresponding parts Parts of congruent or similar figures that match
Counting principle When one item is selected from each of two or more lists, the total number of possible combinations is the product of
the number of items in each list
Cube 1.) A rectangular prism with all square faces

2.) The third power of a number
3.) To raise a number to the third power
4.) A number used as a factor three times
Cubic 1.) Having three dimensions

2.) The unit used in measuring volume
Cubit a ancient measurement of length from the elbow to the tip of the middle finger
Customary units Units of measure first developed by the Babylonians which now include measurements such as inch, foot, ounce,
pound, cup, gallon, and mile. This system is used only in the United States and on the island of Brunei.
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Cylinder A 3-dimensional figure with two parallel, congruent, circular faces
Data Collection of unorganized numbers or facts
Decimal A number that uses the digits 0 – 9. It can also show tenths, hundredths, thousandths...
Example: 397
4.28 (mixed decimal)
0.5034 (decimal fraction)
Decimal notation Representation of a fractional value using a decimal point and the digits 0 through 9
Deductive reasoning (Or logical reasoning) the process of demonstrating that if certain statements are accepted as true, then
other statements can be shown to follow from them
Deficient numbers A number is deficient if the sum of its proper factors is less than the number. Example: 1 + 2 + 4 < 8
Degree1.) A unit of measure for angles and arcs; 1/360 of the circumference of a circle
2.) A unit of measure for temperature
3.) The exponent of a variable
Denominator The number below the division bar of a fraction; it describes the number of equal pieces
Density 1.) The ratio of mass to volume

2.) Given equal sizes spaces or areas, density is determined by the amount of stuff crammed into each space
Density of numbers Between every two real numbers, there is another real number
Dependent events Two events such that the outcome of the first effects the outcome of the second.
Example: Drawing a card out of the deck without replacing it
Dependent variable See variable
Diameter 1.) The segment containing two points of a circle and the center
2.) The chord that contains the center of a sphere
Difference The number obtained from subtracting one number from another; the answer to a subtraction problem
55
Digital Of or relating to calculation directly with digits rather than through measurable, physical quantities (analog); See analog
Digits 1.) Symbols used to write numerals

2.) Fingers or toes
Distributive property a (b+c) = ab + ac Multiplying a sum by a number is the same as multiplying each addend by the number
and then adding the products; the most important mathematical property
Dividend The area of an array; a number to be divided; See division
Divisible A number is divisible by another if upon division, the remainder is zero
Division The inverse operation of multiplication; an operation that tells how many sets or how many are in each set; repeated
subtraction; see multiplication
Divisor The length of a side of an array; a number by which a dividend is divided; the factor of an integer or a polynomial; see
division
Dodecahedron A polyhedron with 12 faces
Domain 1.) The set of all first coordinates from each ordered pair
2.) syn. Replacement set
Double bar graph a graph that uses lengths of bars to show how quantities compare for two sets of data
Draw Create a figure using only a protractor and a ruler
Edge The line or line segment created by the intersection of planes or any of the faces of a 3 – dimensional figure
Element A member of a set
End point a point at the end of a segment or ray
Equally likely outcomes Outcomes that have the same probability of occurring
Equation A number sentence that uses the equality symbol (=) to show that two expressions have the same value;
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syn: number sentence. Example: 6 + 8 = 6 + 7 OR 6 + 8 = 14
Equilateral triangle A triangle with three congruent sides
Equivalent Naming the same amount
Estimate 1.) v. To find an answer that is close to the exact answer

2.) n. An answer that is close to the exact answer
Evaluate Replacing the variables with numbers and finding the numerical value of the expression
Even number a whole number that has 0, 2, 4, 6, 8 in the ones place; it is divisible by two
Event A set of one or more outcomes
Expanded form A way to write a number to show the value of each digit. Example: 345 = 300 + 40 + 5 = (3 · 100) + 4 · 10) = (4 ·
10) (5 · 1)
Expectant value A way of measuring the fairness of a game. The expected value of a player is the product of the amount that can
be won by the probability of winning. The interpretation is that playing many games will lead to an “average
winning:
Experimental probability The probability of an event based on the results of an experiment
Exponent The exponent tells the number of times the base is used in a factor
Exponential form A number written with a base and an exponent
Expression Any combination of operations with variables and numbers (constants) Examples: 3 + 4 OR x – 5 OR 35 – 8 · 2
Exterior angle 1.) An angle formed when a side of a polygon is extended 1 2

2.) Given two lines and a transversal, see diagram
∠ 1, ∠ 2, ∠ 3, ∠ 4 are exterior angles 3 4
Exterior of a circle Points whose distances from the center of the circle are greater than the radius
Extrapolate To use known data points to predict data values at a later or earlier time
57
Extremes 1.) In a proportion, the first and fourth terms
2.) In data, the maximum and minimum values. See box – and – whisker plot
Face One of the 2-dimensional surfaces making up a 3dimensional figure

Factor Numbers that are combined in the multiplication operation to give a number called the product; the sides of a rectangular
array
Factor tree The diagram showing the prime factorization of a composite number. The factors branch out from the previous factors
until all the factors are prime numbers
Factorial n factorial, written as n, is the product of the numbers from 1 to n; See Anno’s Mysterious Multiplying Jar
Fair game a game in which each player has the same expectant value
Favorable outcome The desired result of a probability experiment; what you want to happen
Fibonacci number a number which is part of the Fibonacci sequence
Fibonacci sequence a list of numbers in which the first two numbers are one, and each number that follows is the sum of the previous
two numbers: 1, 1, 2, 3, 5, 8...
Finance charge The percent of money owed for delay in payment
Flip The new shape created when a figure is turned to its reverse side. See reflection
Formula A general rule expressed by symbols

Fractal A two or three dimensional object created by using a pattern that is repeated endlessly. The object is complex and is
endlessly magnifiable
Fraction 1.) A relationship between two numbers describing parts of a whole or of a set
2.) A division problem
3.) A ratio written in the form: a
b
Fractional notation Representation of a decimal number in the form of division
Freezing point the temperature at which water freezes
58
Frequency Number of occurrences in a collection of data
Frequency distribution a listing of data that pairs each data item with the number of times it occurs
Frequency table A table used to group and summarize a collection of data, showing the number of occurrences at each interval
Front-end estimate An estimate that begins with the computation of the front-end digits only. Then the estimate is adjusted by
approximating the values of the other digits.
Function The rule for the continuation of a pattern; correspondence or relationship between two sets
Function machine A machine that inputs a number, uses a rule, and produces an output number; See Classroom Activities in
Appendix for construction directions.
Geometric sequence a sequence in which the ratio between any two successive terms is the same
Geometry a branch of mathematics dealing with the nature of space and the shape, size and properties of figures. See the Librarian
Who Measured the Earth
Glide See translation
Golden Ratio The ratio of the longer to the shorter side of a Golden Rectangle; often represented by the Greek letter “phi” (Φ);
1.618034 to 0.618034
Golden Rectangle A Golden Rectangle satisfies this property: If you cut a square off one end of the rectangle, the remaining
rectangle is similar to the original rectangle.
Graph A pictorial representation of a set of data. See Appendix for Graphing
Great circle the intersection of the sphere with a plane that contains the center of the sphere
Greatest common factor the greatest number that is a factor of two or more numbers; the greatest number that divides two or more
numbers with no remainder
Grid A picture of lines that cross at right angles and regular intervals
Half turn A rotation of 180 degrees about a turn center
Heights T measurement of the altitude
59
Hemisphere Half a sphere
Heptagon A seven-sided polygon; syn. septagon
Heterogeneous grouping Organizing so that a diversity of attributes is represented within each group (gender, Multiple
Intelligences, leadership ...): This grouping helps children build confidence in their own abilities; the
expectation that all children can and will be proficient in mathematics sends a powerful message to each
and every child.
Hexagon A six-sided polygon
Histogram a bar graph with columns next to each other to show frequency distribution
Homogeneous grouping Organizing a group so it shares one common attribute; this attribute describes the group example:
bluebirds and buzzards
Horizontal Parallel to the horizon
Horizontal axis The axis in a coordinate plane that is parallel to the horizon
Hypotenuse The side opposite of the right angle in a right triangle
Hypothesis An unproven theory; the “if” part of an if-then statement
Icosahedron A polyhedron with twenty faces
Identity element See identity property
Identity property 1.) ... Of addition: For any number a, a + 0 = a; 0 is the identity element of addition
2.) ... of multiplication: For any number a, a x 1 = a; 1 is the identity element of multiplication
Image The new figure formed by the transformation of a given figure
Imaginary numbers Numbers that have a factor of the square root of – 1
Improper fraction a fraction whose numerator is greater than or equal to its denominator
60
Inclusive Including all possibilities; when two events can happen at the same time
Independent events Events that have no effect on each other; Ex: Drawing a card out of the deck and then replacing it for the next
draw
Independent variable See variable
Indirect measurement Finding a measurement by using similar triangles and writing a proportion
Inductive reasoning The process of collecting, organizing, and analyzing data to reach a general conclusion (the conjecture) (also known
as the Scientific Method)
Inequality 1.) A statement that has two expressions that are not equal
2.) Possible interpretations: 3 + 7 >5 can be read, “3 plus 7 is greater than 5” or “5 is less than 7 + 3”
Infinity Unlimited extent of time, space or quantity; Represented by the symbol “ ∞ ” that was introduced in the 17th century
Inscribe To draw within an existing a figure so that the drawing has sides that are tangent to the original figure
Integer A positive or negative whole number, including zero
Interest Amount that is paid for the use of money over time
Interior angle 1.) An angle inside a polygon

2.) Given two lines and a transversal, see diagram
∠ 5, ∠ 6, ∠ 7, ∠ 8 are interior angles 5 6
7 8
Intersecting lines Lines that have exactly one point in common
Intuitive The beginning Level of Knowing that prepares the child for specific learning by connecting a new concept to something the
child already knows
Inverse operations Operations that undo each other, such as addition and subtraction or multiplication and division
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Irregular shape Any shape or figure with non-congruent sides
Isosceles trapezoid A trapezoid whose non-parallel sides are congruent
Isosceles triangle a triangle with two congruent sides
Kite A quadrilateral with two pairs of consecutive sides
Lateral surface All the surface of the figure except the base or bases
Least common denominator the lease common multiple of the denominators of two or more fractions; example: The least
common denominator of 2/4 and 1/6 is 12
Least common multiple the smallest number that is a common multiple of two or more given numbers
Legs of a right triangle The two perpendicular sides
Length 1.) A measured distance or dimension (a 1-dimensional measurement)

2.) Duration or extent in time or space
Levels of knowing the levels through which one must progress to completely understand and master any
concept: see Intuitive, Concrete, Pictorial, and Abstract
Likehood Probability
Like terms Monomials with the same variables raised to the same power
Line 1.) Geometry: An undefined term that shows direction (one dimension)
2.) A straight path that is endless in both directions
Linear equation an equation that has two variables and many solutions, all of which lie in a straight line when they are graphed on a
coordinate grid
Line graph A type of statistical graph used to show how values change over a period of time
Line of best fit A line that shows the general trend of the graphed data
Line of symmetry A line on which a figure can be folded so that the two parts fit exactly ___
62
___ _ __ __ __ _ _ _
Line of symmetry not a line of symmetry
Line plot A diagram that uses a number line to show frequency of data
line segment Part of a line that extends from one point to another point
Linguistic A Level of Thinking that involves the acquisition of mathematical language necessary for the development of a specific
concept
LOGO Computer language that can be used for computer graphics; a beginning programming language that utilizes
directional commands in order to move objects on the screen
Lower extreme In a data set, the smallest data item
Lower quartile In a data set, the median of the lower half of the data set
Lowest terms a form of a fraction where the numerator and denominator have no common factor greater than one
Major arc An arc that is greater than a semi-circle and denoted by three letters; it contains more than 180 degrees
Manipulatives "Manipulatives belong in every classroom, [K - 12]. Suggestions for manipulatives include: pattern blocks,
tangrams, cuisenaire rods, unifix cubes, relationshapes, tiles, geoboards, big book, tegos, clocks, calendars,
dominoes, floor and table blocks, scales and balances, rubber walk-on numbers, number lines, rulers, meter sticks,
measuring devising, sets of objects, graphing materials, posters, Venn diagrams, abacus, design cards, kinesthetic
dominoes, 3D shapes, word and number beads, number puzzles, coins, stamps, 100's board and pegs,
parquetry blocks, ordinal board, multi-link boards, activity cards, pattern cards, maps, thermometer, weather
instruments, trundle wheel, linear and liquid measures, flannel board materials, books, tapes, records, cooking
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implements, recipes, telephone, timetables, schedule, sewing and weaving materials, cameras, VCR, watch timer...
as wide a variety of manipulatives as possible should be basic equipment in every classroom." From MESPA'S
Recommendations for Effective Mathematics Instructional Programs, page 5
Mass The amount of matter an object contains; mass is measured in grams, not in pounds; mass remains the same no matter the
affect of gravity; often confused with weight
Mathematical concept Secondary concepts; in order to learn them, there must be a suitable collection of examples of the concept,
including non-examples; all pre-requisite concepts must be solid
Mean The arithmetic average; traditionally thought of as the "average"; found by dividing the sum of the numbers by the number of
addends
Means In a proportion, the second and third terms
Measures of central tendency A single number that is used to represent a set of data. The mean, median and mode are measures of
central tendency.
Median The middle number when the data is ordered sequentially; if there is no one middle number, then the median is the mean
of the two middle numbers
Mental math Mathematics done without the use of technology, including pencil and paper
Midpoint The point that separates a segment into two congruent segments
Minor arc An arc that is less than a semi-circle and denoted by two letters; it contains less than 180 degrees
Minuend In the expression a - b, a is the minuend (or a mathematical waltz - hee, hee, hee!!)
Mirror image the reverse image of a figure
B E
A C F D
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Mixed decimal See decimal
Mixed number the sum of an integer and a proper fraction
Mode The number or numbers that occur most often in a set of numbers
Modeling to represent a situation, object or an event with something that is similar; example: Writing an equation to represent a real life
situation
Monomial An expression that is either a real number or a product of real numbers and variables
Multiple A number that is a product of a number and a whole number
Multiplicand The number being multiplied; in the expression a x b, a is the multiplicand; syn: factor
Multiplication 1.) The area of a rectangle whose sides are the two multiplicands
2.) Repeated addition
3.) Possible notations: a x b, a * b, a (b), (a) b, (a) (b), ab
Multiplicative inverses two numbers whose product is one; syn. Reciprocal; ex: ¾ and 4/3 are multiplicative inverses
Multiplicative properties 1.) ... Of zero: For any number a, a · 0 = 0

2.) ... of one: For any number a, a · 1 = a
See multiplicative identify
Multiplier The number doing the multiplying; in the expression a x b, b is the multiplier; syn: factor
Mutually exclusive Two or more events such that no two events can happen at the same time
Napier’s bones Ancient lattice rods used to perform multiplication
Natural numbers counting numbers
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Negative integer An integer less than zero
Negative number A number less than zero
Net A flat pattern that can be folded to form a solid
NOT A negative student response to a teacher request
Null set A set with no elements shown by the symbol or Ø but not Ø
Number line a line that shows numbers in order
Number properties Includes the associative properly, the commutative property, the distributive property, the identity properties of
multiplication and addition; and the zero property of multiplication
Number sentence An equation that uses the equality symbol (_) to show that two expressions have the same value; syn: equation
Example: 6+8=7+7 OR 6+8=14
Numeral A symbol for a number
Numerator The number above the division bar in a fraction
Numerical expression an expression that does not contain a variable
Obtuse angle an angle whose measure is greater than 90 degrees and less than 180 degrees
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Opposite rays Two rays that have a common endpoint and form a straight line
Ordered pair A pair of numbers such as (3, 2) that locates a point in a coordinate plane. The first element of the ordered pair
(abscissa) relates to the horizontal axis and the second (ordinate) relates to the vertical axis.
Order of operations The rules followed to simplify expressions when more than one operation is involved
1.) Simplify the expressions inside grouping symbols
2.) Evaluate powers
3.) Multiply and divide in order from left to right
4.) Add and subtract in order from left to right
Ordinal number a number indicating order or rank (as 5`) in a series
Origin The point where the axes of a coordinate plane intersect; (0, 0)
Outcome The result of a probability experiment
Outlier In a data set, a value whose distance from the center of the data is much greater than the distances of the other data values
Overestimate An estimate that is greater than the actual answer
Palindrome A sentence, number or word that appears the same forward as backward
Parallel lines Lines which are equidistant at all points and therefore will not intersect
Parallelogram A quadrilateral with two pairs of parallel lines

Parentheses One type of grouping symbol; ( )
Partial product In long multiplication, the product of a single digit of the multiplier with the multiplicand
Pattern A configuration that can be extended indefinitely
Pentagon A 5-sided polygon
Percent Per 100; a way to compare a number with 100; denoted by the symbol "%"
Percent of change The ratio of the amount of change to the original amount
Perfect numbers a number is perfect if the sum of its proper factors is exactly the number; ex: 1 + 2 + 3 = 6
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Perimeter The distance around a figure
Period In large numbers, a group of three digits separated from other groups by commas (for example, the thousands’ period)
Permutation An arrangement or listing of objects in a set in which order is important
Perpendicular bisector (of a segment) is a line that is perpendicular to the segment at its midpoint
Perpendicular lines Two lines or line segments that intersect at a 90 degree angle
pi The constant obtained by dividing the circumference of a circle by its diameter; development of pi was begun by the
Babylonians before 1700 BC; the decimal approximation is 3.141592... ; The fractional approximation is 22/7; denoted by
the symbol "π"
Pictograph A graph that uses pictures or symbols to represent numbers
Pictorial A Level of knowing that involves symbolic representation of mathematical ideas and concepts. A student functioning at this level
can solve problems only with the help of pictures or diagrams.
Plane In geometry, an undefined term that denotes two dimensions, length and width
Plane figure Any 2-dimensional figure
Point A single, exact location; often represented by a dot

Polygon A closed figure formed by line segments
Polyhedron (pl. polyhedra) a solid figure (3 dimensional) that has polygons as its sides
Polynomial A sum or difference of monomials
Population The set of all data in an experiment
Positive integer Any integer that is greater than zero
Power of ten The numbers 10¹, 10²10³, they also can be written as 10, 100, 1000...
Prime factor A factor that is a prime number
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Prime factorization Expression of a composite number as the unique product of its prime factors
Prime number a number, greater than one, with exactly two factors, namely one and the number
Principle Amount of money borrowed or invested
Prism A 3-dimensional figure whose bases are congruent polygons in parallel planes, and whose faces are parallelograms; a prism
is named by its bases' shape example: a triangular prism has bases that are triangles
Probability The likelihood of an event occurring; the number of ways one specific event can occur divided by the total number of
possible outcomes
Procedural A Level of Thinking that involves the sequencing of steps needed in solving a problem or applying a skill
Product The answer to a multiplication problem
Proper factorsAll of the factors of a number, except the number itself
Properties See number properties
Properties of equality 1.) Reflexive property: a = a Any number is always equal to itself.
2.) Symmetric property: if a = b then b = a If the first number equals the second number, then the second
number equals the first
3.) Transitive property: If a = b and b = c then a = c If3=1+2and1+2=4-1, then 3=4-1
Proportion An equation showing that two ratios are equal
Protractor The tool used to measure angles
Pyramid A 3-dimensional figure whose base is any polygon and whose faces are triangles with a common vertex; a
pyramid is named by its base's shape; example: a pentagonal pyramid has a base that is a pentagon
Pythagorean Theorem In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs
Quadrant One of four sections into which the x – and y – axis divide the coordinate plane
QuadrilateralA four-sided polygon
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Quantitative A mathematics learning personality where the learner starts with the parts of a problem, and from those parts, the whole
emerges. This student learns best when procedures, definitions, and formulas are presented FIRST and THEN supported
with examples. This learner is usually very good at arithmetic and is capable of solving word problems if they are the
same as in-class examples.
Quarter 1.) One fourth of a whole

2.) A monetary unit equal to 25 cents
Quarter turn A 90 degree rotation
Quartiles The three numbers that divide an ordered set of data into four groups of the same size
Quotient The answer to a division problem

Radical The symbol used to indicate a non-negative square root “ “
Radius The segment from the center of a circle to a point on the circle
Random By chance, with no one outcome more likely than another
Random sample When each member of the population is given an equal chance of being selected
Range The difference between the highest and lowest numbers in a set
Rate An amount measured by its relation to some other amount (distance per time passed, amount charged per pound ...)
Ratio A pair of numbers used in making comparisons; the ratio of a to b can be written: a to b, a: b, or a
b
Rational number A number that can be written in the form a/b where “a” is any integer and “b” is any non-zero integer
Ray A part of a line that has exactly one endpoint
Real numbers the set of rational and irrational numbers
Reciprocals Two numbers are reciprocals when their product is one; See multiplicative inverse
Rectangle A parallelogram with right angles

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Rectangular prism A prism whose bases are rectangles
Rectangular pyramid A pyramid whose base is a rectangle
Reflection The new shape created when a figure is flipped about a line
Region An area in space bounded by a closed curve

Regroup See rename
Regular polygon A polygon with congruent sides and angles
Remainder The number less than the divisor that remains after the division process is completed
Rename what happens to a quantity when it is placed in a different location in a number system; syn: regroup, borrow, and carry
Repeating decimal a decimal whose digits, from some point on, repeat endlessly in groups of one or more; ex: 0.181818...
2.833333...
Replacement set The given set of numbers used to find the solutions of an equation; see domain
Rhombus A quadrilateral with congruent sides
Right angle an angle that measures 90 degrees

Right triangle a triangle that has a right angle
Roman numeral Numerals developed by the Romans
Rotation The new shape created when a figure is turned about a point
Rotational symmetry A figure has rotational symmetry if when the figure is turned about a point, the figure fits exactly over
its original position at least one during a complete rotation
Rounding A procedure that determines a number's proximity to a specific point on a number line
Row One of two or more horizontal sections
Ruler A straight edge with measurement markings
Sample A representative part of a larger group
Sample space The set of all possible outcomes of an event

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Scale 1.) The ratio showing the relationship between a picture of an object and its true life size or the relationship between
distances on map and the actual distances
2.) A tool used to measure weight
3.) Numbers along either axis of a graph
Scale drawing A drawing whose measurements are proportional to the actual dimensions
Scale factor In two similar polygons or two similar solids, the scale factor is the ratio of the corresponding linear measurements
Scalene triangle A triangle with one angle greater than 90 degrees
Scatter plot A collection of points in a coordinate plane that represent a relationship between two data sets
RANK IN LEAGUE
EARNED RUN AVERAGE

Scientific notation A number in the form c x 10n where l < c ≥ 10 and n is the integer
Segment A piece of a line with two endpoints; a straight path from one point to another
Semi-circle An arc that is half a circle; contains 180°
Sequence A set of items in a particular pattern or order
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Series The indicated sum of the terms of a sequence
Set A collection of things; the individual objects of a set are the elements or members of the set; an element is said to belong
to a set example: the number 2 is a member (element) of the set of even numbers
Similar figures Figures that have the same shape but are not necessarily the same size example: the photocopier can be used
to create similar figures through enlargement or reduction
Simple closed curve any curve in a plane that does not cross itself and encloses a part of the plane
Simplest form 1.) A fraction is in simplest form when the only common factor of the numerator and denominator is one
2.) An expression in simplest form has no like terms and no parentheses
Simplify To remove parenthesis and combine like terms. The resulting expression is in simplest form.
Sketch A free hand representation of a figure
Skew lines two lines that do not intersect and are not in the same plane
Skip counting Counting by a number other than one; counting by multiples other than one
Slide See translation
Slope The measure of the steepness of a line given by the ratio of rise (change in vertical distance) over run (change in
horizontal distance) for any two points on the line; formula: m = ∆ y (where ∆ means “change in”)
∆x
Solid figure A 3-dimensional closed figure; example: prism, cone, and sphere
Solution A number that replaces a variable to make an open sentence true
Solve Find the solution to make an open sentence true
Space figure l.) A three dimensional geometric figure whose points do not all lie in the same plane
2.) Alan B. Shepard, Jr. or Luke Skywalker
Sphere A 3-dimensional figure in which all the points are the same distance from a center point example: a basketball or a globe
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Square 1.) A rectangle whose sides are congruent
2.) A rhombus with right angles
Square root One of two equal factors of a number; ex: 12 is a square root of 144 since 144 = ± 12
Standard form The usual short form of a number. The standard form of 5 hundreds, 7 tens and 3 ones is 573
Statistics The field of mathematics involving the collection, analysis and presentation of data
Stem-and-leaf plot a means of organizing data in which certain digits are used as stems and the remaining digits are used as leaves
Stem Leaves 0 1. 8
6 47 9 1 269
Key:
7 2577 2 1347 6 4 represents
8 7 3 45
64 grams per cup
9 6 4 0225
10 6 5 8
Straight angle an angle whose sides form a straight line and measures 180 degrees
Straight edge A tool without measurement markings, used to create a straight line
Strategy A careful plan or method used to achieve an end
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Subscript A figure, letter or symbol written below and to the side of another. In a 1, 1 is the subscript
Subset A set, each of whose elements contains some or all of the members of an inclusive set
Subtrahend In the expression a - b, b is the subtrahend; it is the quantity being subtracted
Sum The answer to an addition problem
Supplementary angles Two angles whose sum is 180°
Surface area The number of square units that cover all the faces of a three dimensional figure
Survey A means of collecting data by the analysis of some aspect of group or area
Symbol The notation that represents a concept example: "3" is a symbol for threeness; "+” is a symbol for combining sets
Symbolic Representative of a concept

Symmetric A shape is symmetric if it has an identical, mirror image on both sides of a line; the shape can be folded in half so that the
two halves match
Symmetric property If a = b, then b = a where a and b are any number
Symmetry A figure has symmetry when it can be folded so both parts match
Syntax The way in which words or numbers are put together to form phrases, expressions, sentences, or equations
Table A way to organize data
Tangent to a circle A line that intersects the circle at only one point
Terminating decimal A decimal in which contains a finite number of digits
Tessellation Tiling; the representation of a 2-dimensional pattern with no gaps or overlaps
Tetrahedron A polyhedron with four faces
Theoretical probability A probability that is computed on the possible outcomes
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Tile To tessellate
Total Making up a whole; the entire amount

Trading In the decimal system: to make a group of 10 from one of the next highest place value or one from 10 of the next lowest
place value example: 100 can be traded for ten 10s - 10 ones can be traded for one 10 this can also be applied to other
bases
Transformation A change in the size or position of a figure
Translation A type of transformation where all points of a figure slide the same distance and in the same direction
Transversal A line that intersects two or more lines at different points
Trapezoid A quadrilateral with exactly one pair of parallel lines

Tree diagram A picture showing outcomes of an activity
Triangle A polygon with three sides

Triangular prism A prism whose bases are triangles
Triangular pyramid A pyramid whose base is a triangle
Trigonometry The study of triangular measurement
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Trinomial A polynomial with exactly three terms
Truncate To chop off; an answer being cut off at a certain place value position, ignoring the digits that follow
Turn To move a figure about a point or line; syn. rotation
Underestimate An estimate that is less than the exact answer
Union The joining of two or more sets; denoted by AUB; traditionally the work “or” indicates a union
Unique 1.) One and only one

2.) How to get your one and only one – “u-nique” up on them
Unit rate The rate that has a denominator of one unit

Unit value The amount or quantity used as a standard of measurement; the value represented by one element in the ones (units) place
Universe The set of all individual things
Unlike fractions Fractions with unequal denominators
Upper extreme In a data set, the largest data item
Upper quartile In a data set, the median of the upper half of the data set
Variable 1.) A symbol, usually a letter, used to represent a number or a range of numbers
2.) Independent/dependent: Performing a function on an independent variable (a given number or the replacement set) will
result in a dependent variable (the answer or the solution set)
Variable expression An expression that has at least one variable

Venn diagram a drawing that uses geometric shapes to show relationships among sets of objects
A: Numbers Divisible by 5
B: Odd Numbers
Vertical angles the two non-adjacent angles formed by two intersecting lines
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Vertical axis The axis in a coordinate plane that is perpendicular to the horizon
Vertex (pl. vertices) the point that two rays of an angle have in common
Vertical Perpendicular to the horizon
Vinculum A raised horizontal line used as a grouping symbol; ex: The bar that shows repeating decimals or the fraction bar
Volume The number of cubic units of space that a 3dimensional figure holds
Weight The amount of matter an object contains, compounded by gravity; weight directly varies with gravitational changes; on
the moon, an object's weight changes (compared to weight on Earth) but the mass will remain constant
Whole numbers the set of natural numbers and zero
Width a measured distance or dimension (a 1-dimensional measurement of a figure with at least two dimensions)
X-axis The horizontal number line in a coordinate plane
X-coordinate The first coordinate of a point in an ordered pair; syn. Abscissa
X-intercept The x-coordinate of a point where the graph crosses the x-axis
Y-axis the vertical number line in a coordinate plane
Y-coordinate The second coordinate of a point in an ordered pair; syn: ordinate
Y-intercept The y-coordinate of a point where the graph crosses the y-axis; notation: “b” in y = mx + b
Zero exponent The expression x° with exponent 0, has a value of one (provided x ≠ 0)
Zero pair The result of pairing one positive counter with one negative counter
Zero properties 1.) ...Of addition: a + 0 = a When zero is added to any number, the sum is that number. See identity property of
addition.
2.) ... of multiplication: a · 0 = 0 the product of any number and zero is zero.
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PLYMOUTH REGIONAL HIGH SCHOOL
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GRADES 9 – 12 DRAFT MATH CURRICULUM
The following pages include a Mathematics Course Sequence, the Process Strand for all classes and the Course Outlines and Expectations for
Plymouth Regional High School.
CONTENT PAGE
PLYMOUTH REGIONAL HIGH SCHOOL PHILOSOPHY AND GOALS …………………………………………………………………. 81
A WORD FROM THE MATHEMATICS/COMPUTER SCIENCE DEPARTMENT ……………………………………………………….. 82
COURSE LEVEL DESCRIPTIONS ……………………………………………………………………………………………………….. 82
PROCESS ……………………………………………………………………………………………………………………………………. 83
INTRODUCTORY STATEMENTS ………………………………………………………………………………………………………. 84-86

LINEAR ALGEBRA (ONE YEAR PROGRAM) / LINEAR ALGEBRA A AND B (TWO YEAR PROGRAM)
BASIC GEOMETRY / GEOMETRY / HONORS GEOMETRY
FINITE MATHEMATICS
CALCULUS / PRECALCULUS / PRECALCULUS HONORS
80
RESOURCE ROOM MATH …………………………………………………………………………………………………………………. 86
SEQUENCE OF COURSES:
9TH GRADE:
LEVEL 2 Linear Algebra A ……………………………………………………………………………………………… 87
LEVEL 3 Linear Algebra ……………………………………………………………………………………………… 90
HONORS Non Linear Algebra Honors …………………………………………………………………………... 92
10TH GRADE
LEVEL 2 Basic Geometry ……………………………………………………………………………………………… 96
LEVEL 3 Geometry ……………………………………………………………………………………………… 100
HONORS Geometry Honors……………………………………………………………………………………. 105
11th GRADE:
LEVEL 2 Linear Algebra B ……………………………………………………………………………………………… 110
LEVEL 3 Non Linear Algebra ……………………………………………………………………………………. 113
HONORS Precalculus Honors ……………………………………………………………………………………. 117
12th GRADE:
LEVEL 2 Non Linear Algebra or Math Topics ……………………………………………………….. 120
LEVEL 3 Precalculus or Finite Math or Statistics or Math Topics ….. 124
HONORS AP Calculus or Calculus or Statistics or Finite Math …… 128
PRHS EXPECTATIONS AND INDICATORS …………………………………………………………………………………………… 129
PLYMOUTH REGIONAL HIGH SCHOOL PHILOSOPHY AND GOALS
Plymouth Regional High School is a learning center in rural north central New Hampshire that meets the diverse educational needs of students in towns of Ashland,
Campton, Ellsworth, Holderness, Plymouth, Rumney, Thornton, Waterville Valley (AREA agreement), and Wentworth. It offers broad, flexible curricula and
teaching techniques to prepare students for further education and/or future career choices. The responsibility of educating our students is shared by the parents,
faculty, administrators, School Board members, community members, and students themselves. The primary role of the public school is to pass on from generation to
generation the knowledge and cultural values vital to the sustenance of our society.
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A WORD FROM THE MATHEMATICS/COMPUTER SCIENCE DEPARTMENT
We live in a data driven society that ultimately relies on a person’s ability to reason mathematically. In the world today we are bombarded with vast amounts of
quantitative information. Therefore, the level of mathematical thinking and problem solving required to analyze and communicate has increased dramatically. In such
a world mathematical competence opens doors to productive futures.
All students deserve an opportunity to understand the power and beauty of mathematics. The Mathematics Department offers sequences of college preparatory
courses for students with varied learning styles and academic interest. It is our goal to provide the means to develop the habits of mind of a mathematician and to
think critically. We believe all students can reach high standards of academic achievement though our supportive and academically focused environment.
The Content Page shows the sequences of courses which students follow through four years at Plymouth Regional High School. Although these represent the
sequences which most students follow, there are exceptions. Movements up and down and across levels are common. Student motivation and the completion of
necessary prerequisites are the major factors in determining which sequence a student will follow. Students and parents are advised to consult with the teacher and
guidance counselor in the event that there are any questions regarding course information, prerequisite skills, and appropriate sequences.
(Adapted from the Plymouth Regional High School Program of Studies, 2004-2005)
COURSE LEVEL DESCRIPTIONS*
The Mathematics Department offers courses at three instructional levels: Level 2, Level 3, and Honors. It is important to note that all three levels are college
preparatory and share an essential common core curriculum which is aligned with both the New Hampshire Mathematics Curriculum Frameworks and the NCTM
Principles and Standards for School Mathematics. The level descriptions are not intended to be exclusive but rather are intended to help students and parents identify
a learning profile that comes closest to that of the student and to determine which level will most likely meet the student’s learning needs.
Level 2 courses progress at a pace that allows for skill development and reinforcement of concepts. The course is designed to support the learning of students who
may not have fully retained the skills and concepts covered in prior courses which will be reviewed when needed in the course. Mathematical concepts tend to be
introduced at a concrete level and developed with an increasing level of abstraction. New ideas are often developed through student investigation with significant
guidance from the teacher. Students will usually learn to solve problems through repetition of routine problems. Students will receive support from the teacher in
developing study skills and using the textbook as a resource. Classes typically include substantial review of homework and previously covered content. Students
are expected to take responsibility for their own learning with guidance from the teacher and to seek help when needed. The course is designed to meet the needs
of a student who thrives in a directed learning environment.
Level 3 courses progress at a fast pace. Students are expected to have developed most of the skills and understood most of the concepts covered in prior courses,
but the course will include some review of difficult topics that may not have been fully retained. Mathematical concepts are introduced using a balance of abstract
and concrete approaches. New ideas are often developed through student investigation with moderate guidance from the teacher. Students will be expected to
solve routine problems independently and solve open-ended and .non-routine problems with teacher support. Students will be expected to use the textbook as a
resource and occasionally to learn new material independently. Typical classes include some review of homework and previously covered content before new
material is introduced. Students are expected to be self-motivated, taking responsibility for their own learning and seeking help when needed. The course is
designed to meet the needs of a student who thrives in a guided learning environment.
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Honors/AP courses progress at a very fast pace covering the greatest breadth and depth of topics. Students are expected to have mastered the skills and
thoroughly understood the concepts covered in prior courses. They are expected to have retained this past knowledge, which will generally not be reviewed in the
course. Mathematical concepts are often introduced at an abstract and theoretical level. New ideas are often developed through student investigation with
minimal guidance from the teacher. Students will be expected to apply their knowledge to open-ended and non-routine problems. Students will sometimes be
expected to learn material by reading the textbook and/or solving problems on their own. Typical classes include minimal review of homework and previously
covered material. Students are expected to be highly self-motivated, taking the fullest responsibility for their own learning and seeking help when needed. The
course is designed to meet the needs of a student who thrives in a more independent learning environment.
(* Please refer to the Plymouth Regional High School Program of Studies, 2004-2005, for more details. Adopted from NCTM Standards and Lexington High School, MA Mathematics Department Webpage.)
Process
Any student taking a mathematics course at Plymouth Regional High School will…
Problem Solve
A. Formulate and solve real world problems using strategies. (1a)

B. Define a variable and write an equation given a problem-solving situation. (1b, 6b)
C. Write an equation to represent a relation, given a chart of values or a geometric representation. (1b, 6b)
D. Generalize solutions and apply problem-solving strategies to new situations. (1a, 1b, 2b, 4c, 5a, 6a)
E. Investigate new mathematics using previously learned knowledge in a problem-solving mode. (1b, 2b)
F. Keep a journal of problems solving strategies, tips and techniques. (2a, 2b)
Reason
A. Write a word problem given an equation. (1b, 6b)
B. Translate verbal sentences into equations or formulas. (2b)
C. Use models, known facts, properties and relationships to explain their thinking. (6b)
D. Continue a pattern involving algebraic expressions. (1b, 6a, 2a)
E. Use elementary deductive and inductive reasoning to solve problems. (1b)
F. Identify one or more strategies for solving a problem. (1a)
G. Use algebraic equations to express relationships. (1b, 6b)
H. Make and defend conjectures with appropriate arguments. (1b)
I. Compare and contrast strategies used to arrive at estimates, discussing advantage to each technique. (1b)
J. Reflect and respond verbally and in writing to “what if…” questions. (2a, 6b, 5a)
K. Determine the reasonableness of answers. (1a, 3d)
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Communicate
A. Explore problem situations by asking and answering questions. (2a)

B. Explain and justify thought processes for the solution(s) of a given problem in a variety of settings such as in cooperative
groups. (2a, 6b)
C. Draw diagrams or use objects to illustrate an understanding of mathematical concepts. (2a)
D. Represent mathematical concepts through tables, charts, graphs and mathematical symbolism. (2a, 2b, 3b, 5a, 6a, 6d, 7a)
E. Explain solutions found by a variety of technologies (calculators, computers, video, CD-ROM, CBL, and laser disk). (2a,
6b)
F. Articulate the thought processes used in solving any problem. (2a, 6b)
G. Share conjectures about possible relationships given a set of data or a pattern. (2a, 6b)
Connect
A. Use a graphing calculator to verify solutions. (1a, 6b)

B. Discover relationships and patterns within the set of real numbers and algebraic expressions. (2b, 6a, 6b, 7a)
C. Apply mathematical topics in a multidisciplinary or interdisciplinary setting. (1a, 2b, 6a, 6b)
D. Apply mathematics to real world situations. (1a, 2b, 5a)
E. Connect operations with real numbers to algebraic expressions. (2b, 6b)
F. Explore the relationships between the four operations and their use with all rational numbers. (2b, 3b)
G. Discover and explore the relation between an algebraic expression and its geometric representation. (2b, 4a, 6b)
____________________________________________________
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LINEAR ALGEBRA (ONE YEAR PROGRAM) - LINEAR ALGEBRA A & B (TWO YEAR PROGRAM)
INTRODUCTORY STATEMENT
The focus in Linear Algebra is to explore and apply linear functions, equations and graphs that model problem situations. The students
will investigate statistics, discrete mathematics and the connections between Algebra and Geometry. To do this, they will discover
patterns, formulate expressions and solve equations involving algebraic terminology. Students will extend their geometric knowledge into
the algebraic realm by writing, applying and graphing linear equations and inequalities. To complement this focus, students will translate
collected and given data into algebraic statements in order to make predictions and arrive at conclusions. Whenever possible, Algebraic
skills will be applied to real-world situations. Graphing calculators and computer software will assist the explorations in this program.
This integrated Algebra program will complement the reasoning skills of the students by using inductive and deductive approaches to
make and validate conjectures about possible relationships.
A student who successfully completes Linear Algebra will be prepared for Geometry the following year. A student who successfully
completes Linear Algebra A will be prepared for Basic Geometry the following year. These students will complete Linear Algebra B
during their third year.
BASIC GEOMETRY - GEOMETRY - HONORS GEOMETRY INTRODUCTORY STATEMENT
The focus of Geometry is to explore and apply formal geometric topics. The students will investigate constructions, inductive and
deductive reasoning, triangles, polygons, congruency, similarity, circles, areas, volumes, and the connections between Algebra and
Geometry. To do this, they will discover patterns, formulate conjectures. Students in Geometry and Honors Geometry will also be
expected to prove theorems. Students will extend their algebraic knowledge into the geometric realm by writing, applying, and using
coordinate geometry. Whenever possible, geometric and algebraic skills will be applied to real world problems.
A student who successfully completes Basic Geometry will be prepared for Linear Algebra B. A student who successfully completes
Geometry will be prepared for Non-linear Algebra the following year. A student who successfully completes Honors Geometry will be
prepared for Pre-Calculus Honors the following year.
FINITE MATHEMATICS INTRODUCTORY STATEMENT
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The focus of Finite Mathematics is to teach the mathematics covered in business and the social sciences in colleges and universities. This
course applies the mathematics used in these fields. There are four independent areas of study: linear algebra, probability and statistics,
discrete mathematics and math of finance. As time allows, trigonometry will be introduced.
Finite Mathematics is a senior mathematics course offered to students who have completed Non-linear Algebra and Geometry.
CALCULUS INTRODUCTORY STATEMENT
The focus of Calculus is to expose students to elementary calculus topics so that they will be more comfortable and successful in a college
calculus course. Students will study limits and their properties, differentiation, applications of differentiation, integration, logarithmic and
exponential functions, and applications of definite integration.
Calculus is a senior math course that may be taken concurrently with Statistics or Finite Mathematics.
PRE-CALCULUS - PRE-CALCULUS HONORS INTRODUCTORY STATEMENT
The study of Pre-Calculus (Honors) combines knowledge of Linear Algebra, Non-Linear Algebra and Geometry. The focus will be to
explore the basic linear, quadratic, absolute value, polynomial, trigonometric, exponential and logarithmic functions. For each of the
functions students will investigate graphs, the inter-related patterns of transformations, the concepts of domain and range, the inverse
relation, and solve pertinent applications by a variety of methods. In addition, students will study Greek and modern trigonometry and the
math of finance. A graphing calculator is essential for this course.
A senior taking Pre-Calculus may do so concurrently while taking Finite Mathematics or Statistics. A junior who successfully completes
Pre-Calculus will be prepared to take either of the above courses or Calculus.
Resource Room Math (one or two-year program)
The goal of the Resource Room Math program is to prepare special needs students for future Math courses and/or technology courses in
which they must apply mathematical concepts and skills. Although the goals and objectives of the students' IEPs dictate much of what is
taught, the curriculum is focused on improving their skills to perform calculations with whole and rational numbers and to think
mathematically. Students will use hands-on materials, as much as possible, to help advance their thinking from a concrete to a more
abstract level. They will discover patterns and then use them to make and test predictions and to make and apply generalizations. Students
will use a variety of materials and strategies to solve real-world problems.
Students who successfully complete Resource Room Math will be prepared for Linear Algebra A or one of several technology courses.
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LINEAR ALGEBRA A
Mathematics 9th Grade Level 2
A student in this course will…
Working with Data

A. Find the mean, median, and mode of a set of data. (5a)
B. Read, interpret and construct bar, circle, and line graphs. (5a, 8a)
C. Use charts, tables and graphs to organize and represent data. (6a)
Rates, Ratios, and Proportion

A. Write fractions in lowest terms. (3a)
B. Represent any given number in any form (whole number, fraction, decimal, percent). (3a)
C. Recognize and demonstrate the difference in magnitude of rational numbers. (3a)
D. Write a ratio in lowest terms. (3a)
E. Calculate a unit rate. (4c, 7a)
F. Write and solve proportions. (4c, 7a)
G. Solve percent problems using proportions. (7a)
Geometry
A. Make predictions based on patterns in geometric figures. (7a, 8a)
B. Define and identify polygons.
C. Calculate the perimeters and areas of polygons. (4c)
D. Identify parts of a circle: radius, diameter, chord, arc, and center.
E. Calculate the area and circumference of a circle. (4c)
Operations with Rational Numbers

A. Add, subtract, multiply, and divide integers. (3b)
B. Evaluate expressions with integers. (3b, 3c)
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C. Evaluate numerical expressions containing scientific notations. (3c)
LINEAR ALGEBRA A (Continued)
Using Algebra to Work with Data

A. Use variables and inequalities to analyze meaningful data. (6a)
B. Recognize algebraic patterns. (7a, 8a)
C. Interpret histograms. (8a)
D. Simplify an expression using the order of operations, including the use of exponents. (3b, 3c, 6b)
E. Find the absolute value of a number.
F. Add, subtract, multiply, and divide integers. (3b, 3c)
G. Solve problems involving negative numbers.
H. Write variable expressions. (6b)
I. Solve real-world problems by using variables. (6a, 7a)
J. Simplify variable expressions. (6b)
K. Use the distributive property. (3b)
L. Apply variable expressions in problem-solving situations. (6a)
M. Use graphing calculator technology to analyze real world data. (5a)
Equations and Functions

A. Write and solve one-step equations with manipulative and algebraically. (6b)
B. Write and solve two-step equations with manipulatives and algebraically. (6b)
C. Solve real-world problems using equations. (6b, 1a)
D. Recognize and describe functions using tables and equations. (3b, 6a)
E. Identify the domain and range of a function. (3b, 6a)
F. Apply functions to predict outcomes in order to make decisions. (4a, 5a)
G. Read and/or create coordinate graphs. (2a)
H. Graph equations using a table and/or graphing calculator. (1a, 5a,
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LINEAR ALGEBRA A (Continued)
Graphing Linear Functions

A. Find unit rates from words and graphs. (6a, 7a)
B. Compare real-world rates. (6a)
C. Recognize and describe direct variation. (4a, 6a)
D. Explore relationships between real-world variables. (6a, 6b, 7a)
E. Find the slope of a line. (4a, 7a)
F. Analyze real-world graphs. (4a, 7a)
G. Graph equations using the slope and y-intercept. (4a, 6b)
H. Write linear equations in slope-intercept form. (4a)
I. Solve a system of equations by graphing. (6b)
Connecting Algebra and Geometry

A. Use proportions to estimate quantities that are difficult to count. (7a)
B. Use scales in drawings and on graphs. (4b)
C. Use scale factors to compare sizes of objects and drawings.
D. Translate figures on the coordinate plane. (4a, 4b)
Working with Radicals

A. Identify right triangles using the Pythagorean theorem. (4c)
B. Use the Pythagorean theorem to solve real-world problems. (4c)
C. Identify and define rational and irrational numbers. (3a)
D. Use a calculator with formulas resulting in non-integer square roots. (4c)
Linear Algebra A
PRHS Indicators
1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4a, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7c, 8c, 8f, 8g
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LINEAR ALGEBRA
The student in this course will…
Computation and Operations

A. Solve open sentences and multi-step equations. C-P-A
B. Explore and apply properties of equality and properties of zero and one. (formalized by using variables). P-A
C. Explore and apply the distributive property, including reversing the operation (formalize using variables). C-P-A
D. Find the absolute value of a number. C-P-A
E. Solve equations and inequalities involving absolute value. I-C-P-A
F. Solve inequalities. I-C-P-A
G. Simplify expressions that contain rational numbers. P-A
H. Multiply monomials. C-P-A
I. Simplify expressions involving powers of monomials. I-C-P-A
J. Simplify expressions involving quotients of monomials. I-C-P-A
K. Explore, design and apply algorithms to perform and record the four operations on polynomials. I-C-P-A
L. Find the prime factorizations of a monomial. I-C-P-A
M. Find the Greatest Common Factor for a set of monomials. I-C-P-A
N. Find the slope of a line. C-P-A
O. Find the x- and y- intercepts of a line. I-C-P-A
P. Find the midpoint of a line segment. I-C-P-A
Q. Determine if lines are parallel, perpendicular or neither. I-C-P-A
R. Write an equation of a line. I-C-P-A
S. Solve systems of equations by graphing, substitution and/or elimination. I-C-P-A
T. Simplify square roots. I-C-P-A
U. Perform addition, subtraction, multiplication, and division with square roots. I-C-P-A
V. Recognize and apply direct and inverse variation. I-C-P-A
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LINEAR ALGEBRA (Continued)
The student in this course will…
Geometry
A. Graph inequalities on number lines. I-C-P-A
B. Graph linear equations on a coordinate plane. C-P-A
C. Determine whether a given relation is a function. I-C-P-A
D. Graph inequalities on a coordinate plane. I-C-P-A
E. Solve systems of equations by graphing. I-C-P-A
F. Solve systems of inequalities by graphing. I-C-P-A
G. Apply linear programming techniques to business situations. I-C-P-A
H. Find scale factor given similar figures. C-P-A
I. Use scale drawings to find perimeter and area. I-C-P-A
J. Use Pythagorean Theorem to solve real-world problem. C-P-A
K. Use the Pythagorean Theorem to explore irrational numbers. I-C-P
Number Sense
A. Understand and apply set notation, subsets, null/empty set and elements in sets. I-C-P-A
B. Solve literal equations (in an equation with two or more distinct variables, solve for one of them). I-C-P-A
C. Identify the domain, range and inverse of a relation. I-C-P-A
D. Show relations as sets of ordered pairs, mappings and charts. I-C-P-A
IV. Data Analysis and Chance
A. Analyze real-world data using histograms. C-P-A
B. Use measures of central tendency to compare data. P-A
C. Use the line of best fit to derive equations. I-C-P-A
D. Use the correlation coefficient to establish the relationship between the data and the equation. I-C-P-A
Linear Algebra
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PRHS Indicators
NON-LINEAR ALGEBRA HONORS*
Mathematics 9th Grade Honors
Linear Algebra Overview

A. Model growth with graphs and tables.
B. Use functions to model growth.
C. Model with matrices.
D. Model a situation with a simulation and make predictions.
E. Write and use direct variation to analyze data and make predictions.
F. Write and graph linear equations.
G. Write and apply point-slope form and function notation.
H. Fit lines to data and make predictions.
I. Recognize and interpret correlation coefficient.
J. Write and graph linear parametric equations.
Exponential Functions
A. Evaluate expressions that use negative and rational exponents.
B. Determine the doubling time or the half-life in real world situations.
C. Draw graphs of exponential functions.
D. Organize information and classify data.
E. Write exponential functions that fit sets of data.
Logarithmic Functions
A. Find inverses of exponential functions.
B. Evaluate logarithmic equations.
C. Solve problems using inverses of linear functions.
D. Graph and find equations for inverses of linear functions.
E. Understand logarithmic scales.
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F. Use properties of logarithms.
G. Restrict the domain of a function to obtain an inverse function.
H. Organize information and classify data.
NON-LINEAR ALGEBRA HONORS*(Continued)

Quadratic Functions
A. Solve quadratic equations by using the graphing calculator to locate roots or zeroes.
B. Write quadratic equations in intercept form.
C. Maximize or minimize quadratic functions.
D. Complete the square to write quadratic functions in vertex form.
E. Solve equations using the quadratic formula.
F. Use the discriminant to determine the nature and number of solutions an equation has.
G. Factor quadratic expressions.
H. Solve quadratic equations using factoring.
I. Interpret how different values of a, h and k effect the graph.
J. Graph equations in a given form.
K. Organize information and classify data.
Data Investigations
A. Organize information and classify data.
B. Choose a representative sample.
C. Find and interpret the range, interquartile and standard deviation of a data set.
D. Determine the variability of data.
E. Find the margin of error for a sample proportion.
Systems of Equations
A. Solve systems of linear equations using matrices.
B. Use technology to find points of intersection of graphs.
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C. Write and graph inequalities with 2 variables.
D. Graph a system of linear inequalities.
E. Organize information and classify data.
NON-LINEAR ALGEBRA HONORS* (Continued)
Radical Functions
A. Evaluate radical expressions.
B. Solve equations with radical expressions.
C. Add, subtract, multiply and divide complex numbers.
D. Find complex solutions to equations that have no real solutions.
E. Calculate the magnitude of a complex number.
F. Graph and evaluate square root functions.
G. Graph radical functions.
H. Plot complex numbers in the complex plane.
I. Identify the number systems to which a number belongs.
J. Evaluate whether group properties hold for a set and an operation.
Polynomial Functions
A. Recognize, evaluate, add and subtract polynomials.
B. Multiply and divide polynomials.
C. Solve cubic equations.
D. Find zeroes of higher-degree polynomial functions.
E. Recognize graphs of polynomial functions and describe their important features.
F. Find equations for graphs of cubic functions and find zeroes of cubic functions.
G. Understand numeration systems using polynomials.
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Rational Functions
A. Solve rational equations.
B. Identify important features and find equations of translated hyperbolas.
C. Identify important features of graphs of rational functions.
NON-LINEAR ALGEBRA HONORS* (Continued)
Data Investigations
E. Find the margin of error for a sample population.
Discrete Math
A. *Solve problems that require sorting item into groups.
B. *Analyze situations involving direction.
C. *Count possibilities in situations (combinations and permutations).
D. *Apply the concept of combinations to Pascal’s Triangle.
E. *Organize information and classify data.
Analytic Geometry
A. *Find the distance between two points on a coordinate plane.
B. *Find focus and directrix of a parabola.
C. *Write and graph equations of a circle.
D. *Write and graph equations of an ellipse.
E. *Write and graph equations of a hyperbola.
F. *Find conics by taking a cross section of a double cone.
G. *Describe how a conic section can be used in applications.
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Nonlinear Algebra/Honors
PRHS Indicators
1a, 1d, 1e, 1f, 1g, 1h, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4a, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7b, 7c, 8c, 8f, 8g
Basic Geometry
Inductive reasoning
A. Identify patterns using inductive reasoning. (1a, 1b, 4a, 5a, 6a, 6b, 7a)
B. Find the next term in a series. (1b, 5a, 6a, 6b, 7a)
C. Generalize basic number patterns to find the nth term in a series. (1b, 2b, 6a, 6b, 7a)
D. Apply inductive reasoning to finding patterns in geometric shapes. (1b, 6a, 6b, 7a)
Introducing geometry
A. Explore the attributes that can be used to sort a set of objects. (1b, 4a)
B. Create definitions. (1b, 2a, 4a)
C. Read and understand definitions.
D. Communicate through the use of proper notation. (2a)
E. Identify congruent and similar objects. (1b, 4a)
F. Identify symmetry. (1a)
G. Use midpoint and slope formula to connect to algebra. (2a, 4a, 6a, 6b)
H. Use coordinate and non-coordinate geometry to solve problems.(4a, 6a,b)
Constructions
A. Use a straightedge and compass to create basic constructions (daisy designs, line segments, and angles).
B. Define sketch, draw, and construct.
C. Construct bisectors, midpoints, perpendiculars, and parallels. (4a)
D. Construct triangles and their medians, altitudes and angle bisectors. (4a)
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E. Construct incenter, circumcenter, orthocenter, and centroid (include the special properties of each point). (4a)
F. Construct a nine-point circle. (optional) (4a)
G. Construct all types of quadrilaterals. (4a)
Basic Geometry (Continued)
Lines and angles

A. Discover the relationship between special pairs of angles. (1b, 4a)
B. Discover the formula for the midpoint of a segment in a coordinate plane. (1b)
C. Discover the relationship between intersecting and non-intersecting lines, given a graph or system (perpendicular, oblique,
parallel, and skew). (1b, 2b, 4a, 6a, 6b)
D. Discover the slope of a line in a coordinate plane. (1b, 4a)
E. Discover the slope intercept form of the equation of a line. (1b, 2b, 4a, 6a, 6b)
F. Discover how to find the intersection of lines graphically and algebraically. (1b, 2a, 2b, 4a, 6a)
G. Identify angles formed by a two lines and a transversal. (1b, 4a)
H. Discover the properties of parallel lines. (1b, 6a, 6b)
I. Use the properties of parallel lines to find angle measures.
Triangle properties
A. Identify the types of triangles using inductive reasoning. (1b, 4a)
B. Identify congruent triangles. (4a)
C. Measure angles of a triangle. (4c)
D. Use the measure of the angles of a triangle to solve problems. (1a, 1b)
E. Verify that triangles are congruent by SSS, SAS, ASA, AAS, and HL. (1a, 1b, 4a, 4b)
F. Verify that triangles are not congruent by AAA and SSA. (1a, 1b, 4a, 4b)
G. Use the congruence conjectures to solve problems. (4b)
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H. Discover the properties of the isosceles triangle. (4a)
I. Discover the properties of the right triangle. (4a)
J. Use the properties of the isosceles triangle and right triangle to solve problems. (4b)
K. Identify and construct the midsegments of a triangle. (4a)
L. Use the properties of midsegments of triangles to solve problems. (4b)
M. Verify the properties of midsegments of a triangle in a coordinate plane. (4a, 4b)
N. Order the measures of the sides and angles of a triangle.
O. Use the triangle inequality to solve problems. (3a, 3c, 4b)
Basic Geometry (Continued)
Polygons properties
A. Identify, name, and classify polygons. (1b, 4a)
B. Find the measures of the interior and exterior angles of the polygons. (1b, 3c, 6a, 6b, 7a)
C. Discover the properties of parallelograms. (1b, 4a)
D. Prove quadrilaterals are parallelograms. (1b, 4a)
E. Use coordinate geometry to prove a quadrilateral is a parallelogram. (1b, 4a, 6a, 6b)
F. Discover the properties of special parallelograms. (1b, 4a)
G. Discover the properties of trapezoids (including the midsegment), isosceles trapezoids, and kites. (1b, 4a)
H. Use the properties of quadrilaterals to solve geometric and real life problems. (1a, 2b, 4b)
Similarity
A. Compute the ratio of two numbers.
B. Use proportions to solve problems. (4c, 6a, 6b, 7a)
C. Use properties of proportions.
D. Use a problem-solving plan. (1b)
E. Measure corresponding parts of similar polygons. (4c)
F. Identify similar triangles. (4a, 4c)
G. Use similar triangles in a coordinate plane.
H. Verify that triangles are similar by AAA, SSS, and SAS. (4a)
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I. Verify the proportionality theorems. (4a)
J. Use the similarity and proportionality conjectures to solve problems in geometry and real life. (1a, 2b, 3d, 6a, 6b, 7a)
Right triangles properties

A. Verify the Pythagorean Theorem and its converse. (6a)
B. Find the lengths of the sides of special right triangles. (3a)
C. Solve a right triangle using the Pythagorean Theorem. (2a, 2b, 6a, 7a)
D. Identify a triangle as acute, right, or obtuse. (3a, 4a)
E. Use the properties of right triangles to solve problems in geometry and real life. (2a, 2b, 3d, 4b, 4c)
F. Find the sine, cosine, and tangent of an acute angle. (3d, 4d)
G. Use the basic trigonometric ratios to solve problems in geometry and real life. (4c, 4d, 7a)
H. Investigate indirect measurement using right triangles and similar triangles. (1a, 3b, 3d, 4a, 4c, 4d)
Circles
A. Use vocabulary associated with circles.
B. Discover the properties of tangents, secants, chords, central angles, inscribed angles, and arcs. (1a, 4a)
C. Discover the properties of the angles formed by tangents, chords, and secants. (1a, 4a)
D. Use the properties of circles to solve problems in geometry and real life. (2b, 4c)
Areas
A. Find the perimeter of a polygon. (3d, 4c, 7a)
B. Find the area of a polygon.(3a, 3c, 3d, 4c, 4d, 7a)
1. Square and rectangle.
2. Parallelogram.
3. Triangle.
4. Trapezoid.
5. Quadrilateral with perpendicular diagonals.
6. Equilateral triangle.
7. Regular polygon.
8. Similar polygons.
C. Find the circumference of a circle. (4c, 7a)
D. Find the length of an arc of a circle. (4c, 7a)
E. Find the area of circles and regions of circles. (3b, 4c, 7a)
F. Use the perimeter, circumference, and area of polygons, circles, and similar polygons to solve problems in geometry and
real life. (1a, 2b, 3b, 3c, 4c, 7a)
G. Use areas of geometric shapes to calculate geometric probability. (5a)
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Surface area and volume
A. Identify solids that are polyhedrons. (1a, 4a)
B. Identify prisms, cylinders, pyramids, cones, and spheres. (1a, 4a)
C. Find lateral area and surface area of prisms and cylinders. (4c, 4d, 7a)
D. Find the surface area of pyramids and cones. (4c, 4d)
E. Find the surface area of a sphere. (4c, 7a)
F. Find the volume of prisms, cylinders, pyramids, cones, and spheres. (4c, 4d, 7a)
G. Find the surface area and volume of similar solids. (4c, 4d, 6a, 6b, 7a)
H. Use the surface area and volume of solids and similar solids to solve problems in geometry and real life. (1a, 2b, 3b, 3c, 3d,
7a)
Basic Geometry: PRHS Indicators

1 a, 1d, 1e, 1f; 2 a, 2b, 2c, 2d, 2e; 3 d, 3e, 3f; 4 a, 4c, 4f, 4g, 4h; 5 a, 5d, 5h; 6 d, 6g; 7 a, 7c; 8 c, 8f, 8g.
GEOMETRY
Inductive reasoning
A. Identify patterns using inductive reasoning
B. Finding the next term in a series
C. Generalize basic number patterns to find the nth term in a series
D. Apply inductive reasoning to finding patterns in geometric shapes
A. Explore the attributes that can be used to sort a set of objects
B. Create definitions
C. Read and understand definitions
D. Communicate through the use of proper notation
E. Identify congruent and similar objects
F. Identify symmetry
G. Use midpoint and slope formula to connect to algebra
H. Use coordinate and non-coordinate geometry to solve problems
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Constructions
A. Use a straightedge and compass to create basic constructions (daisy designs, line segments, and angles)
B. Define sketch, draw, and construct
C. Construct bisectors, midpoints, perpendiculars, parallels
D. Construct triangles and their medians, altitudes and angle bisectors
E. Construct incenter, circumcenter, orthocenter, and centroid (include the special properties of each point)
F. Nine point circle (optional)
G. Construct all types of quadrilaterals
Deductive reasoning
A. Define deductive reasoning
B. Practice reasoning skills
C. Discover the relationship between special pairs of angles
GEOMETRY (Continued)
Lines and angles

A. Discover the relationship between intersecting and non-intersecting lines, given a graph or system (perpendicular, oblique,
parallel, and skew)
B. Solve systems of linear equations
C. Find the equation of a line
D. Identify angles formed by a two lines and a transversal
E. Discover the properties of parallel lines
F. Use the properties of parallel lines to find angle measures
G. Introduce the formal use of proofs to verify the parallel line properties
Congruent triangles
A. Identify the types of triangles using inductive reasoning
B. Identify congruent triangles
C. Measure angles of a triangle
D. Use the measure of the angles of a triangle to solve problems
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E. Verify that triangles are congruent by SSS, SAS, ASA, AAS, and HL
F. Verify that triangles are not congruent by AAA and SSA
G. Use the congruence postulates and theorems to solve problems
H. Plan and complete a proof using the congruence postulates and theorems
I. Discover the properties of the isosceles triangle
J. Discover the properties of the right triangle
K. Use the properties of the isosceles triangle and right triangle to solve problems
Properties of triangles
A. Identify and construct the midsegments of a triangle
B. Use the properties of midsegments of triangles to solve problems
C. Verify the properties of midsegments of triangle in a coordinate plane
D. Order the measures of the sides and angles of a triangle
E. Use the triangle inequality to solve problems
Polygons
A. Identify, name, and classify polygons
B. Find the measures of the angles of the polygons
C. Discover the properties of parallelograms
D. Prove quadrilaterals are parallelograms
E. Use coordinate geometry to prove a quadrilateral is a parallelogram
F. Discover the properties of special parallelograms
G. Discover the properties of trapezoids (including the midsegment), isosceles trapezoids, and kites
H. Use the properties of quadrilaterals to solve geometric and real life problems
Transformations
A. Identify the three basic rigid transformations
B. Use the properties of reflections, rotations, and translations
C. Relate transformations to line symmetry and point symmetry
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D. Use transformations to solve real life problems
E. Use the properties of glide reflections
F. Use composition of transformations
Similarities
A. Compute the ratio of two numbers
B. Use proportions to solve problems
C. Use properties of proportions
D. Use a problem solving plan
E. Measure corresponding parts of similar polygons
F. Identify similar triangles
G. Use similar triangles in a coordinate plan
H. Verify that triangles are similar by AAA, SSS, and SAS
I. Verify the proportionality theorems
J. Complete proofs involving similarity and proportionality theorems
K. Use the similarity and proportionality theorem to solve problems in geometry and real life
Right triangles
A. Prove right triangles congruent
B. Prove the Pythagorean theorem and its converse
C. Find the lengths of the sides of special right triangles
D. Solve a right triangle using the Pythagorean theorem
E. Identify a triangle as acute, right, or obtuse
F. Use the properties of right triangles to solve problems in geometry and real life
G. Find the sine, cosine, and tangent of an acute angle
H. Use the basic trigonometric ratios to solve problems in geometry and real life
I. Investigate indirect measurement using right triangles or similar triangles
Circles
A. Use vocabulary associated with circles
B. Discover the properties of tangents, secants, chords, central angles, inscribed angles, and arcs
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C. Discover the properties of the angles formed by tangents, chords, and secants
D. Use the properties of circles to solve problems in geometry and real life
Planar Measurements
A. Find the perimeter of a polygon
B. Find the area of a polygon
1. Square and rectangle
2. Parallelogram
3. Triangle
4. Trapezoid
5. Quadrilateral with perpendicular diagonals
6. Equilateral triangle
7. Regular polygon
8. Similar polygons
C. Find the circumference of a circle
D. Find the length of an arc of a circle
E. Find the area of circles and regions of circles
F. Use the perimeter, circumference, area of polygons, circles, and similar polygons to solve problems in geometry and real
life
Space Measurements
A. Identify solids that are polyhedrons
B. Identify prisms, cylinders, pyramids, cones, and spheres
C. Find lateral area and surface area of prisms and cylinders
D. Find the surface area of pyramids and cones
E. Find the surface area of a sphere
F. Find the volume of prisms, cylinders, pyramids, cones, and spheres
G. Find the surface area and volume of similar solids
H. Use the surface area and volume of solids and similar solids to solve problems in geometry and real life
Geometry
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PRHS Indicators
1 a, 1d, 1e, 1f; 2 a, 2b, 2c, 2d, 2e; 3d, 3e, 3f; 4 a, 4c, 4f, 4g, 4h; 5 a, 5b, 5c, 5d, 5h; 6 d, 6g; a, c; 8 c, 8f, 8g.
Geometry Honors*
Inductive reasoning
A. Identify patterns using inductive reasoning.
B. Find the next term in a series.
C. Generalize basic number patterns to find the nth term in a series.
D. Apply inductive reasoning to finding patterns in geometric shapes.
A. Explore the attributes that can be used to sort a set of objects.
B. Create definitions.
C. Read and understand definitions.
D. Communicate through the use of proper notation.
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E. Identify congruent and similar objects.
F. Identify symmetry.
G. Use midpoint and slope formula to connect to algebra.
H. Use coordinate and non-coordinate geometry to solve problems.
Constructions
A. Use a straightedge and compass to create basic constructions (daisy designs, line segments, and angles).
B. Define sketch, draw, and construct.
C. Construct bisectors, midpoints, perpendiculars, and parallels.
D. Construct triangles and their medians, altitudes and angle bisectors.
E. Construct incenter, circumcenter, orthocenter, and centroid (include the special properties of each point).
F. Construct the nine-point circle (optional).
G. Construct all types of quadrilaterals.
Deductive reasoning
A. Define deductive reasoning.
B. Practice reasoning skills.
C. Discover the relationship between special pairs of angles.
Geometry Honors* (Continued)
Lines and angles

A. Discover the relationship between intersecting and non-intersecting lines, given a graph or system (perpendicular, oblique,
parallel, and skew).
B. Solve systems of linear equations.
C. Find the equation of a line.
D. Identify angles formed by two lines and a transversal.
E. Discover the properties of parallel lines.
F. Use the properties of parallel lines to find angle measures.
G. Introduce the formal use of proofs to verify the parallel line properties.
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Congruent triangles
A. Identify the types of triangles using inductive reasoning.
B. Identify congruent triangles.
C. Measure angles of a triangle.
D. Use the measure of the angles of a triangle to solve problems.
E. Verify that triangles are congruent by SSS, SAS, ASA, AAS, and HL.
F. Verify that triangles are not congruent by AAA and SSA.
G. Use the congruence postulates and theorems to solve problems.
H. Plan and complete a proof using the congruence postulates and theorems.
I. Discover the properties of the isosceles triangle.
J. Discover the properties of the right triangle.
K. Use the properties of the isosceles triangle and right triangle to solve problems.
Properties of triangles
A. Identify and construct the midsegments of a triangle.
B. Use the properties of midsegments of triangles to solve problems.
C. Verify the properties of midsegments of a triangle in a coordinate plane.
D. Order the measures of the sides and angles of a triangle.
E. Use the triangle inequality to solve problems.
Polygons
A. Identify, name, and classify polygons.
B. Find the measures of the angles of the polygons.
C. Discover the properties of parallelograms.
D. Prove quadrilaterals are parallelograms.
E. Use coordinate geometry to prove a quadrilateral is a parallelogram.
F. Discover the properties of special parallelograms.
G. Discover the properties of trapezoids (including the midsegment), isosceles trapezoids, and kites.
H. Use the properties of quadrilaterals to solve geometric and real life problems.
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Transformations
A. Identify the three basic rigid transformations.
B. Use the properties of reflections, rotations, and translations.
C. Relate transformations to line symmetry and point symmetry.
D. Use transformations to solve real life problems.
E. Use the properties of glide reflections.
F. Use compositions of transformations.
Similarities
A. Compute the ratio of two numbers.
B. Use proportions to solve problems.
C. Use properties of proportions.
D. Use a problem-solving plan.
E. Measure corresponding parts of similar polygons.
F. Identify similar triangles.
G. Use similar triangles in a coordinate plane.
H. Verify that triangles are similar by AAA, SSS, and SAS.
I. Verify the proportionality theorems.
J. Complete proofs involving similarity and proportionality theorems.
K. Use the similarity and proportionality theorem to solve problems in geometry and real life.

Right triangles
A. Prove right triangles congruent.
B. Prove the Pythagorean Theorem and its converse.
C. Find the lengths of the sides of special right triangles.
D. Solve a right triangle using the Pythagorean Theorem.
E. Identify a triangle as acute, right, or obtuse.
F. *Use the properties of right triangles to solve problems in geometry and real life.
G. *Find the sine, cosine, and tangent of an acute angle.
H. *Use the basic trigonometric ratios to solve problems in geometry and real life.
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I. Investigate indirect measurement using right triangles or similar triangles.
Circles
A. Use vocabulary associated with circles.
B. Discover the properties of tangents, secants, chords, central angles, inscribed angles, and arcs.
C. Discover the properties of the angles formed by tangents, chords, and secants.
D. Use the properties of circles to solve problems in geometry and real life.
Planar Measurements
A. Find the perimeter of a polygon.
B. Find the area of a polygon.
1. Square and rectangle
2. Parallelogram
3. Triangle
4. Trapezoid
5. Quadrilateral with perpendicular diagonals
6. Equilateral triangle
7. Regular polygon
8. Similar polygons
C. Find the circumference of a circle.
D. Find the length of an arc of a circle.
E. Find the area of circles and regions of circles.
F. Use the perimeter, circumference, area of polygons, circles, and similar polygons to solve problems in geometry and real
life.
Space Measurements
A. Identify solids that are polyhedrons.
B. Identify prisms, cylinders, pyramids, cones, and spheres.
C. Find lateral area and surface area of prisms and cylinders.
D. Find the surface area of pyramids and cones.
E. Find the surface area of a sphere.
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F. Find the volume of prisms, cylinders, pyramids, cones, and spheres.
G. Find the surface area and volume of similar solids.
H. Use the surface area and volume of solids and similar solids to solve problems in geometry and real life.
Geometry Honors
PRHS Indicators
1 a, 1d, 1e, 1f; 1g; 2a, 2b, 2c, 2d, 2e; 3a, 3d, 3e, 3f; 4 a, 4c, 4f, 4g, 4h;5 a, 5b, 5c, 5d, 5h; 6 d, 6g; 7 a, 7b, 7c; 8c, 8f,
8g.
LINEAR ALGEBRA B
Mathematics Grade 11 Level 2
Working with Expressions
A. Simplify an expression using order of operations.
B. Evaluate expressions.
Solving Equations
A. Solve one-step equations.
B. Solve two-step equations.
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Linear Equations and Graphs
A. Find the slope of a line.
B. Graph linear equations.
C. Write equations of lines.
D. Model linear data to make predictions of real-world data.
Solving Equations and Inequalities
A. Model situations with tables and graphs.
B. Solve one-step and two-step equations using reciprocals.
C. Solve problems using fractions.
D. Solve multi-step equations.
E. Use multi-step equations to solve real-world problems.
F. Solve equations that involve more than one fraction or decimal.
G. Use inequalities to represent intervals on a graph.
H. Use inequalities to represent a group of solutions to real-world problems.
I. Solve inequalities.
Systems of Equations and Inequalities
A. Write and graph equations in standard form.
B. Solve problems with two variables.
C. Solve systems of equations by adding or subtracting and by using multiplication.
D. Graph linear inequalities.
E. Graph systems of inequalities.
F. Graph systems of inequalities to model real-world situations when there are restrictions.
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LINEAR ALGEBRA B (Continued)
Working with Radicals

A. Identify and define rational and irrational numbers.
B. Simplify radicals.
C. Add, subtract, multiply, and divide radicals.
D. Use skills with radicals to find values in real-world problems.
E. Find products of monomials and binomials.
F. Use products of monomials and binomials to find areas of complex figures.
G. Recognize and find special products of binomials.
Quadratic Functions (This section will be addressed as time allows.)

A. Analyze the shape of a graph.
B. Decide whether a relationship is linear.
C. Recognize characteristics of parabolas.
D. Predict the shape of a parabola.
E. Recognize side views of real objects.
F. Use square roots and graphs to solve simple quadratic equations.
Linear Algebra B
PRHS Indicators
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NON-LINEAR ALGEBRA
Linear Algebra Overview

A. Model growth with graphs and tables.
B. Use functions to model growth.
C. Model with matrices.
D. Model a situation with a simulation and make predictions.
E. Write and use direct variation to analyze data and make predictions.
F. Write and graph linear equations.
G. Write and apply point-slope form and function notation.
H. Fit lines to data and make predictions.
I. Recognize and interpret correlation coefficient.
J. Write and graph linear parametric equations.
Exponential Functions
A. Evaluate expressions that use negative and rational exponents.
B. Determine the doubling time or the half-life in real world situations.
C. Draw graphs of exponential functions.
E. Write exponential functions that fit sets of data.
Logarithmic Functions
A. Find inverses of exponential functions.
B. Evaluate logarithmic equations.
C. Solve problems using inverses of linear functions.
D. Graph and find equations for inverses of linear functions.
E. Understand logarithmic scales.
F. Use properties of logarithms.
G. Restrict the domain of a function to obtain an inverse function.
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NON-LINEAR ALGEBRA (Continued)
Quadratic Functions
A. Solve quadratic equations by using the graphing calculator to locate roots or zeroes.
B. Write quadratic equations in intercept form.
C. Maximize or minimize quadratic functions.
D. Complete the square to write quadratic functions in vertex form.
E. Solve equations using the quadratic formula.
F. Use the discriminant to determine the nature and number of solutions an equation has.
G. Factor quadratic expressions.
H. Solve quadratic equations using factoring.
I. Interpret how different values of a, h and k effect the graph.
J. Graph equations in a given form.
Data Investigations
E. Find the margin of error for a sample proportion.
Systems of Equations
A. Solve systems of linear equations using matrices.
B. Use technology to find points of intersection of graphs.
C. Write and graph inequalities with 2 variables.
D. Graph a system of linear inequalities.
E. Organize information and classify data.
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Radical Functions
A. Evaluate radical expressions.
B. Solve equations with radical expressions.
C. Add, subtract, multiply and divide complex numbers.
D. Find complex solutions to equations that have no real solutions.
E. Calculate the magnitude of a complex number.
F. Graph and evaluate square root functions.
G. Graph radical functions.
H. Plot complex numbers in the complex plane.
I. Identify the number systems to which a number belongs.
J. Evaluate whether group properties hold for a set and an operation.
Polynomial Functions
A. Recognize, evaluate, add and subtract polynomials.
B. Multiply and divide polynomials.
C. Solve cubic equations.
D. Find zeroes of higher-degree polynomial functions.
E. Recognize graphs of polynomial functions and describe their important features.
F. Find equations for graphs of cubic functions and find zeroes of cubic functions.
G. Understand numeration systems using polynomials.
Rational Functions
A. Solve rational equations.
B. Identify important features and find equations of translated hyperbolas.
C. Identify important features of graphs of rational functions.
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Data Investigations
E. Find the margin of error for a sample population.
Discrete Math
A. *Solve problems that require sorting item into groups.
B. *Analyze situations involving direction.
C. *Count possibilities in situations (combinations and permutations).
D. *Apply the concept of combinations to Pascal’s Triangle.
E. *Organize information and classify data.
Analytic Geometry
A. *Find the distance between two points on a coordinate plane.
B. *Find focus and directrix of a parabola.
C. *Write and graph equations of a circle.
D. *Write and graph equations of an ellipse.
E. *Write and graph equations of a hyperbola.
F. *Find conics by taking a cross section of a double cone.
G. *Describe how a conic section can be used in applications.
Nonlinear Algebra/Honors
PRHS Indicators
1a, 1d, 1e, 1f, 1g, 1h, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4a, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7b, 7c, 8c, 8f, 8g
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PRE-CALCULUS HONORS*
Mathematics Grade 11 Honors
The trigonometric functions (Greek and Modern)

A. Define angles and their measure.
B. Find the trigonometric functions of an acute angle.
C. Derive the unit circle and the wrapping function.
D. Define trigonometric functions in terms of the unit circle and periodic properties.
E. Solve problems using applications of trigonometric functions, indirect measurement, arc length and angular speed.
F. Develop and sketch graphs of y = Sin x and y = Cos x.
G. Graph trig functions with changes in amplitude, period and shift.
H. Solve equations with trig functions graphically.
Analytic Trigonometry
A. Recognize and interpret patterns of transformations on graphs of the trigonometric functions.
B. Identify period, phase shift, amplitude, domain and range and asymptotes of graphs of trigonometric functions.
C. Apply graphs of trigonometric functions to solve problems.
D. *Define and transform inverse functions of trigonometric graphs.
E. Solve trigonometric equations and inequalities graphically and/or algebraically.
F. Develop and provide visual support algebraically for trigonometric identities.
G. Verify identities.
H. Solve trigonometric equations and inequalities analytically.
Oblique triangles
A. Develop and use the Law of Sines to solve oblique triangles in real world applications.
B. Develop and use the Law of Cosines to solve oblique triangles in real-world applications.
C. Find the area of triangles.
D. Complete a survey project.
E. *Use vector analysis to solve magnitude and direction problems.
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PRE-CALCULUS HONORS* (Continued)
Linear functions, quadratic functions, and absolute value functions

A. Graph the elementary function.
B. List the transformations, the domain and range, and sketch the graph.
C. Solve problems graphically and algebraically.
D. *Graph and solve the composition of functions.
E. *Graph the inverse relation.
Polynomial functions
A. Identify the main characteristics of the graphs of polynomial functions including domain and range.
B. Find the local extrema and zeros of a polynomial function.
C. Use real-world applications of polynomial functions.
D. *Explore end behavior of polynomial functions.
Exponential and logarithmic functions

A. Graph the elementary functions of each.
B. List the transformations, the domain and range, and sketch the graphs of each.
C. Solve problems using applications of exponential growth or decay algebraically and/or graphically.
D. Explore and use the properties of logarithmic functions.
E. Use logarithms to solve problems algebraically.
F. *Apply logarithmic equations to problem situations and solve graphically.
Counting
A. *Define sets and set operations.
B. *Compute the possible outcomes using the Multiplication Principle.
C. *Compute permutations.
D. *Compute combinations.
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PRE-CALCULUS HONORS* (Continued)
Probability
A. *Represent sample spaces.
B. *Define properties of probability.
C. *Find the probability of an event.
D. *Define equally likely events.
E. *Explain the concepts of conditional and independent events.
F. *Use multiplication and addition rules to compute the probability of conditional and independent events.
G. *Explain if a probability experiment meets the requirements necessary to be a binomial experiment.
H. *Compute binomial probabilities using the formula and the tables.
I. Calculate the expected value and standard deviation of a binomial experiment.
Math of finance
A. Use terminology and formulas associated with debt, investment and savings options.
B. Calculate simple interest, compound interest, and future annuity values.
C. Calculate monthly payments on debt or savings, and explore the benefits of varied payment plans.
D. Develop a personal financial plan including car payment, mortgage schedule, and a savings/investments annuity in order to
reach a desired end at age 55.
Pre-Calculus/Honors
PRHS Indicators
1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e 3a, 3d, 3e, 3f 4a, 4c, 4f, 4g, 4h 5a, 5c, 5d 6d, 6g 7a, 7c 8c, 8f, 8g
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SENIOR MATH TOPICS

Math Topics or Non-Linear Algebra (See 11th Grade, Level 3 for N L Algebra)
Statistics
A. Calculate measures of central tendency for a set of data.
B. Draw a histogram to represent frequency distributions of data.
C. Distinguish between range, trend, and standard deviation as measures of variability.
D. Interpret the characteristics of a normal curve.
E. Calculate the range and standard deviation to describe a set of data.
F. Use standard deviation to draw conclusions about any sample population and connect to applications in the business world.
Measurement
A. Distinguish between counting and measuring, and between precision and accuracy.
B. Read and write measurements to show precision and tolerance.
C. Compare measurements to specified tolerances.
D. Use significant digits to indicate the accuracy of a measurement.
E. Use precision tools to make measurements.
F. Calculate with measurements and round the results.
Probability
A. Find the probability of some simple events.
B. Count the number of ways an event can happen.
C. Draw diagrams and charts to help find probability.
D. Use a calculator to find probabilities.
E. Find the odds of simple events.
F. Predict an expected outcome based on calculated probability.
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SENIOR MATH TOPICS (Continued)
Math of Finance
A. Spreadsheets
1. Describe a computer spreadsheet and tell how it’s used.
2. Define and use proper spreadsheet terminology.
3. Load and use simple spreadsheet templates to solve practical problems.
B. Explain terms used in financial transactions and planning.
C. Substitute values into a formula.
D. Use a calculator to solve problems with formulas.
E. Calculate gross and net income.
F. Calculate future value of an investment.
G. Determine compound interest of various loans and accounts.
H. Compute monthly payment of a loan, revolving credit account (credit cards) and/or savings program.
I. Complete employment and income tax forms.
J. Develop a personal financial plan, including a monthly budget.
Algebra Review
A. Working with Expressions
1. Simplify an expression using order of operations.
2. Evaluate expressions.
B. Solving Equations
1. Solve one-step equations.
2. Solve two-step equations.
C. Linear Equations and Graphs
1. Find the slope of a line.
2. Graph linear equations.
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3. Write equations of lines.
4. Model linear data to make predictions of real-world data.
Congruence, Similarity and Transformations

A. Determine whether two figures are congruent.
B. Use congruence to solve real-life problems.
C. Reflect a figure about a line.
D. Use properties of reflections to answer questions about real-life situations.
E. Rotate a figure about a point.
F. Use properties of rotations to answer questions about real-life situations.
G. Translate a figure in a plane.
H. Represent translations in a coordinate plane.
I. Create fractals.
J. Recognize similar figures.
K. Use properties of similar figures.
L. Use similar figures to solve real-life problems.
M. Compare perimeters and area of similar figures.
Right Triangle Trigonometry

A. Name the parts of a right triangle.
B. Use the Pythagorean formula to find a side of a right triangle.
C. Use the characteristics of 3:4:5, 45°-45° and 30°-60° right triangles to solve practical problems.
D. Use the ratios for the sine, cosine, and tangent of an angle to solve problems that involve triangles.
E. Use a calculator to solve problems that involve right triangles.
F. Use the Pythagorean Theorem and trigonometric ratios to measure objects indirectly.
G. Use a calculator to find sine and cosine values.
H. Draw a graph of sine and cosine waves.
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I. Find the amplitude, wavelength, period, and frequency of sine waves.
J. Find the phase shift between two sine waves.
If time or needs of the class allow, the following topics may be explored:
Coding
Discrete Mathematics
Linear Programming
Logic
Sequence and Series
Topology
Math Topics
PRHS Indicators
1a, 1d, 1e, 1f, 1g, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 3g, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7c, 8a, 8c, 8f, 8g
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FINITE MATHEMATICS
Pre-Calculus (Refer to Pre-Calculus 11th Grade Honors), Finite Math, Statistics or Math Topics (Refer to Senior Math Topics, 12th
Grade Level 2)
The student in this course will...
Sequences
A. Define arithmetic and geometric sequences.
B. Differentiate between arithmetic and geometric sequences.
C. Given an arithmetic sequence, find the common difference and value of any given term.
D. Derive the formula for finding the nth term of an arithmetic sequence.
E. Derive the formula for finding the sum of an arithmetic sequence.
F. Determine if a sequence is arithmetic or geometric.
G. Given a geometric sequence, find the common ratio and value of any given term.
H. Derive the formula for finding the nth term of a geometric sequence.
I. Derive the formula for finding the sum of a geometric sequence.
J. Calculate the sum of any arithmetic or geometric sequence.
Math of Finance
A. Explain terms used in financial transactions and financial planning.
B. Calculate simple interest and simple interest rates for varying time periods.
C. Derive formulas used in compound interest and annuities.
D. Substitute values into financial formulas to solve problems and to make sound financial decisions.
E. Use a calculator to solve financial problems.
F. Calculate future value and present value of an investment.
G. Determine the amount of time needed to double or triple an investment.
H. Calculate monthly payment on a loan and/or savings plan.
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I. Given two investment plans determine which plan yields the largest amount.
J. Develop an amortization schedule for a short-term loan.
K. Calculate mortgage payments using a mortgage table.
L. Develop a personal financial plan, including a monthly budget.
FINITE MATHEMATICS (Continued)


Sets: Counting Techniques
A. Define set, universal set, element of a set, subset, equality of sets and empty set.
B. Use appropriate set notation.
C. List the subsets of a given set.
D. Determine the number of subsets in a given set.
E. Perform the operations of union and intersection on sets.
F. Illustrate the operations performed on sets using Venn diagrams.
G. Find the complement of a given set.
H. Verify De Morgan’s laws using Venn diagrams.
I. Distinguish between finite and infinite sets.
J. Determine the number of elements in a given set.
K. Develop a survey of local concerns that models the Venn diagramming and counting techniques used in this unit.
L. Use the Multiplication Principle to find the number of ways a task can be performed.
M. Illustrate the Multiplication Principle using a tree diagram.
N. Give the consecutive factorial values from 0! to 10!.
O. Use the n! formula to evaluate problems involving factorials.
P. Define permutations and combinations.
Q. Differentiate between a permutation and a combination by example.
R. Compute the number of permutations a task has using a formula.
S. Compute the number of combinations a task has using a formula.
T. Find permutations and combinations using the statistic mode on a graphing calculator.
U. Relate combinations to the binomial theorem.
Probability
A. Define probability terms: sample space, experiment, event, probability, odds, relative frequency, expected value.
B. Identify types of probability: experimental, theoretical.
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C. Construct a probabilistic model for a given experiment and find the probability of each event.
D. Explain the concepts of conditional, independent and mutually exclusive events.
E. Use multiplication and addition rules to compute compound probabilities.
F. Display values of random variables in a probability distribution.
G. Use a probability distribution to calculate probabilities of random variables.
H. Compute the expected value of a discrete random variable.
I. Explain if a probability experiment meets the requirements necessary to be a binomial experiment.
J. Compute binomial probabilities using a formula.
*Statistics
A. Define statistics.
B. Organize data using a frequency distribution.
C. Graphically represent data in the form of a histogram
D. Graphically represent data using a pie chart.
E. Compute the measures of central tendency: arithmetic mean, median, and mode.
F. Determine the best measure for a given situation.
G. Compute measures of dispersion: range, variance, and standard deviation.
H. Identify situations where standard deviation is used.
I. Identify experiments that might obtain data that is considered to be normally distributed.
J. Sketch and label a normal curve identifying its properties.
K. Find expected values given data displayed in a normal curve.
L. Determine if the data from a given experiment is normally distributed.
M. Use the z-score formula to convert raw scores for comparison purposes.
N. Calculate the probabilities for normal distribution by translating raw scores to z-scores to find the area under the curve.
O. Use statistics to give an analysis of a researched situation involving data that is + 3 standard deviations from the mean.
*Use statistics mode of graphing calculator to create histograms and calculate measures of central tendency and dispersion.
Linear Functions
A. Define: quantity, direct variation, indirect variation, function.
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B. Collect data and graph the results.
C. Determine if the data collected from a given experiment is a function.
D. Graph lines using charts and equations.
E. Write the equation of a line.
F. Examine the properties of parallel and perpendicular lines.
G. Solve systems of equations by graphing, substitution and elimination.
H. Find and make predictions using the break-even point in business situations.
I. Graph linear inequalities.
J. Graph systems of linear inequalities.
K. Use linear programming to solve problems.
Matrices
A. Define matrix, identity matrix and augmented matrix.
B. Represent a linear system in augmented matrix form and label its rows and columns.
C. Write a system of linear equations from an augmented matrix.
D. Give the dimensions of a matrix.
E. Set up an augmented matrix in a graphing calculator.
F. Use elementary row operations to solve a system of equations.
G. Solve a system of equations using matrices and a graphing calculator.
Finite Mathematics
PRHS Indicators
1a, 1c, 1d, 1e, 1f, 1g, 1h, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4a, 4b, 4c, 4e, 4f, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7b, 7c, 7f, 8c, 8f, 8g.
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STATISTICS
Introduction to Statistics ~ “What is Statistics?”

A. Define statistics
B. Understand the need and purpose of statistics.
C. Distinguish between population and sample.
D. Differentiate between parameters and statistics.
E. After reading a statistical problem, be able to identify the following: parameter, statistic, population, sample, response
variable, and inference.
F. Identify and carry out the 7 steps in a statistical problem.
G. Identify the different types of sampling.
Misuse of Statistics
A. Identify the ways in which statistics may be misused.
B. Given a statistical problem, they should beware of misleading conclusions
1. Unfavorable opinions and biases.
2. Aggravated averages.
3. Disregarded dispersions.
4. Persuasive tables, graphs, and charts.
5. Erroneous cause and effect conclusions.
6. Misinterpreted trends.
7. Incorrect base period in computing percentages
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C. Evaluate quantitative information to reduce chances of being misled.
Descriptive Statistics
A. Organize raw data using arrays and frequency distributions.
B. Graphically represent data in the form of a histogram, frequency polygon, stem-and-leaf display, box plot.
C. Compute the measures of central tendency: arithmetic mean, median, and mode.
D. Compute the measures of dispersion: range, standard deviation, mean absolute deviation, variance, interquartile range,
quartile deviation.
E. Identify measures of position: minimum, maximum, quartiles, percentiles.
STATISTICS (Continued)
Probability
A. Define probability terms: sample space, experiment, event, probability, and relative frequency.
B. Identify types of probability: experimental, theoretical, and subjective.
C. Assign simple probabilities.
D. Use multiplication and addition rules to compute compound probabilities.
E. Explain the concepts of conditional, independent, and mutually exclusive events.
F. Identify discrete vs. continuous random variables.
G. Display values of random variables in a probability distribution.
H. Use a probability distribution to calculate probabilities of random variables.
I. Compute the expected value of a discrete random variable.
Probability Distributions
A. Explain if a probability experiment meets the requirements necessary to be a binomial experiment.
B. Compute combinations.
C. Compute binomial probabilities using the formula and the tables.
D. Calculate the expected value and standard deviation of a binomial experiment.
E. Compute Poisson probabilities using the tables.
F. Calculate the probabilities for normal distribution by translating random variables to standard scores and then using the z-
tables to find the area under the curve.
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G. Explain the empirical rule.
H. Determine standard z-scores from specified probability requirements.
Sampling Concepts
A. Explain the need and advantages for sampling.
B. Differentiate between finite and infinite populations.
C. Compute the mean and standard deviation of the sampling distribution of means.
D. Know when the finite population correction factor is needed in order to calculate the standard error of the means.
E. Define and apply the central limit theorem.
F. Compute the mean and standard error of the sampling distribution of percentages.
STATISTICS (Continued)
Estimating Parameters
A. Define and apply the following terms: estimate, estimator, estimation, point estimate, and interval estimate.
B. Compute estimates of the population mean at different confidence levels when the population standard deviation is known
and unknown.
C. Compute estimates of population percentages at different confidence levels.
D. Compute estimates of population variances at different confidence levels.
E. Use the appropriate probability distributions (z-, t-, chi-square) needed in the computation of b through d above.
F. Determine the appropriate sample size to use to estimate the population mean or percentage at different levels of
confidence.
Hypothesis Testing for One-Sample Procedures

A. Explain the necessary steps in hypothesis testing within both the classical and p-value approaches.
B. Compute hypothesis tests of means for one and two-tailed tests when the population standard deviation is known and
unknown.
C. Compute hypothesis tests of percentages for one and two-tailed tests.
D. Compute hypothesis tests of variances for one and two-tailed tests.
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Linear Regression and Correlation
A. Define, differentiate between, and explain the purpose of regression and correlation analysis.
B. Given a set of bivariate data, reasonably predict if there will be a positive correlation, negative correlation, or no correlation.
C. Prepare a scatter diagram for a set of ordered pairs and interpret its meaning.
D. Compute a regression equation using the method of least squares
E. Compute a standard error estimate.
F. Run a t test for slope to see if there’s a true relationship between the x and y variables of a regression equation.
G. Prepare interval estimates of the dependent variable (mean and individual) for forecasting purposes.
Statistics
PRHS Indicators
1a, 1d, 1e, 1f, 1g, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 3g, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7b, 7c, 7d, 7e, 8a, 8c, 8f, 8g
AP CALCULUS
AP Calculus, Calculus, Statistics, or Finite Math (Refer to Statistics or Finite Math 12th Grade Level)
Topical Outline for Calculus AB
This outline of topics is intended to indicate the scope of the course, but it is not necessarily the order in which the topics are to be taught.
Teachers may find that topics are best taught in different orders. (See the Teacher’s Guide-AP Calculus for sample syllabi.) Although the
examination is based on the topics listed in the topical outline, teachers may wish to enrich their courses with additional topics.
Functions, Graphs, and Limits
Analysis of graphs. With the aid of technology, graphs of functions are often easy to produce. The emphasis is on the interplay between
the geometric and analytic information and on the use of calculus both to predict and to explain the observed local and global behavior of a
function.
Limits of Functions (including one-sided limits). An intuitive understanding of the limiting process is sufficient for this course.
• Calculating limits using algebra
• Estimating limits from graphs or tables of data
Asymptotic and unbounded behavior
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• Understanding asymptotes in terms of graphical behavior.
• Describing asymptotic behavior in terms of limits involving infinity.
• Comparing relative magnitudes of functions and their rates of change.
(For example, contrasting exponential growth, polynomial growth, and logarithmic growth.)
Continuity as a property of functions. The central idea of continuity is that close values of the domain lead to close values of the range.
• Understanding continuity in terms of limits.
• Geometric understanding of graphs of continuous functions
(Intermediate Value Theorem and Extreme Value Theorem)
AP Calculus (Continued)

Derivatives
Concept of the derivative. The concept of the derivative is presented geometrically, numerically, and analytically, and is interpreted as
an instantaneous rate of change.
• Derivative defined as the limit of the difference quotient.
• Relationship between differentiability and continuity.
Derivative at a point.
• Slope of a curve at a point. Examples are emphasized, including points at which there are vertical tangents and points at which
there are no tangents.
• Tangent line to a curve at a point and local linear approximation.
• Instantaneous rate of change as the limit of average rate of change.
• Approximate rate of change from graphs and tables of values.
Derivative as a function.
• Corresponding characteristics of graphs of f and f’
• Relationship between the increasing and decreasing behavior of f and the sign of f’
• The Mean Value Theorem and its geometric consequences.
• Equations involving derivatives. Verbal descriptions are translated into equations involving derivatives and vice versa.
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Second derivatives.
• Corresponding characteristics of the graphs of f, f’, and f”
• Relationship between the concavity of f and the sign f”.
• Points of inflection as places where concavity changes.
Applications of derivatives.
• Analysis of curves, including the notions of monotonicity and concavity.
• Optimization, both absolute (global) and relative (local) extreme.
• Modeling rates of change, including related rates problems.
• Use of implicit differentiation to find the derivative of an inverse function.
• Interpretation of the derivative as a rate of change in varied applied contexts, including velocity, speed, and acceleration.

Derivatives
Computation of derivatives.
• Knowledge of derivatives of basic functions, including Rx, exponential, logarithmic, trigonometric, and inverse trigonometric
functions.
• Basic rules for the derivative of sums, products, and quotients of functions.
• Chain rule and implicit differentiation.
Integrals
Riemann sums.
• Concepts of a Riemann sum over equal subdivisions.
• Computation of Riemann sums using left, right and midpoint evaluation points.
Interpretations and properties of definite integrals.
• Definite integral as a limit of Riemann sums.
• Definite integral of the rate of change of a quantity over an interval interpreted as the change of the quantity over the interval:
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z
b
f '( x )dx = f (b) − f (a )

a
• Basic properties of definite integrals. (For example, additivity and linearity.)
Applications of integrals.
Appropriate integrals are used in a variety of applications to model physical, social or economic situations. Although only a
sampling of applications can be included in any specific course, students should be able to adapt their knowledge and techniques to
solve other similar application problems. Whatever applications are chosen, the emphasis is on using the integral of a rate of
change to give accumulated change or using the method of setting up and approximating Riemann sum and representing its limit as
a definite integral. To provide a common foundation, specific applications should include finding the area of a region, the volume
of a solid with known cross sections, the average value of a function, and the distance traveled by a particle along a line.
Integrals (Continued)
Fundamental Theorem of Calculus.

• Use of the Fundamental theorem to evaluate definite integrals.
• Use of the Fundamental Theorem to represent a particular antiderivative, and the analytical and graphical analysis of functions
so defined.
Techniques of antidifferentiation.
• Antiderivatives following directly from derivatives of basic functions.
• Antiderivatives by substitution of variables (including change of limits for definite integrals).
•
Applications of antidifferentiation
• Finding specific antiderivatives using initial conditions, including applications to motion along a line.
• Solving separable differential equations and using them in modeling. In particular, studying the equation y’= ky and
exponential growth.
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Numeral approximations to definite integrals. Use of Riemann sums and the trapezoidal Rule to approximate definite integrals of
functions represented algebraically, geometrically, and by tables of values.
AP Calculus
PRHS Indicators
1a, 1d, 1e, 1f, 1g, 2a, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7b, 7c, 8a, 8c, 8f, 8g
Calculus
A student in this course will...
Pre-calculus overview
A. Determine if a relationship is a function.
B. Sketch the graphs of algebraic and trigonometric functions.
C. Check for symmetry with respect to both axes and the origin.
D. Transform a graph.
E. Find composites of functions.
F. Find the zeroes of functions.
Limits and their properties

A. Estimate limits intuitively from graphs or tables of data.
B. Calculate limits using algebraic techniques.
C. Determine the intervals over which a function is continuous.
D. Find the vertical asymptotes of a function.
E. Describe asymptotic behavior in terms of limits involving infinity.
F. Compare relative magnitudes of functions and their rates of change.
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Differentiation
A. Relate tangent lines and rates of change.
B. Find the derivative of algebraic or trigonometric functions.
C. Use the derivative to find the slope at a point.
D. Match the graph of a function with the graph of its derivative.
E. Use the Chain Rule to find the derivatives of composite functions.
F. Find the derivatives of functions that are defined implicitly.
G. Use implicit differentiation to find the slope of tangent lines to given curves at specified points.
CALCULUS (Continued)
Applications of Differentiation
A. Find the rate at which a quantity is changing by relating it to other quantities whose rates of change are known (related
rates).
B. Determine whether Rolle's Theorem can be applied to an indicated interval.
C. Apply the Mean Value Theorem to a function on an indicated interval.
D. Determine the absolute extrema of functions on the closed interval.
E. Find critical numbers and the open intervals on which a function is increasing or decreasing.
F. Use the First and Second Derivative Tests to find all relative extrema of a function.
G. Determine concavity of a function.
H. Find limits of rational functions.
I. Sketch a graph of a function using domain, range, symmetry, asymptotes, intercepts, relative extrema, and points of
inflection.
J. Use maximum and minimum values of a function to solve optimization problems.
K. Use Newton's Method to approximate the real zeroes of a function.
L. Use differentiation to estimate relative error and to approximate function values.
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Integration
A. Evaluate indefinite and trigonometric integrals.
B. Evaluate integrals through use of substitution.
C. Use correct sigma notation.
D. Compute areas using Limits Definition.
E. Evaluate definite integrals.
F. Use anitderivatives to evaluate definite integrals (Fundamental Theorem of Calculus).
G. Use the Fundamental Theorem of Calculus to find area.
H. Find the average value of a function over a given interval.
I. Evaluate definite integrals using substitution.
J. Approximate definite integrals using the Trapezoidal Rule and Simpson's Rule.
CALCULUS (Continued)
Logarithmic and Exponential Functions

A. Differentiate logarithmic functions.
B. Find indefinite integrals of logarithmic and trigonometric functions.
C. Solve differential equations.
D. Find the inverse of a function.
E. Solve exponential and logarithmic equations.
F. Differentiate and integrate exponential functions to another base.
G. Differentiate and integrate inverse trigonometric functions.
Applications of Definite Integration

A. Calculate area between curves in the plane.
B. Find volume of 3-dimensional solids.
C. Find work required in physics and engineering real-world problems.
D. Calculate fluid pressure and force.
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Integration Techniques
A. Integrate by parts.
B. Use partial fractions to evaluate the integral.
Calculus
PRHS Indicators
1d, 1e, 1f, 2b, 2c, 2d, 2e, 3a, 3d, 3e, 3f, 4c, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 6d, 6g, 7a, 7c, 8a, 8c, 8f, 8g
PLYMOUTH REGIONAL HIGH SCHOOL
VISION Growth: Every person, every day, some way.
MISSION STATEMENT Together we challenge one another to develop and demonstrate the
attitudes, skills, and knowledge essential to attaining excellence in self, family, and community.
EXPECTATIONS AND INDICATORS
1. OUR GRADUATES WILL BE KNOWLEDGEABLE AND SKILLED COMMUNICATORS.

a. Give an oral presentation.
b. Write in a variety of styles.
c. Use computer-based technology to communicate.
d. Demonstrate listening skills.
e. Read and respond to a variety of written materials.

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f. Use a variety of visual media to communicate.
g. Follow accepted rules of grammar, usage, and spelling.
h. Use the writing process principles in all written work.
2. OUR GRADUATES WILL EFFECTIVELY REASON, PROBLEM SOLVE, AND MAKE INFORMED DECISIONS.
a. Complete an experiment and draw a conclusion, given information and parameters.
b. Generalize solutions and apply problem-solving strategies to new situations.
c. Use inductive and deductive reasoning to solve problems.
d. Solve problems using appropriate, creative problem-solving strategies.
e. Evaluate and reflect on their actions, choices, and goals.
3. OUR GRADUATES WILL BE ABLE TO LOCATE, EVALUATE, AND MANAGE INFORMATION RESOURCES
AND TECHNOLOGY.
a. Acquire, organize, interpret, and use information from a variety of sources, e.g., Internet, periodicals, interviews,
videos, charts, diagrams, instruction manuals.
b. Identify the essential question to guide research.
c. Evaluate sources for reliability, accuracy, and relevance.
d. Interpret and draw conclusions from data.
e. Present findings in written, oral, mixed, or multimedia format(s).
f. Summarize information related to a concept.
g. Understand, read, and respond to primary sources.
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4. OUR GRADUATES WILL HAVE THE KNOWLEDGE AND SKILLS NECESSARY TO ADAPT TO THE CHANGING
EMPLOYMENT MARKET.
a. Compose clear and concise workplace communications.
b. Exhibit skills in the use of spreadsheet, Internet tools, and electronic data communication.
c. Converse in a clear, concise, and focused manner.
d. Exhibit knowledge of the future employment market.
e. Apply skills learned to the employment market.
f. Adapt to new situations by building upon previously learned material.
g. Prioritize time and tasks in an effective manner.
h. Follow written and verbal instructions.
5. OUR GRADUATES WILL ACQUIRE A BODY OF KNOWLEDGE AND SKILLS NEEDED TO SUCCEED IN OUR
SOCIETY.
a. Make connections between subject areas.
b. Use scientific methods, concepts, and knowledge to describe, investigate, research, and explain phenomena.
c. Use the tools of information technology to access, apply, and communicate information for a variety of purposes.
d. Use accurate calculations and appropriate mathematical facts, models, strategies, properties, any relationships to solve and
explain a variety of problems.
e. Use knowledge and understanding of geographical, historical, social, cultural, and political events and relationships to
research and develop theoretical solutions for local, national, and world problems.
f. Demonstrate understanding of the lifelong value of physical fitness and wellness.
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g. Use knowledge of literature to develop an understanding of the human experience.
h. Experience artistic expression through one form of fine or performing arts.
6. OUR GRADUATES WILL RECOGNIZE THEIR RESPONSIBILITIES TO PARTICIPATE IN THE

DEMOCRATIC PROCESS.
a. Understand the functions and roles of government at the national, state, and local levels.
b. Identify dates, locations and procedures to register to vote in primaries, elections, and town meetings.
c. Conduct a mock election, including debates.
d. Work together with peers to reach a decision.
e. Understand the process of a trial and the American legal system.
f. Understand freedom of expression.
g. Abide by established school codes of behavior as well as local, state, and national laws.
7. OUR GRADUATES WILL DEMONSTRATE THE ABILITY TO WORK COOPERATIVELY.
a. Work effectively, responsibly, and safely in teams.
b. Make group presentations or teach mini-lessons to a class.
c. Interact positively with other students.
d. Self-assess their role within a group or team.
e. Demonstrate a fair peer evaluation of their group.
f. Accept and delineate tasks/jobs within a small group project reflecting equal sharing of tasks.
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8. OUR GRADUATES WILL DEMONSTRATE RESPECT FOR THEMSELVES, OTHERS, AND THEIR ENVIRONMENT.
a. Respect all viewpoints.
b. Respect the personal well-being of their bodies by making healthy choices.
c. Behave appropriately in all situations.
d. Value a diversified student body and community.
e. Demonstrate good sportsmanship.
f. Handle conflicts appropriately.
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APPENDIX A:
MATHEMATICS GLEs
TABLE OF CONTENTS
Section I: Stems
Only…………………………………………………………………………………………………………………………………………
Section II: State and Local Grade Specific
Indicators………….…….………………………………………………………………………………………....
Kindergarten…......................................................................................................................................................................................................
........
Grade 1……………………………………………………………………………………………………………………………………..
Grade 2…………………………………………………………………………………………………………………………....
Grade 3……………………………………………………….……………………………………………………………………
Grade 4……………………………………………………….………………………………………………………….
Grade 5……………………………………………………….....................................................................................................
Grade 6…………………………………………………….……
Grade 7………………………………………
Grade 8……………………………
Section III: Stems and Indicators (State Only)…………………….……………………………………………………….………

N&O…………………………
G&M………………………
F&A………………………
DSP………………………
Our sincere appreciation to the Governor Wentworth Regional School District for sharing the Mathematics Grade Level Expectations in
this format.
You can find the Mathematics Grade Level Expectations online: http://www.ed.state.nh.us/Education/doe/organization/curriculum/NECAP/GLEs.htm
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Section I:
MATHEMATICS GLE’s (STEMS ONLY)
M (N&O) Number and Operation
M (G&M) Geometry and Measurement
M (F&A) Functions and Algebra
M (DSP) Data, Statistics, and Probability
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Section II: MATHMETICS GLEs
STEMS AND GRADE SPECIFIC INDICATORS – Kindergarten
Number and Operation
Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 12 through investigations that apply
the concepts of equivalency in composing and decomposing numbers using models, explanations, or other representations
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (1/2) as “fair share” (equal sized
parts or sets) using models, explanations, or other representations
Demonstrates understanding of the relative magnitude of numbers from 0 to 20 through investigations that demonstrate one-to-one
correspondence that compare whole numbers to each other or to benchmark whole numbers (5, 10); that demonstrate an understanding of
the relation of inequality when comparing whole numbers by using “1 more” or “1 less”; that connect numbers orally and written as
numerals to the quantities that they represent using models, representations, or number lines
Demonstrates conceptual understanding of mathematical operations through investigations involving addition and subtraction of whole
numbers (0 to 10) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison
situations; and addition of multiple one-digit whole numbers
Demonstrates understanding of monetary value through investigation involving knowing the names and values for coins (penny, nickel and
dime)
Mentally adds and subtracts whole numbers by naming the number that is one more or one less than the original number
Makes estimates of the number of objects in a set (up to 20) by making and revising estimates as objects are counted
Geometry and Measurement
Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids,
and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds polygons and circles in
the environment
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Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects
(length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); and
compares objects visually and with direct comparison
Determines elapsed and accrued time as it relates to calendar patterns (days of the week, yesterday, today, and tomorrow), the sequence of
events in a day; and identifies a clock and calendar as measurement tools
Demonstrates understanding of spatial relationships using location and position by using positional words to locate and describe where an
object is found in the environment
Functions and Algebra
Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters) by extending the
pattern to the next one, two, and three elements, or by translating AB patterns across formats (ABB can be represented as snap, clap, clap
or red, yellow, yellow) or by identifying number patterns in the environment
Data, Statistics, and Probability
Interprets a given representation created by the class (models and tally charts) to answer questions related to the data, or to analyze the data
to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using more, less, or equal
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Section II: MATHEMATICS GLE’s
STEMS AND GRADE SPECIFIC INDICATORS – Grade 1
Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 100 using place value, by applying
the concepts of equivalency in composing and decomposing numbers and in expanded notation using models, explanations, or other
representations
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (benchmark fractions: a/2, a/3, or
a/4 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models
where the denominator is equal to the number of parts in the whole using models, explanations, or other representations
Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers; by comparing whole
numbers to each other or to benchmark whole numbers (5,10, 25, 50, 75, 100); by demonstrating an understanding of the relation of
inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more” or “10 less”; and by connecting
number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using models,
representations, or number lines
Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime and quarter) and by
adding collections of like coins together to a sum no greater than $1.00
Mentally adds and subtracts whole numbers by naming the number that is one or two more or one less than the original number; and adds
or subtracts whole number facts to ten
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Applies properties of numbers (odd, even, composition, and decomposition [5 is the same as 2 + 3]) and field properties (commutative and
identity for addition) to solve problems and to simplify computations involving whole numbers

Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids,
and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws
polygons and circles in the environment
Given an example of a three-dimensional geometric shape (rectangular, prisms, cylinders, or spheres) finds examples of objects in the
environment that are of the same geometric shape
Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that have line symmetry
Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units
compares objects visually with direct comparison and using non-standard units
Determines elapsed and accrued time as it relates to calendar patterns (days of the week, months of the year), the sequence of events in a
day; and recognizes an hour and “on the half-hour”
Demonstrates understanding of spatial relationships using location and position by using positional words (close by, on the right,
underneath, above, beyond) to describe one location in reference to another on a map, in a diagram, and in the environment
Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in models,
tables, or sequences by extending the pattern to the next one, two, or three elements (ABB can be represented as snap, clap, clap; red,
yellow, yellow; or 1,2,2)
Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (2 + = 7) (limited to one
operation and limited to use addition or subtraction) using models, verbal explanations, or written equations
148
Interprets a given representation created by the class (models, tally charts, pictographs with one-to-one correspondence, and tables) to
answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to
express answers
For a probability event in which the sample space may or may not contain equally likely outcomes, groups use experiments to describe the
likelihood or chance of an event (using “more likely,” “less likely,” or “equally likely”)
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Section II: MATHEMATICS GLEs
Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 199 using place value, by applying
the concepts of equivalency in composing and decomposing numbers (34 = 17 +17) and in expanded notation 141 = 100 + 40 + 7) using
models, explanations, or other representations
a/4 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set
models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations
numbers to each other or to benchmark whole numbers (5,10, 25, 50, 75, 100, 125, 150 or 175); by demonstrating an understanding of the
relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more”, “10 less” “100 more” or
“100 less”; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent
using models, representations, or number lines
numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and
addition of multiple one-digit whole numbers
Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in
dollar notion; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (value up to $1.99)
Mentally adds and subtracts whole numbers to a sum of 20; names the number that is 10 more or less than the original number; and adds or
subtracts two-digit multiples of ten
150
Applies properties of numbers (odd and even) and field properties (commutative for addition, identity for addition, and associative for
addition) to solve problems and to simplify computations involving whole numbers
Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-
measurable or measurable attributes
Demonstrates conceptual understanding of congruency by composing and decomposing two-dimensional objects using models or
explanations (using triangular pattern blocks to construct a figure congruent to the hexagonal pattern block); and uses line symmetry to
demonstrate congruent parts within a shape
Demonstrates conceptual understanding of perimeter and areas by using models or manipulatives to surround and cover polygons
Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across
the content strands
Demonstrates understanding of spatial relationships using location and position by using positional words in two- and three- dimensional
situations to describe and interpret relative positions (above the surface of the desk, below the triangle on the paper); and creates and
interprets simple maps and names locations on simple coordinate grids
Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by
extending the pattern to the next element, or finding a missing element
operation and limited to use addition or subtraction)
Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts or tables) to answer questions related
to the data, or to analyze the data to formulate conclusions
Uses counting techniques to solve problems involving combinations using a variety of strategies (student diagrams, organized lists, tables,
tree diagrams or others) (How many ways can you make 50 cents using nickels, dimes, and quarters?)
151
For a probability event in which the sample space may or may not contain equally likely outcomes, uses experiments to describe the
likelihood or chance of an event using “more likely,” “less likely,” “equally likely,” “certain,” or “impossible”
In response to a teacher or student generated question or hypothesis, groups decide the most effective methods (survey, observation,
experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately
displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes
predictions

Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 999 through equivalency,
composition, decomposition, or place value using models, explanations, or other representations
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (benchmark fractions: a/2, a/3, a/4,
a/6, or a/8 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and
set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) using models,
explanations, or other representations
numbers to each other or to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other and comparing
or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the
denominator) using models, number lines or explanations
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition
and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or
explanations
Accurately solves problems involving addition and subtraction with regrouping; the concepts of multiplication; and addition or subtraction
of decimals (in the context of money)
Mentally adds and subtracts whole numbers facts through 20; adds two-digit whole numbers; adds combinations of two-digit and three-
digit whole numbers that are multiples of ten (60 + 50, 300 + 400, 320 + 90); subtracts a one-digit whole number from a two-digit whole
number and subtracts two-digit whole numbers that are multiples of ten and three-digit whole numbers that are multiples of one hundred
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Makes estimates in a given situation by identifying when estimation is appropriate; selecting the appropriate methods of estimation and
evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands
Applies properties of numbers (odd, even and multiplication property of zero for single-digit whole numbers [6 x 0 = 0]) and field
properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-
digit whole numbers [3 x 4 – 4 x 3] to solve problems and to simplify computation involving whole numbers
Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of
shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles
Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, and rotations (flips,
slides, and turns) (recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing
two- and three-dimensional objects using models or explanations (given a cube, students use blocks to construct a congruent cube); and
uses line symmetry to demonstrate congruent parts within a shape
Demonstrates conceptual understanding of similarity by identifying similar shapes
Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles on grids using a variety of models or
manipulatives. Expresses all measures using appropriate units
the content strands
Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions from one location to
another (classroom to gym, from school to home) using positional words; and between locations on a map or coordinate grid (first
quadrant) using positional words or compass directions
Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles,
squares, rectangles, rhombi, trapezoids, hexagons, and circles; and builds models of rectangular prisms from three-dimensional
representations
Grade 3, page 3
Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by
extending the pattern to the next one, two, or three elements element, or finding a missing elements
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Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different
representations of the expression; or by finding the value that will make an open sentence true (2 + = 7) (limited to one operation and
limited to use addition, subtraction, or multiplication)
Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, or to analyze the data
to formulate conclusions, or to make predictions
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using most frequent (mode), least frequent,
largest, or smallest
Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the
representations required in M(DSP)-3-1; and organizes and displays data using tables, tally charts, and bar graphs to answer questions
related to the data, to analyze the data, to formulate conclusions, to make predictions, or to solve problems
Uses counting techniques to solve problems involving combinations and simple permutations using a variety of strategies (student
diagrams, organized lists, tables, tree diagrams or others)
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood or chance of
an event (using “more likely,” “less likely,” “equally likely,”); and predicts the likelihood of an event using “more likely,” “less likely,”
“equally likely,” “certain,” or “impossible” and tests the prediction through experiments; and determines if a game is fair
experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and
Appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate
makes predictions
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Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 999,999 through equivalency,
a/5, a/6, a/8 or a/10 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole is equal to the
denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a
multiple or factor of the denominator; and decimals as hundredths within a context of money, or tenth within the context of metric
measurement using models, explanations, or other representations
Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and
ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines or explanations
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated
subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers, or the addition or
subtraction of positive fractional numbers with like denominators using models, number lines, or explanations
Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and
addition or subtraction of decimals and positive proper fractions with like denominators (Multiplication limited to 2 digits by 2 digits, and
division limited to 1 digit divisors)
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Mentally adds and subtracts whole numbers facts through 20; multiplies whole number facts to a product of 100 and calculates related
division facts; adds two-digit whole numbers, combinations of two-digit and three-digit whole numbers that are multiples of ten and 4 digit
whole numbers that are multiples of 100 (limited to two addends); and subtracts a one-digit whole number from a two-digit whole number
and subtracts combinations of two-digit and three-digit whole numbers that are multiples of ten
Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative,
and identity) to solve problems and to simplify computations
Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides, parallelism, or perpendicularity) to
identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative
to 90° as more than, less than, or equal to
Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes
(rectangular prisms, triangular prisms, cylinders, or spheres)
slides, and turns) or as the result of composing and decomposing shapes using models or explanations
Demonstrates conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape
but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using
models or explanations
Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles, polygons or irregular shapes on grids using a
variety of models, manipulatives, or formulas. Expresses all measures using appropriate units
the content strands
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Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions between locations on
a map or coordinate grid (first quadrant); plotting points in the first quadrant in context (games, mapping); and finding the horizontal and
vertical distances between points on a coordinate grid in the first quadrant
squares, rectangles, rhombi, trapezoids, hexagons, octagons, and circles; and builds models of rectangular prisms from two-or three-
dimensional representations
Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences; and
writes a rule in words or symbols to find the next one
Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or
comparing situations that represent constant rates of change
Demonstrates conceptual understanding of algebraic expressions by using letters of symbols to represent unknown quantities to write
simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using
whole numbers
representations of the expression; by simplifying numerical expressions where left to right computations may be modified only by the use
of parentheses 14 – (2 x 5) (expressions consistent with the parameters of M (F & A)-4-3) and by solving one-step linear equations of the
form ax = c, x ± b = c, where a, b, and c are whole numbers with a ≠ 0
Interprets a given representation (line plots, tally charts, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the
data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using measures of central tendency (median or
mode), or range
Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related to the data, to analyze the data,
to formulate or justify conclusions, to make predictions, or to solve problems
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Uses counting techniques to solve problems in context involving combinations or simple permutations (Given a map – determine the
number of paths from point A to point B) using a variety of strategies (organized lists, tables, tree diagrams or others)
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the theoretical probability
of an event and expresses the result as part to whole (two out of five); and predicts the likelihood of an event as a part to whole relationship
and tests the prediction through experiments, and determines if a game is fair
predictions; and asks new questions and makes connections to real world situations

Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 9,999,999 through equivalency,
composition, decomposition, or place value using models, explanations, or other representations*
*Specifications for area, set, and linear models for grades 5 – 8:
Fractions: The number of parts in the whole is equal to the denominator, a multiple of the denominator, or a factor of the
denominator
Percents: The number of parts in the whole is equal to 100, a multiple of 100, or a factor of 100
Decimals (including powers of ten): The number of parts in the whole is equal to the denominator of the fractional equivalent of the
decimal, a multiple of the denominator of the fractional equivalent of the decimal, or a factor of the denominator of the fractional
equivalent of the decimal
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (proper, mixed number, and
improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten), decimals (to thousandths) or benchmark percents
(10%, 25%, 50%, 75%, or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other
representations
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Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional
numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or
integers in context using models or number lines
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a remainder with respect
to division of whole numbers using models, explanations, or solving problems; and addition and subtraction of decimals and positive
proper fractions with unlike denominators
Accurately solves problems involving multiple operations on whole numbers on whole numbers or the use of the properties of factors,
multiples, prime, or composite numbers; and addition or subtraction of fractions (proper) and decimals to the hundredths place. (Division
of whole numbers by up to a two-digit divisor)
Mentally calculates change back from $1.00, $5.00, and $10.00; calculates multiplication and related division facts to a product of 144;
multiplies a two-digit whole number by a one-digit whole number, two-digit whole numbers that are a multiple of ten, a three-digit whole
number that is a multiple of 100 by a two- or three-digit number which is a multiple of 10 or 100, respectively (400 x 50, 400 x 600); and
divides three- and four-digit multiples of powers of ten by their compatible factors
Makes estimates in a given situation by identifying when estimation is appropriate; selecting the appropriate methods of estimation,
determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and
Applies properties of numbers (odd, even, and divisibility) and field properties (commutative, associative, identity, and distributive) to
solve problems and to simplify computations
Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to
identify, describe, classify or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or
quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms)
Uses properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-
dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones)
Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of triangles and
rectangles when scaling up or down while preserving angle measures, or by solving related problems (including applying scales on maps).
Describes relationships using models or explanations
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Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles or right triangles though models,
manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume or rectangular prisms (cubes) using a variety of
models, manipulatives, or formulas. Expresses all measures using appropriate units
the content strands
a map or coordinate grid (all four quadrants); plotting points in four quadrants in context (games, mapping, identifying the vertices of
polygons as they are reflected, rotated, and translated); and determining horizontal and vertical distances between points on a coordinate
grid in the first quadrant
Demonstrates conceptual understanding of spatial reasoning and visualization by building models of rectangular and triangular prisms,
cones, cylinders and pyramids from two- or three-dimensional representations
Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, sequences, or in
problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship
comparing situations that represent constant rates of change (tell a story given a line graph about a trip)
Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write
linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers
representations of the expression (expressions consistent with the parameters of M (F & A)-5-3), by solving one-step linear equations of
the form ax = c, x ± b = c, or x/a = c, where a, b, and c are whole numbers with a ≠ 0 a true statement (2x + 3 = 11 {x : x = 2, 3, 4, 5})
Interprets a given representation (tables, bar graphs, circle graphs, or line graphs) to answer questions related to the data, to analyze the
data to formulate or justify conclusions, to make predictions, or to solve problems
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using measures of central tendency (mean,
median or mode), or range to analyze situations, or to solve problems
representations required in M (DSP)-5-1; and organizes and displays data using tables, bar graphs, or line graphs to answer questions
related to the data, to analyze the data, to formulate or justify conclusions, to make predictions, or to solve problems
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Uses counting techniques to solve problems in context involving combinations or simple permutations using a variety using a variety of
strategies (organized lists, tables, tree diagrams, models or others)
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or
theoretical probability of an event and expresses the result as fraction; and predicts the likelihood of an event as a fraction and tests the
prediction through experiments, and determines if a game is fair
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Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by division a/b, a: b,
and a ÷ b and where b ≠ 0); and rates (a out of b, 25%) using models, explanations, or other representations *
Fractions: The number of parts in the whole are equal to the denominator, a multiple of the denominator, or a factor of the
denominator
Percents: The number of parts in the whole is a multiple or a factor of the numeric value representing the whole
Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole
number exponents, integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1
– 100) using number lines or equality and inequality symbols
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a power by representing
the relationship between the base (whole number) and the exponent (whole number); and the effect on the magnitude of a whole number
when multiplying or dividing it by a whole number, decimal or fraction; addition and subtraction of positive fractions and integers; and
multiplication and division of fractions and decimals
Accurately solves problems involving single or multiple operations on fractions) proper, improper, and mixed); or decimals; and addition
or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple
Mentally calculates change back from $5.00, $10.00, $20.00, $50.00 and $100.00; multiplies a two-digit whole number by a one-digit
whole number, two-digit whole numbers that are a multiple of ten, a three-digit whole number that is a multiple of 100 by a two- or three-
digit number which is a multiple of 10 or 100, respectively (400 x 50, 400 x 600); and divides three- and four-digit multiples of powers of
ten by their compatible factors and determines the part of a whole number using benchmarks percents (1%, 10%, 25%, 50%, and 75%)
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Applies properties of numbers (odd, even, remainders, divisibility, and prime factorization) and field properties (commutative, associative,
identity [including the multiplicative property of one, distributive, and additive inverse) to solve problems and to simplify computations
Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to
identify, describe, classify or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or
equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms)
Uses properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify,
compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones)
Demonstrates conceptual understanding of congruency by predicting and describing the transformational steps (reflections, translations,
and rotations) needed to show congruence (including the degree rotation) and as the result of composing and decomposing two- and three-
dimensional objects using models or explanations; and using line and rotational symmetry to demonstrate congruent parts within a shape
Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles
when scaling up or down while preserving angles of polygons, or by solving related problems (including applying scales on maps).
Demonstrates conceptual understanding of perimeter of polygons and the area of quadrilaterals, or triangles and the volume of rectangular
prisms by using a variety of models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle
measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units
the content strands
Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, sequences, graphs, or
in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in words or
symbols for finding specific cases of a nonlinear relationship; and writes an expression or equation using words or symbols to express the
generalization of a linear relationship (twice the term number plus 1 or 2n + 1)
Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or
interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of
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problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem
situations with constant rates of change
Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic
expressions involving any of the four operations and consistent with order of operations expected at this grade level; or by evaluating
linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (determine
the value of y when x = 4 given y = 3x – 2) using whole numbers
representations of the expression (expressions consistent with the parameters of M (F & A)-6-3), solving multi-step linear equations of the
Interprets a given representation (circle graphs, line graphs or stem-and-leaf plots) to answer questions related to the data, to analyze the
data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or dispersion (range) to analyze situations, or to solve problems
Organizes and displays data using tables, line graphs, or stem-and-leaf plots to answer questions related to the data, to analyze the data, to
formulate or justify conclusions, to make predictions, or to solve problems
strategies (organized lists, tables, tree diagrams, models, Fundamental Counting Principle or others)
theoretical probability of an event in a problem-solving situation; and predicts the theoretical probability of an event and tests the
prediction through experiments and simulations, and designs fair games
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Section II: Mathematics GLE’s
Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing the same or different parts
of the whole when the whole vary in magnitude; and percent as a way of expressing multiples of a number, using models, explanations, or
other representations * and demonstrates conceptual understanding of square roots of perfect squares, rates, and proportional reasoning
denominator
Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent rational numbers
across number formats, numbers with whole number bases and whole number exponents, integers, absolute values, or numbers represented
in scientific notation using number lines or equality and inequality symbols
Demonstrates conceptual understanding of mathematical operations with integers and whole number exponents (where the base is a whole
number) using models, diagrams, or explanations
Accurately solves problems involving proportional reasoning, percents involving discounts, tax, or tips; and rates; and addition or
subtraction of integers, raising numbers to whole number powers, and determining square roots of perfect square numbers and non-perfect
square numbers
Mentally calculates benchmark perfect squares and related square roots; determines the part of a number using benchmark percents and
related fractions
Makes estimates in a given situation (including tips, discounts, and tax) by identifying when estimation is appropriate; selecting the
appropriate methods of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation
method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands
identity, distributive, inverse) to solve problems and to simplify computations, and demonstrate conceptual understanding of field
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properties as they apply to subsets if real numbers (the set of the whole numbers does not have additive inverse, the set of integers does not
have multiplicative inverse)
Uses properties or attributes of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles, straight
angles, or angle relationships formed by two non-parallel lines cut by a transversal) or two parallel lines cut by a transversal to solve
problems
Applies theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems
Applies the concept of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations
Applies concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions
and areas of polygons, and circlers when the linear dimensions are multiplied by a constant factor. Describes effects using models or
explanations
Demonstrates conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or
parts of circles) and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models,
formulas, or by solving problems. Expresses all measures using appropriate units
Measures and uses units of measures appropriately and consistently, and makes Demonstrates conceptual understanding of spatial
reasoning and visualization by sketching three-dimensional solids; and draws nets of rectangular and triangular prisms, cylinders, and
pyramids and uses the nets as a technique for finding surface area
in problem situations; and generalizes a linear relationship using words and symbols; generalizes a linear relationship to find a specific
case; or writes an expression or equation using words or symbols to express the generalization of a linear relationship
Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by solving problems
involving the relationship between slope and rate of change, by describing the meaning of slope in concrete situations, or informally
determining the slope of a line from a table or graph; and distinguishes between constant and varying rates of change in concrete situations
represented in tables or graphs; or describes how change in the value of one variable relates to change in the value of a second variable in
problem situations with constant rates of change
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Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write algebraic
expressions (including those with whole number exponents or more than one variable); or by evaluating algebraic expressions (including
those with whole number exponents or more than one variable); or by evaluating an expression within an equation (determine the value of
y when x = 4 given y – 5x3 - 2)
Demonstrates conceptual understanding of equality by showing equivalence between two expressions (expressions consistent with the
parameters of the left- and right-hand sides of equations being solved at this grade level) using models or different representations of the
expression, solving multi-step linear equations of the form ax = c with a ≠ 0, ax ± b = cx ± d, with a, c ≠ 0 and (x/a) ± b= c with a ≠ 0,
where a, b, c, and d are whole numbers; or by translating a problem solving situation into an equation consistent with the parameters of the
type of equations being solved for this grade level
Interprets a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histograms) to answer questions
related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
Analyzes patterns, trends, or distribution in data in a variety of contexts by solving problem using measures of central tendency (mean,
median or mode), or dispersion
(Range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode; and evaluate the sample from
which the statistics were developed (bias)
representations required in M (DSP)-7-1; and organizes and displays data using tables, line graphs, scatter plots, and circle graphs to
answer questions related to the data, to analyze the data, to formulate or justify conclusions, to make predictions, or to solve problems
prediction through experiments and simulations, and compares and contrasts theoretical and experimental probabilities
displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested while considering the limitations that
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could affect interpretations; and when appropriate makes predictions; and asks new questions and makes connections to real world
situations
Number and Operation (Local Option)
Demonstrates conceptual understanding of rational numbers with respect to absolute values, perfect square and cube roots, and percents as
a way of describing change (percent increase and decrease) using explanation, models, or other representations*
denominator
Demonstrates understanding of the relative magnitude of numbers by ordering or comparing rational numbers, common irrational
numbers, numbers with whole number or fractional bases and whole number exponents, square roots, absolute values, integers or numbers
represented in scientific notation using number lines or equality and inequality symbols
Accurately solves problems involving proportional reasoning (percent increase or decrease, interest rates, markups, or rates);
multiplication or division of integers; and squares, cubes, and taking square or cube roots
related fractions
Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as between two whole
numbers) by identifying when estimation is appropriate; selecting the appropriate methods of estimation, determining the level of accuracy
needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of
solutions appropriate to grade level GLEs across content strands
identity [including the multiplicative property of one], distributive, inverse) to solve problems and to simplify computations, and
demonstrate conceptual understanding of field properties as they apply to subsets if real numbers when addition and multiplication are not
defined in the traditional ways
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Applies the Pythagorean Theorem to find a missing side of a right triangle, or in problem solving situations
Applies concepts of similarity to determine the impact of scaling on the volume or surface area of three-dimensional figures when linear
dimensions are multiplied by a constant factor; to determine the length of sides of similar triangles, or to solve problems involving growth
and rate
Demonstrates conceptual understanding of surface area or volume by solving problems involving surface area and volume of rectangular
prisms, cylinders, pyramids, or cones. Expresses all measures using appropriate units
Functions and Algebra (Local Option)
in problem situations; and generalizes a linear relationship (non-recursive explicit equation); generalizes a linear relationship to find a
specific case; generalizes a nonlinear relationship using words or symbols; or generalizes a common nonlinear relationship to find a
specific case
involving the relationship between slope and rate of change; informally and formally determining slopes and intercepts represented in
graphs, tables, or problem situations; or describing the meaning of slope and intercept in context; and distinguishes between linear
relationships (constant rates of changes) and nonlinear relationships (varying rates of change) represented in tables, graphs, equations, or
problem situations; or describes how change in the value of one variable relates to change in the value of a second variable in problem
situations with constant and varying rates of change
Demonstrates conceptual understanding of algebraic expressions by evaluating and simplifying algebraic expressions (including those with
square roots, whole number exponents, or rational numbers); or by evaluating an expression within an equation (determine the value of y
when x = 4 given y = 7 √x + 2x)
expression, solving formulas for one variable requiring one transformation (d = rt; d/r = t); by solving multi-step linear equations with
integer coefficients; by showing that two expressions are or are not equivalent by applying commutative, associative, or distributive
properties, order of operations, or substitution; and by informally solving problems involving systems of linear equations in a context
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Data, Statistics, and Probability (Local Option)
Interprets a given representation (circle graphs, scatter plots, histograms, or box-and-whisker plots) to answer questions related to the data,
to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or dispersion (range or variation), or outliers, quartile values, or estimated line of best fit to analyze situations to
determine their effect on mean, median, or mode; and evaluate the sample from which the statistics were developed (bias, random, or non-
random)
Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data, to formulate or justify
conclusions, to make predictions, or to solve problems; or identifies representations or elements of representations that best display a given
set of data or situation, consistent with the representations required in M(DSP)-8-1
situations
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Section III:
MATHEMATICS GLE’s (State Only)
STEMS AND GRADE SPECIFIC INDICATORS
Kindergarten - Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 12 through
investigations that apply the concepts of equivalency in composing and decomposing numbers using models, explanations, or other
representations
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (1/2) as “fair share” (equal sized
parts or sets) using models, explanations, or other representations
Demonstrates understanding of the relative magnitude of numbers from 0 to 20 through investigations that demonstrate one-to-one
correspondence that compare whole numbers to each other or to benchmark whole numbers (5, 10); that demonstrate an understanding of
the relation of inequality when comparing whole numbers by using “1 more” or “1 less”; that connect numbers orally and written as
numerals to the quantities that they represent using models, representations, or number lines
Demonstrates understanding of monetary value through investigation involving knowing the names and values for coins (penny, nickel and
dime)
Mentally adds and subtracts whole numbers by naming the number that is one more or one less than the original number
Grade 1 - Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 100 using place value, by
applying the concepts of equivalency in composing and decomposing numbers and in expanded notation using models, explanations, or
other representations
a/4 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models
where the denominator is equal to the number of parts in the whole using models, explanations, or other representations
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numbers to each other or to benchmark whole numbers (5,10, 25, 50, 75, 100); by demonstrating an understanding of the relation of
inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more” or “10 less”; and by connecting
number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using models,
representations, or number lines
Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime and quarter) and by
adding collections of like coins together to a sum no greater than $1.00
Mentally adds and subtracts whole numbers by naming the number that is one or two more or one less than the original number; and adds
or subtracts whole number facts to ten
Applies properties of numbers (odd, even, composition, and decomposition [5 is the same as 2 + 3]) and field properties (commutative and
identity for addition) to solve problems and to simplify computations involving whole numbers
Grade 2- Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 199 using place value, by
applying the concepts of equivalency in composing and decomposing numbers (34 = 17 +17) and in expanded notation 141 = 100 + 40 +
7) using models, explanations, or other representations
a/4 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set
models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations
numbers to each other or to benchmark whole numbers (5,10, 25, 50, 75, 100, 125, 150 or 175); by demonstrating an understanding of the
relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more”, “10 less” “100 more” or
“100 less”; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent
using models, representations, or number lines
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numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and
addition of multiple one-digit whole numbers
Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in
dollar notion; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (value up to $1.99)
Mentally adds and subtracts whole numbers to a sum of 20; names the number that is 10 more or less than the original number; and adds or
subtracts two-digit multiples of ten
Applies properties of numbers (odd and even) and field properties (commutative for addition, identity for addition, and associative for
addition) to solve problems and to simplify computations involving whole numbers
Grade 3 - Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 999 through equivalency,
a/6, or a/8 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and
set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) using models,
explanations, or other representations
numbers to each other or to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other and comparing
or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the
denominator) using models, number lines or explanations
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition
and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or
explanations
Accurately solves problems involving addition and subtraction with regrouping; the concepts of multiplication; and addition or subtraction
of decimals (in the context of money)
Mentally adds and subtracts whole numbers facts through 20; adds two-digit whole numbers; adds combinations of two-digit and three-
digit whole numbers that are multiples of ten (60 + 50, 300 + 400, 320 + 90); subtracts a one-digit whole number from a two-digit whole
number and subtracts two-digit whole numbers that are multiples of ten and three-digit whole numbers that are multiples of one hundred
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evaluating the reasonableness of solutions appropriate to grade level GLE’s across content strands
Applies properties of numbers (odd, even and multiplication property of zero for single-digit whole numbers [6 x 0 = 0]) and field
properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-
digit whole numbers [3 x 4 – 4 x 3] to solve problems and to simplify computation involving whole numbers
Grade 4 - Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 999,999 through
equivalency, composition, decomposition, or place value using models, explanations, or other representations
a/5, a/6, a/8 or a/10 where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole is equal to the
denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a
multiple or factor of the denominator; and decimals as hundredths within a context of money, or tenth within the context of metric
measurement using models, explanations, or other representations
Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and
ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines or explanations
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated
subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers, or the addition or
subtraction of positive fractional numbers with like denominators using models, number lines, or explanations
Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and
addition or subtraction of decimals and positive proper fractions with like denominators (Multiplication limited to 2 digits by 2 digits, and
division limited to 1 digit divisors)
Mentally adds and subtracts whole numbers facts through 20; multiplies whole number facts to a product of 100 and calculates related
division facts; adds two-digit whole numbers, combinations of two-digit and three-digit whole numbers that are multiples of ten and 4 digit
whole numbers that are multiples of 100 (limited to two addends); and subtracts a one-digit whole number from a two-digit whole number
and subtracts combinations of two-digit and three-digit whole numbers that are multiples of ten
Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative,
and identity) to solve problems and to simplify computations
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Grade 5 - Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 9,999,999 through
equivalency, composition, decomposition, or place value using models, explanations, or other representations*
denominator
Percents: The number of parts in the whole is equal to 100, a multiple of 100, or a factor of 100
Demonstrates conceptual understanding of rational numbers with respect to positive fractional numbers (proper, mixed number, and
improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten), decimals (to thousandths) or benchmark percents
(10%, 25%, 50%, 75%, or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other
representations
Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional
numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or
integers in context using models or number lines
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a remainder with respect
to division of whole numbers using models, explanations, or solving problems; and addition and subtraction of decimals and positive
proper fractions with unlike denominators
Accurately solves problems involving multiple operations on whole numbers on whole numbers or the use of the properties of factors,
multiples, prime, or composite numbers; and addition or subtraction of fractions (proper) and decimals to the hundredths place. (Division
of whole numbers by up to a two-digit divisor)
Mentally calculates change back from $1.00, $5.00, and $10.00; calculates multiplication and related division facts to a product of 144;
multiplies a two-digit whole number by a one-digit whole number, two-digit whole numbers that are a multiple of ten, a three-digit whole
number that is a multiple of 100 by a two- or three-digit number which is a multiple of 10 or 100, respectively (400 x 50, 400 x 600); and
divides three- and four-digit multiples of powers of ten by their compatible factors
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Applies properties of numbers (odd, even, and divisibility) and field properties (commutative, associative, identity, and distributive) to
solve problems and to simplify computations
Grade 6 - Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by
division a/b, a: b, and a ÷ b and where b ≠ 0); and rates (a out of b, 25%) using models, explanations, or other representations *
denominator
Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole
number exponents, integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1
– 100) using number lines or equality and inequality symbols
Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a power by representing
the relationship between the base (whole number) and the exponent (whole number); and the effect on the magnitude of a whole number
when multiplying or dividing it by a whole number, decimal or fraction; addition and subtraction of positive fractions and integers; and
multiplication and division of fractions and decimals
Accurately solves problems involving single or multiple operations on fractions) proper, improper, and mixed); or decimals; and addition
or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple
Mentally calculates change back from $5.00, $10.00, $20.00, $50.00 and $100.00; multiplies a two-digit whole number by a one-digit
whole number, two-digit whole numbers that are a multiple of ten, a three-digit whole number that is a multiple of 100 by a two- or three-
digit number which is a multiple of 10 or 100, respectively (400 x 50, 400 x 600); and divides three- and four-digit multiples of powers of
ten by their compatible factors and determines the part of a whole number using benchmarks percents (1%, 10%, 25%, 50%, and 75%)
identity [including the multiplicative property of one, distributive, and additive inverse) to solve problems and to simplify computations
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Grade 7 - Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing the same or
different parts of the whole when the whole vary in magnitude; and percent as a way of expressing multiples of a number, using models,
explanations, or other representations * and demonstrates conceptual understanding of square roots of perfect squares, rates, and
proportional reasoning
denominator
Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent rational numbers
across number formats, numbers with whole number bases and whole number exponents, integers, absolute values, or numbers represented
in scientific notation using number lines or equality and inequality symbols
Demonstrates conceptual understanding of mathematical operations with integers and whole number exponents (where the base is a whole
number) using models, diagrams, or explanations
Accurately solves problems involving proportional reasoning, percents involving discounts, tax, or tips; and rates; and addition or
subtraction of integers, raising numbers to whole number powers, and determining square roots of perfect square numbers and non-perfect
square numbers
related fractions
Makes estimates in a given situation (including tips, discounts, and tax) by identifying when estimation is appropriate; selecting the
appropriate methods of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation
method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands
identity, distributive, inverse) to solve problems and to simplify computations, and demonstrate conceptual understanding of field
properties as they apply to subsets if real numbers (the set of the whole numbers does not have additive inverse, the set of integers does not
have multiplicative inverse)
Grade 8 - Demonstrates conceptual understanding of rational numbers with respect to absolute values, perfect square and cube roots, and
percents as a way of describing change (percent increase and decrease) using explanation, models, or other representations*
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denominator
Demonstrates understanding of the relative magnitude of numbers by ordering or comparing rational numbers, common irrational
numbers, numbers with whole number or fractional bases and whole number exponents, square roots, absolute values, integers or numbers
represented in scientific notation using number lines or equality and inequality symbols
Accurately solves problems involving proportional reasoning (percent increase or decrease, interest rates, markups, or rates);
multiplication or division of integers; and squares, cubes, and taking square or cube roots
related fractions
Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as between two whole
numbers) by identifying when estimation is appropriate; selecting the appropriate methods of estimation, determining the level of accuracy
needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of
solutions appropriate to grade level GLEs across content strands
identity [including the multiplicative property of one], distributive, inverse) to solve problems and to simplify computations, and
demonstrate conceptual understanding of field properties as they apply to subsets if real numbers when addition and multiplication are not
defined in the traditional ways
Kindergarten - Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles,
rhombi, trapezoids, and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds
polygons and circles in the environment
compares objects visually and with direct comparison
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Determines elapsed and accrued time as it relates to calendar patterns (days of the week, yesterday, today, and tomorrow), the sequence of
events in a day; and identifies a clock and calendar as measurement tools
Demonstrates understanding of spatial relationships using location and position by using positional words to locate and describe where an
object is found in the environment
Grade 1 - Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi,
trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and
draws polygons and circles in the environment
Given an example of a three-dimensional geometric shape (rectangular, prisms, cylinders, or spheres) finds examples of objects in the
environment that are of the same geometric shape
Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that have line symmetry
Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units
compares objects visually with direct comparison and using non-standard units
Determines elapsed and accrued time as it relates to calendar patterns (days of the week, months of the year), the sequence of events in a
day; and recognizes an hour and “on the half-hour”
Demonstrates understanding of spatial relationships using location and position by using positional words (close by, on the right,
underneath, above, beyond) to describe one location in reference to another on a map, in a diagram, and in the environment
Grade 2 - Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or
more non-measurable or measurable attributes
Demonstrates conceptual understanding of congruency by composing and decomposing two-dimensional objects using models or
explanations (using triangular pattern blocks to construct a figure congruent to the hexagonal pattern block); and uses line symmetry to
demonstrate congruent parts within a shape
Demonstrates conceptual understanding of perimeter and areas by using models or manipulatives to surround and cover polygons
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the content strands
Demonstrates understanding of spatial relationships using location and position by using positional words in two- and three- dimensional
situations to describe and interpret relative positions (above the surface of the desk, below the triangle on the paper); and creates and
interprets simple maps and names locations on simple coordinate grids
Grade 3 - Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or
decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles
slides, and turns) (recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing
two- and three-dimensional objects using models or explanations (given a cube, students use blocks to construct a congruent cube); and
uses line symmetry to demonstrate congruent parts within a shape
Demonstrates conceptual understanding of similarity by identifying similar shapes
Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles on grids using a variety of models or
manipulatives. Expresses all measures using appropriate units
the content strands
Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions from one location to
another (classroom to gym, from school to home) using positional words; and between locations on a map or coordinate grid (first
quadrant) using positional words or compass directions
squares, rectangles, rhombi, trapezoids, hexagons, and circles; and builds models of rectangular prisms from three-dimensional
representations
Grade 4 - Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides, parallelism, or
perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or
classify angles relative to 90° as more than, less than, or equal to
Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes
(rectangular prisms, triangular prisms, cylinders, or spheres)
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Demonstrates conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape
but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using
models or explanations
Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles, polygons or irregular shapes on grids using a
variety of models, manipulatives, or formulas. Expresses all measures using appropriate units
the content strands
a map or coordinate grid (first quadrant); plotting points in the first quadrant in context (games, mapping); and finding the horizontal and
vertical distances between points on a coordinate grid in the first quadrant
squares, rectangles, rhombi, trapezoids, hexagons, octagons, and circles; and builds models of rectangular prisms from two-or three-
dimensional representations
Grade 5 - Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or
perpendicularity) to identify, describe, classify or distinguish among different types of triangles (right, acute, obtuse, equiangular, or
equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms)
Uses properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-
dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones)
Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of triangles and
rectangles when scaling up or down while preserving angle measures, or by solving related problems (including applying scales on maps).
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Demonstrates conceptual understanding of perimeter of polygons and the area of rectangles or right triangles though models,
manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume or rectangular prisms (cubes) using a variety of
models, manipulatives, or formulas. Expresses all measures using appropriate units
the content strands
a map or coordinate grid (all four quadrants); plotting points in four quadrants in context (games, mapping, identifying the vertices of
polygons as they are reflected, rotated, and translated); and determining horizontal and vertical distances between points on a coordinate
grid in the first quadrant
Demonstrates conceptual understanding of spatial reasoning and visualization by building models of rectangular and triangular prisms,
cones, cylinders and pyramids from two- or three-dimensional representations
Grade 6 - Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or
perpendicularity) to identify, describe, classify or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene,
isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms)
Uses properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify,
compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones)
Demonstrates conceptual understanding of congruency by predicting and describing the transformational steps (reflections, translations,
and rotations) needed to show congruence (including the degree rotation) and as the result of composing and decomposing two- and three-
dimensional objects using models or explanations; and using line and rotational symmetry to demonstrate congruent parts within a shape
Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles
when scaling up or down while preserving angles of polygons, or by solving related problems (including applying scales on maps).
Demonstrates conceptual understanding of perimeter of polygons and the area of quadrilaterals, or triangles and the volume of rectangular
prisms by using a variety of models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle
measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units
the content strands
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Grade 7 - Uses properties or attributes of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles,
straight angles, or angle relationships formed by two non-parallel lines cut by a transversal) or two parallel lines cut by a transversal to
solve problems
Applies theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems
Applies the concept of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations
Applies concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions
and areas of polygons, and circlers when the linear dimensions are multiplied by a constant factor. Describes effects using models or
explanations
Demonstrates conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or
parts of circles) and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models,
formulas, or by solving problems. Expresses all measures using appropriate units
Measures and uses units of measures appropriately and consistently, and makes Demonstrates conceptual understanding of spatial
reasoning and visualization by sketching three-dimensional solids; and draws nets of rectangular and triangular prisms, cylinders, and
pyramids and uses the nets as a technique for finding surface area
Grade 8 - Applies the Pythagorean Theorem to find a missing side of a right triangle, or in problem solving situations
Applies concepts of similarity to determine the impact of scaling on the volume or surface area of three-dimensional figures when linear
dimensions are multiplied by a constant factor; to determine the length of sides of similar triangles, or to solve problems involving growth
and rate
Demonstrates conceptual understanding of surface area or volume by solving problems involving surface area and volume of rectangular
prisms, cylinders, pyramids, or cones. Expresses all measures using appropriate units
Kindergarten - Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters)
by extending the pattern to the next one, two, and three elements, or by translating AB patterns across formats (ABB can be represented as
snap, clap, clap or red, yellow, yellow) or by identifying number patterns in the environment
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Grade 1 - Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in
models, tables, or sequences by extending the pattern to the next one, two, or three elements (ABB can be represented as snap, clap, clap;
red, yellow, yellow; or 1,2,2)
operation and limited to use addition or subtraction) using models, verbal explanations, or written equations
Grade 2 - Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences
by extending the pattern to the next element, or finding a missing element
operation and limited to use addition or subtraction)
Grade 3 - Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences
by extending the pattern to the next one, two, or three elements element, or finding a missing elements
representations of the expression; or by finding the value that will make an open sentence true (2 + = 7) (limited to one operation and
limited to use addition, subtraction, or multiplication)
Grade 4 - Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or
sequences; and writes a rule in words or symbols to find the next one
comparing situations that represent constant rates of change
Demonstrates conceptual understanding of algebraic expressions by using letters of symbols to represent unknown quantities to write
simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using
whole numbers
representations of the expression; by simplifying numerical expressions where left to right computations may be modified only by the use
of parentheses 14 – (2 x 5) (expressions consistent with the parameters of M (F & A)-4-3) and by solving one-step linear equations of the
Grade 5 - Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, sequences,
or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship
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comparing situations that represent constant rates of change (tell a story given a line graph about a trip)
Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write
linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers
representations of the expression (expressions consistent with the parameters of M (F & A)-5-3), by solving one-step linear equations of
the form ax = c, x ± b = c, or x/a = c, where a, b, and c are whole numbers with a ≠ 0 a true statement (2x + 3 = 11 {x : x = 2, 3, 4, 5})
graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in
words or symbols for finding specific cases of a nonlinear relationship; and writes an expression or equation using words or symbols to
express the generalization of a linear relationship (twice the term number plus 1 or 2n + 1)
Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or
interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of
problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem
situations with constant rates of change
Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic
expressions involving any of the four operations and consistent with order of operations expected at this grade level; or by evaluating
linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (determine
the value of y when x = 4 given y = 3x – 2) using whole numbers
representations of the expression (expressions consistent with the parameters of M (F & A)-6-3), solving multi-step linear equations of the
graphs, or in problem situations; and generalizes a linear relationship using words and symbols; generalizes a linear relationship to find a
specific case; or writes an expression or equation using words or symbols to express the generalization of a linear relationship
involving the relationship between slope and rate of change, by describing the meaning of slope in concrete situations, or informally
determining the slope of a line from a table or graph; and distinguishes between constant and varying rates of change in concrete situations
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represented in tables or graphs; or describes how change in the value of one variable relates to change in the value of a second variable in
problem situations with constant rates of change
Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write algebraic
expressions (including those with whole number exponents or more than one variable); or by evaluating algebraic expressions (including
those with whole number exponents or more than one variable); or by evaluating an expression within an equation (determine the value of
y when x = 4 given y – 5x3 - 2)
expression, solving multi-step linear equations of the form ax = c with a ≠ 0, ax ± b = cx ± d, with a, c ≠ 0 and (x/a) ± b= c with a ≠ 0,
where a, b, c, and d are whole numbers; or by translating a problem solving situation into an equation consistent with the parameters of the
type of equations being solved for this grade level
graphs, or in problem situations; and generalizes a linear relationship (non-recursive explicit equation); generalizes a linear relationship to
find a specific case; generalizes a nonlinear relationship using words or symbols; or generalizes a common nonlinear relationship to find a
specific case
involving the relationship between slope and rate of change; informally and formally determining slopes and intercepts represented in
graphs, tables, or problem situations; or describing the meaning of slope and intercept in context; and distinguishes between linear
relationships (constant rates of changes) and nonlinear relationships (varying rates of change) represented in tables, graphs, equations, or
problem situations; or describes how change in the value of one variable relates to change in the value of a second variable in problem
situations with constant and varying rates of change
Demonstrates conceptual understanding of algebraic expressions by evaluating and simplifying algebraic expressions (including those with
square roots, whole number exponents, or rational numbers); or by evaluating an expression within an equation (determine the value of y
when x = 4 given y = 7 √x + 2x)
expression, solving formulas for one variable requiring one transformation (d = rt; d/r = t); by solving multi-step linear equations with
integer coefficients; by showing that two expressions are or are not equivalent by applying commutative, associative, or distributive
properties, order of operations, or substitution; and by informally solving problems involving systems of linear equations in a context
186
Kindergarten - Interprets a given representation created by the class (models and tally charts) to answer questions related to the data, or to
analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers
Grade 1 - Interprets a given representation created by the class (models, tally charts, pictographs with one-to-one correspondence, and
tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed
responses to express answers
For a probability event in which the sample space may or may not contain equally likely outcomes, groups use experiments to describe the
likelihood or chance of an event (using “more likely,” “less likely,” or “equally likely”)
Grade 2 - Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts or tables) to answer
questions related to the data, or to analyze the data to formulate conclusions
Uses counting techniques to solve problems involving combinations using a variety of strategies (student diagrams, organized lists, tables,
tree diagrams or others) (How many ways can you make 50 cents using nickels, dimes, and quarters?)
For a probability event in which the sample space may or may not contain equally likely outcomes, uses experiments to describe the
likelihood or chance of an event using “more likely,” “less likely,” “equally likely,” “certain,” or “impossible”
predictions
Grade 3 - Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, or to
analyze the data to formulate conclusions, or to make predictions
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using most frequent (mode), least frequent,
largest, or smallest
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representations required in M(DSP)-3-1; and organizes and displays data using tables, tally charts, and bar graphs to answer questions
related to the data, to analyze the data, to formulate conclusions, to make predictions, or to solve problems
Uses counting techniques to solve problems involving combinations and simple permutations using a variety of strategies (student
diagrams, organized lists, tables, tree diagrams or others)
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood or chance of
an event (using “more likely,” “less likely,” “equally likely,”); and predicts the likelihood of an event using “more likely,” “less likely,”
“equally likely,” “certain,” or “impossible” and tests the prediction through experiments; and determines if a game is fair
predictions
Grade 4 - Interprets a given representation (line plots, tally charts, tables, bar graphs, pictographs, or circle graphs) to answer questions
related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
Analyzes patterns, trends, or distribution in data in a variety of contexts by determining or using measures of central tendency (median or
mode), or range
Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related to the data, to analyze the data,
to formulate or justify conclusions, to make predictions, or to solve problems
Uses counting techniques to solve problems in context involving combinations or simple permutations (Given a map – determine the
number of paths from point A to point B) using a variety of strategies (organized lists, tables, tree diagrams or others)
For a probability event in which the sample space may or may not contain equally likely outcomes, determines the theoretical probability
of an event and expresses the result as part to whole (two out of five); and predicts the likelihood of an event as a part to whole relationship
and tests the prediction through experiments, and determines if a game is fair
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Grade 5 - Interprets a given representation (tables, bar graphs, circle graphs, or line graphs) to answer questions related to the data, to
analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or range to analyze situations, or to solve problems
representations required in M (DSP)-5-1; and organizes and displays data using tables, bar graphs, or line graphs to answer questions
related to the data, to analyze the data, to formulate or justify conclusions, to make predictions, or to solve problems
strategies (organized lists, tables, tree diagrams, models or others)
theoretical probability of an event and expresses the result as fraction; and predicts the likelihood of an event as a fraction and tests the
prediction through experiments, and determines if a game is fair
Grade 6 - Interprets a given representation (circle graphs, line graphs or stem-and-leaf plots) to answer questions related to the data, to
analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or dispersion (range) to analyze situations, or to solve problems
Organizes and displays data using tables, line graphs, or stem-and-leaf plots to answer questions related to the data, to analyze the data, to
formulate or justify conclusions, to make predictions, or to solve problems
prediction through experiments and simulations, and designs fair games
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Grade 7 - Interprets a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histograms) to answer
questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or dispersion (range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode;
and evaluate the sample from which the statistics were developed (bias)
situations
Grade 8 - Interprets a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histograms) to answer
questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems
median or mode), or dispersion (range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode;
and evaluate the sample from which the statistics were developed (bias)
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situations
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Mathematics Reference Sheets - NECAP
The following mathematics reference sheets are identical to those that students will receive while participating in the NECAP. New
Hampshire, Rhode Island, and Vermont are committed to ensuring that students develop strong conceptual foundations of the
mathematical concepts that they are studying. It is the intent of the NECAP items to assess perimeter, area, and volume at the conceptual
level and not the procedural level. Therefore, the formulas provided on these reference sheets do not conflict with the intention of the
Grade-Level Expectations, but rather allow teachers to concentrate on developing conceptual understanding without having to be
concerned with students remembering formulas or reconstructing them in an on-demand assessment situation. Furthermore, the three states
believe that these reference sheets should be used as an everyday tool in the classroom to help students become familiar with the
information contained on them.
Please note: At grades 3 and 4 a committee of New Hampshire, Rhode Island, and Vermont educators made the decision to embed
formulas as needed into test items to ensure that students will not have to transfer information from a reference sheet to a test item in their
assessment booklets.]
Please see the following grade specific reference sheets for more detail:
http://www.ed.state.nh.us/Education/doe/organization/curriculum/NECAP/Math_Ref_Sheet_GR5.pdf
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APPENDIX B
How this Framework is Organized Rationale Societal Goals How Students Learn Mathematics Goals and Standards
How this Framework is Organized
The material in the K-12 Mathematics Curriculum Framework is organized around eight strands: Problem Solving and Reasoning;
Communication and Connections; Numbers, Numeration, Operations, and Number Theory; Geometry, Measurement, and Trigonometry;
Data Analysis, Statistics, and Probability; Functions, Relations, and Algebra; Mathematics of Change; and Discrete Mathematics. Within
each of these areas, one or more K-12 Broad Goals identify general expectations of what ALL New Hampshire students are expected to
know and be able to do. For example, the first Broad Goal in the Problem Solving and Reasoning strand states: Students will use problem-
solving strategies to investigate and understand increasingly complex mathematical content.
Following each broad goal is a purpose statement which places the goal in context and elaborates on its role in the mathematics program.
Further, in the case of iscrete Mathematics, a definition is provided in order to clarify this emerging area of the K-12 curriculum Standards
are presented in two parts: Curriculum Standards and Proficiency Standards. The Curriculum Standards identify the scope of the content
recommended for grades K-3, 4-6, and 7-12. The Proficiency Standards identify specific expectations for the assessment of cumulative
learning. They will serve as the basis for the development and ongoing revision of the mathematics assessment instruments to be
administered statewide at the end of grades three, six, and ten. All of the Grade 3 Proficiency Standards found in the New Hampshire
Mathematics Curriculum Framework: End of Grade Three (1993) are incorporated into this K-12 framework.
The Curriculum Standards, particularly at the 7-12 level, identify more than what is included in the standards to be tested. The developers
of this framework were sensitive to what constitutes a full 4-year program of mathematics in high school and the fact that students will be
tested statewide at the end-of-grade ten. Local educators and policy leaders should note that the recommended content for all high school
students is richer than the content that has traditionally been included in some general mathematics courses.
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Rationale
In the early part of this century, the needs of our society were dominated by an emerging industrial age driven by mass production. The
needs of that society were served by mathematics education in which the acquisition of computational skills was the primary focus.
Computational skills alone are no longer sufficient for the United States to remain competitive in the world marketplace. In the coming
century the educational needs of our society will be very different. The economy is global, the economic environment is more competitive,
and the workforce is more mobile. The acquisition of computational skills remains important, but more is needed today, due to rapidly
changing technology.
The development of mathematical problem solving, reasoning, communication skills, and use of appropriate technology is essential so that
people can skillfully address the more complex problems encountered in today's workplaces. We need individuals who can apply their
understanding of mathematics to solve real-world problems for which there are no simple formulas and standard procedures. We need
individuals who can use their knowledge of mathematics to make sense of complex situations and then communicate that understanding to
others. We need individuals who are able to solve tomorrow's problems, as well as todays. Mathematics education for the twenty-first
century must address these needs.
Societal Goals
We believe the goals for New Hampshire schools are closely aligned with those espoused by various national commissions and groups in
their efforts to reshape the mathematics curriculum. We commit to five primary goals. That:
• all students will develop a firm grounding in essential computational skills;

• all students will develop strong mathematical problem solving and reasoning abilities;
• all students will develop positive attitudes about mathematics;
• all students will develop the ability to use appropriate technology to solve mathematical problems; and
• all students will develop the ability to communicate their understanding of mathematics effectively.
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How Students Learn Mathematics
"Students learn mathematics well only when they construct their own mathematical understanding." (Everybody Counts, p.58)
This view of learning, called constructivism is the premise upon which the reform movement in mathematics education is based. When
students learn mathematics by doing mathematics, by exploring and discussing concepts in the context of physical situations, what
emerges from these experiences are skills which are anchored in understanding and clarity. The students not only know the basic
procedures, but also know how to apply them to new situations. Research supports the fact that students learn best by experiencing
mathematics and thereby constructing understanding for themselves. Research also indicates that mathematics education will best serve
societal needs when the curriculum is so conceptually focused.
The attitudes students form influence their thinking and performance, and, later, influence their decisions about studying mathematics.
Students are active individuals who construct, modify, and integrate ideas by interacting with materials, the world around them, and their
peers. Thus, the learning of mathematics must be an active process: exploring, justifying, representing, solving, constructing, discussing,
using, investigating, describing, developing, and predicting. These actions require both the physical and mental involvement of students
both hands on and minds on.
Such a curriculum has the following characteristics:
• students are actively involved in doing mathematics;

• problem solving, thinking, reasoning, and communicating are everyday activities;
• manipulatives are used to connect conceptual to procedural understanding;
• calculators and computers are used in appropriate ways;
• there is as much emphasis on application as on acquisition of knowledge and skills;
• a broad range of content is addressed; and
• central mathematical concepts are understood.
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Goals and Standards
Problem Solving and Reasoning | Communication and Connections | Numbers, Numeration, Operations, and Number Theory Geometry,
Measurement, and Trigonometry |Data Analysis, Statistics, and Probability | Functions, Relations, and Algebra Mathematics of Change |
Problem Solving and Reasoning
1a. K-12 Broad Goal: Students will use problem-solving strategies to investigate and understand increasingly complex
mathematical content.
PURPOSE: Problem solving should serve as the organizing feature of the mathematics curriculum as well as other areas of study and be
applied to everyday activities. Problem-solving must not be seen as a separate topic, but rather the centerpiece of the mathematics
curriculum. Students should have many experiences in posing and solving problems from their world, from data that are meaningful to
them, and from mathematical investigations.
K-12 Curriculum Standards (1a):
K-3
• Make up problems based on everyday experiences.

• Solve problems using a variety of strategies (for example: make a list, draw a picture, or guess and check).
• Formulate and solve real-world problems.
• Verify and interpret results with respect to the original problem.
• Generalize solutions and apply strategies to new problem situations.
• Solve multi-step problems.
• Use problem solving approaches to investigate and understand new mathematical content, both independently and in groups.
• Demonstrate that a problem may be solved in more than one way.
• Exhibit confidence in their ability to solve problems independently and in groups.
• Display increasing perseverance, and persistence in problem solving.
• Write about problem solutions and solution processes.
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4-6 Building upon the K-3 experiences, in grades 4- 6:
• Solve problems using a variety of strategies (for example: look for a simpler problem, or working backwards).
• Formulate and solve real-world problems.
• Solve multi-step problems and problems with multiple solutions or no solution; and recognize problems where more information is
needed.
• Use problem-solving approaches to investigate and understand mathematical content.
• Verify and interpret results with respect to the original problem.
• Demonstrate that a problem may be solved in more than one way.
• Develop confidence, perseverance, and persistence in problem solving both independently and in groups.
• Generalize solutions and apply strategies to new problem situations.
7-12 Building upon the K- 6 experiences, in grades 7-12:
• Determine, collect and organize the relevant data needed to solve real-world problems.
• Determine the reasonableness of solutions to real-world problems.
• Use technology whenever appropriate to solve real-world problems which require strategies previously learned.
• Use technology whenever appropriate to solve problems related to basic living skills including, but not limited to, personal finance,
wages, banking and credit, home improvement problems, measurement, taxes, business situations, purchasing, and transportation.
• Apply problem solving strategies to solve problems in the natural and social sciences and in pure mathematics.
Proficiency Standards (1a):
End of Grade 3:
• Formulate problems from everyday and mathematical situations.

• Solve problems that require the use of strategies (for example: making a list,drawing a picture, looking or a pattern, or acting out).
• Solve problems with and without using manipulatives and calculators.
End of Grade 6:
• Solve problems that require the use of strategies (for example: working backwards; looking for patterns and relationships; guess
and check; making tables, charts, and graphs; solving a simpler version of a problem; looking for similar problems; drawing a
diagram; or creating a model).
• Formulate, solve, and verify problems from every-day and mathematical situations and interpret the results.
• Solve multi-step problems, solve problems with multiple solutions, recognize when a problem has no solution, and recognize
problems where more information is needed.
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• Solve problems using manipulatives, graphs, charts, diagrams, and calculators.
End of Grade 10:
• Determine, collect, and organize the relevant data needed to solve real-world problems.
• Choose the appropriate technology needed to solve a real-world problem.
• Translate results of a computation into solutions that fit the real-world problem (for example, when a computation shows that one
needs 3. 2 gallons of paint to paint a room, how much paint do you buy?).
• Determine if the solution of a real-world problem is reasonable.
• Use technology to solve a problem from science, social science, or mathematics.
1b. K-12 Broad Goal: Students will use mathematical reasoning.
PURPOSE: Students need to recognize that memorized facts, rules, and procedures are only a part of mathematics. They need
opportunities to use these facts, rules, and procedures to make conjectures, develop and refine their reasoning abilities, gather evidence,
and produce valid rules and generalizations. Students need to be able to justify their thinking through examples and explanations and
appreciate that how a problem is solved is as important as the answer.
K-12 Curriculum Standards (1b):
K-3
• Draw conclusions using inductive reasoning.

• Use models, known facts, properties, and relationships to explain their thinking.
• Explain conjectures, solution processes, and answers.
• Demonstrate belief that mathematics makes sense.
• Demonstrate conservation of number and length by using reversibility of thought.
4-6 Building upon the K-3 experiences, in grades 4-6:
• Draw conclusions using inductive reasoning, elementary deductive reasoning, and reasoning by analogy.
• Use models, known facts, properties, and relationships to explain their thinking.
• Explain conjectures, solutions processes, and answers.
• Appreciate the pervasive use and power of reasoning as a part of mathematics.
• Show increasing ability to understand and apply reasoning processes and spatial reasoning (symmetry, reflections, motions in the
plane, and identifying three-dimensional objects from two-dimensional drawings).
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• Draw logical conclusions and make generalizations using deductive and inductive reasoning.
• Formulate and test mathematical conjectures and arguments.
• Determine the validity of an argument and/or a solution.
• Apply mathematical reasoning skills, when appropriate, in other disciplines.
Proficiency Standards (1b):
End of Grade 3:
• Continue a number pattern.

• Identify the missing information needed to find a solution to a given story problem.
• Compare and contrast geometric figures.
• Verify an answer to a problem.
• Continue a geometric pattern.
• Defend a conjecture with an appropriate argument.
• Discuss the use of a problem solving strategy. Example: "I chose this method to solve the problem because ..."
End of Grade 6:
• Continue a pattern involving integers and positive rational numbers.

• Solve problems involving two-and three-dimensional geometric shapes and explain one's reasoning.
• Use elementary deductive reasoning to solve word problems.
• Use models, known facts, properties, and relationships to explain thinking and to justify answers and solution processes.
End of Grade 10:
• Use inductive reasoning to make generalizations from an observed pattern.

• Use logical reasoning, as well as estimation and mental computations, to determine the validity of a solution.
• Justify conjectures, defend generalizations, and write logical arguments.
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Communication and Connections
2a. K-12 Broad Goal: Students will communicate their understanding of mathematics.
PURPOSE: Reading, writing, talking, listening, and modeling, provide students with the opportunity to integrate the language of
mathematics into their world, and help them to develop understanding. Actively exploring, investigating, describing, and explaining
mathematical ideas promote communication which leads to a greater comprehension of mathematical concepts.
K-3
• Relate everyday language to mathematical language and symbols.

• Discuss, illustrate, and write about mathematical concepts and relationships.
• Use language to reflect on, clarify, and articulate thinking about mathematical ideas and situations.
• Demonstrate mathematical communication through discussion, reading, writing, listening, and responding, individually and in
groups.
• Relate everyday language to mathematical language and symbols.

• Discuss, illustrate, and write about mathematical concepts and relationships.
• Use language to reflect on, clarify, and articulate thinking about mathematical ideas and situations.
• Demonstrate mathematical communication through discussion, representation, reading, writing, listening, and responding,
individually and in groups.
• Use a variety of technologies (for example: computers, calculators, video, CD-ROM, or laser disc, to represent and communicate
mathematical ideas).
• Understand and appreciate the economy and power of mathematical symbolism and its role in the development of mathematics.
• Formulate questions, conjectures, definitions, and generalizations about, data, information, and problem situations.
• Use a variety of technologies to represent and communicate mathematical ideas and determine the appropriateness of their use.
• Understand, explain, analyze, and evaluate mathematical arguments and conclusions made by others.
• Understand the efficiency and power of mathematical notation.\
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End of Grade 3:
• Discuss (in writing) mathematical concepts and relationships.

• Draw pictures and use objects to illustrate mathematical concepts.
• Write about the mathematical topics presented.
• Defend conjectures and tentative generalizations.
End of Grade 6:
• Demonstrate an understanding of mathematical concepts and relationships through a variety of methods (for example: writing,
graphing, charts, diagrams, number sentences, or symbols).
• Explain, analyze, and evaluate mathematical arguments and conclusions presented by others.
• Explain conclusions, thought processes, and strategies in problem-solving situations.
• Make conjectures and defend generalizations.
• Evaluate the validity of a mathematical statement.
End of Grade 10:
• Evaluate given information and determine appropriate questions suggested by the situation.
• Evaluate given information and determine appropriate generalizations suggested by the situation.
• Describe orally and/or in writing how various technologies can be used to communicate about a specific situation.
• Use mathematical symbols and notation to communicate mathematically.
• Justify conjectures, defend generalizations and write logical arguments.
2b. K-12 Broad Goal: Students will recognize, develop, and explore mathematical connections.
PURPOSE: Mathematical topics, ideas, and procedures must be connected to each other and to the students' everyday experiences, both in
and out of school. In particular, mathematics must be connected to all other curriculum areas. Mathematical connections will help students
become aware of the usefulness of mathematics, serve to bridge the concrete and the abstract, and enable deeper understanding of
important ideas.
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K-3
• Understand the mathematical processes of addition, subtraction, and multiplication and relate them to one another.
• Recognize different representations of concepts and procedures (for example, students should recognize the relationship among
seven counters, seven tally marks, and the symbol 7).
• Translate among different representations as appropriate.
• Recognize relationships among different topics in mathematics.
• Recognize and use mathematics in other curriculum areas.
• Recognize and use mathematics in their daily lives.
• Understand the mathematical processes and procedures of addition, subtraction, multiplication, and division and relate them to one
another.
• Recognize equivalent representations of concepts and procedures and translate among them as appropriate (for example,
understand how the addition of whole numbers, fractions, and decimals are related).
• Recognize relationships among different topics in mathematics.
• Recognize and use mathematics in other curriculum areas and in their daily lives.
• Link concepts and procedures (for example, know why you "invert and multiply" when dividing two fractions).
• View mathematics as an integrated whole. (Be able to synthesize the varied branches.)
• Explain the relationship between a real-world problem and an appropriate mathematical model.
• Explain in oral or written form how mathematics connects to other disciplines, to daily life, careers, and society.
• Use models and calculators or other technologies to develop equivalent representations of the same mathematical concept.
• Recognize the logical development of mathematics from basic assumptions and definitions, and understand that mathematics
frequently arises out of real-world applications.
• Recognize that many real world applications require an understanding of use of mathematical concepts (for example: personal
finance, running a business, building a house, following a recipe, or sending a rocket to the moon).
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End of Grade 3:
• Demonstrate the relationship between addition and multiplication and between addition and subtraction.
• Demonstrate the relationship between fractions and decimals.
• Identify mathematical situations occurring in children's literature.
• Identify mathematical applications in social studies (for example: graphs, tables, or maps).
• Identify the use of mathematical skills and concepts in science (for example: measurement, graphs, or data analysis.
• Identify examples of geometry in nature, art, and architecture.
• Use probability and statistics to describe and predict simple events.
• Use money in real-world situations.
• Use geometric representations for fractions and decimals and to explain arithmetic operations.
End of Grade 6:
• Identify the relationships among the four basic operations on rational numbers.
• Identify the relationship among the basic operations as applied to whole numbers and to positive rational numbers.
• Use mathematical skills, concepts, and applications in other disciplines (for example: graphs in social studies, patterns in art, or
music and geometry in technology education).
End of Grade 10:
• Explain in oral or written form the relationships among various mathematical concepts (for example, the relationship between
exponentiation and multiplication).
• Translate among equivalent representations of the same concept (for example, a table of values, an equation, and a graph may all be
representations of the same function).
• Explain in oral or written form the relationships between a real-world problem and an appropriate mathematical model.
• Explain in oral or written form how mathematics connects to other areas (for example: geometry in art and architecture, data
analysis in social studies and exponential growth in finance).
Numbers, Numeration, Operations, and Number Theory
3a. K-12 Broad Goal: Students will develop number sense and an understanding of our numeration system.
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PURPOSE: Students must understand numbers if they are to make sense of the ways numbers are used in their everyday world. Numbers
are used to describe and interpret real-world phenomena. Students need to use numbers to quantify, to identify location, to identify a
specific object in a collection, to name, to measure, and to model real-world situations. They need to understand relative magnitude in
order to make sense of everyday situations.
K-3
• Order a set of numbers (0-99) from smallest to largest.

• Name the whole number immediately before or after any 2-digit number.
• Name the number that is ten units before or ten units after any 2-digit number.
• Compare any two 2-digit numbers to determine which is greater or less.
• Read and write whole numbers.
• Show understanding of place value concepts via the use of physical models.
• Recognize and demonstrate the difference in magnitude of whole numbers and fractions.
• Demonstrate knowledge of differences in the use of ordinal and cardinal numbers.
• Interpret the multiple uses of numbers encountered in the real-world.
• Read and write integers and positive rational numbers.

• Represent and identify whole numbers, fractions, and decimals using physical models.
• Use physical models to represent integers and positive rational numbers.
• Explore the relationship of simple decimals to fractions.
• Explore the operations of addition, subtraction, multiplication, and division of integers using manipulatives or representational
models.
• Demonstrate an understanding of denominate numbers (numbers involving units of measure, such as 3 in.) through applications to
real-life situations.
• Explore the meaning of 10%, 25%, 50%, 75%, and 100% and their fraction and decimal equivalents.
• Demonstrate an understanding of prime and composite numbers.
• Identify multiples and factors of whole numbers.
• Identify numbers divisible by 2, 3, 5, 9, and 10.
• Demonstrate an understanding of the periodicity of numbers.
• Explore ancient numeration systems and the use of different bases (such as base 2 and 5).
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• Read and write rational numbers.

• Use physical models to represent rational numbers.
• Recognize and demonstrate the difference in magnitude of rational numbers.
• Compare magnitudes of integers, rational, and irrational numbers.
• Develop and use order relations for integers, rational and irrational numbers.
End of Grade 3
• Identify and write a 3-digit number given a physical model or an illustration of a place-value model, and given a 3-digit number,
create a model.
• Read and write three-digit whole numbers.
• Identify the number 1000 as a unit or in various combinations of hundreds, tens, and ones.
End of Grade 6:
• Name and identify a fraction or decimal, given a physical representation.

• Given a decimal representation in tenths or hundredths, write an equivalent fraction.
• Given an integer or a positive rational number, represent the number with the use of physical models or diagrams.
• Explain the use of numbers in various every-day contexts (for example: calendars, clocks, signs, or literature).
• Given a set of fractional models, name and write those that represent equivalent fractions.
• Given a pair of fractions, determine which is larger by using physical models or illustrations.
• Develop and use order relations for integers and positive rational numbers.
• Apply number theory to the factoring of whole numbers and the equivalency of positive rational numbers.
End of Grade 10:
• Read and write rational numbers.

• Use physical models to represent rational numbers.
• Compare and order real numbers.
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3b. K-12 Broad Goal: Students will understand the concepts of number operations.
PURPOSE: Students need to build an awareness of the properties of an operation, see relationships among operations, and acquire insight
into the effects of operations on real numbers. Students need to recognize conditions in real-world situations where the use of these
operations is indicated and useful.
K-3
• Develop meaning for the operations of addition, subtraction, multiplication, and division by modeling and discussing a rich variety
of problem situations.
• Demonstrate and explain the relationship between these operations.
• Relate the mathematical language and symbols to problem situations and informal language.
• Recognize that a wide range of problem situations can be represented by one expression.
• Recognize the effect of performing the operations of addition, subtraction, multiplication, and division with whole numbers.
• Develop meaning for multiplication and division of whole numbers, fractions, and decimals by modeling and discussing a rich
variety of problem situations.
• Demonstrate and explain the relationship among the four basic operations and, when appropriate, use the associative, commutative,
and distributive properties to simplify computations.
• Explore and develop the concepts of addition and subtraction of fractions and decimals using manipulatives.
• Demonstrate an understanding of the operations of addition, subtraction, multiplication, and division of rational numbers, and the
effect of performing these operations (for example, what can one say about the quotient when dividing by a fraction between 0 and
1?).
• Understand the standard algebraic order of operations.
• Understand the properties of exponents.
• Recognize when to use and how to apply the field properties.
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End of Grade 3:
• Count by ones, twos, fives, and tens.

• Identify even and odd numbers and explain the difference.
• Use manipulatives and pictures to represent multiplication as repeated addition or arrays.
• Use manipulatives and pictures to represent division as the sharing of objects and as the number of groups of shared objects.
• Given a word problem, choose the appropriate operation or operations to solve it.
• Explain the relationship among the four basic operations.
• Given an equation, such as "3 + 5 = 8," write a story problem that could be solved using the equation.
End of Grade 6:
• Apply the associative, commutative, and distributive properties in a problem solving situation.
• Apply the multiplicative and additive properties of zero and the multiplicative property of one.
• Demonstrate an understanding of multiplication as repeated addition and of division as repeated subtraction.
• Demonstrate an understanding that the product of two whole numbers greater than 1 is greater than either of the factors.
• Demonstrate an understanding that when dividing two whole numbers that are greater than one, the quotient will be smaller than
the dividend.
End of Grade 10:
• Examine the four basic operations from a functional perspective; that is, as operations on ordered pairs.
• Connect the properties of operations on real numbers to common uses (for example, the distributive property is used in each of the
following cases: 2x + 3x = 5x; 2/7 + 3/7 = 5/7; and 2(3x + 4) = 6x +8).
3c. K-12 Broad Goal: Students will compute.
PURPOSE: The purpose of computation is to solve problems. While computation remains important in mathematics and in everyday life,
advances of technology require us to rethink how computation is done today. Students must recognize that estimation, mental computation,
use of calculators, and paper and pencil calculation are all appropriate ways to compute solutions to problems. Basic fact memorization
should be incorporated into a rich curriculum rather than be its primary focus.
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K-12 Curriculum Standards (3c):
K-3
• Model, explain, and develop proficiency with basic facts and algorithms.
• Use a variety of mental computation and estimation techniques.
• Use calculators in appropriate computational situations.
• Given a problem, select appropriate computational techniques to solve the problem and determine the reasonableness of the result.
• Multiply and divide whole numbers and decimals.

• Add integers and positive rational numbers using models or representations.
• Use a variety of mental computation techniques.
• Use calculators in appropriate computational situations. Given a problem, select an appropriate computational technique to solve
the problem and determine the reasonableness of the result.
• Explore operations with fractions using manipulatives.
• Apply the standard algebraic order of operations with real numbers.

• Apply the properties of exponents with real numbers.
• Simplify expressions involving the use of grouping symbols such as parentheses.
Proficiency Standards (3c):
End of Grade 3:
• Using physical models and illustrations, determine the sum or difference of fractions with like or unlike denominators.
• Using physical models and illustrations, determine the sum or difference of decimals.
• Develop and use algorithms to add and subtract decimals.
• Subtract any two 2-digit numbers.
• Use manipulatives to illustrate an algorithm for adding or subtracting whole numbers less than 1,000.
• Add two or more whole numbers less than 1000.
• Use a calculator to extend addition to include 4-digit numbers and subtraction to include 3-and 4-digit numbers.
• Demonstrate mastery of the multiplication facts with factors less than or equal to 5.
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End of Grade 6:
• Demonstrate mastery of the multiplication facts with factors less than or equal to 10.
• Select an appropriate computational technique in the solution of problems and check the reasonableness of results through mental
computation and estimation strategies.
• Use calculators in appropriate problem solving situations.
• Add integers using models or representations.
• Multiply three digit whole numbers by two digit whole numbers.
• Divide three digit whole numbers by two digit whole numbers.
• Multiply and divide two and three digit decimals.
• Using physical models and illustrations, determine the sum or difference of fractions with like and unlike denominators (using only
halves, fourths, and eighths).
• Using physical models, illustrations, and calculators, determine the sum or difference of decimals.
End of Grade 10:
• Perform the four basic operations with rational numbers.

• Simplify expressions containing rational numbers, integer exponents, and grouping symbols using conventional methods and
technology.
• Evaluate numerical expressions containing scientific notation.
• Use the order of operations to evaluate expressions.
• Use the field properties to simplify expressions.
3d. K-12 Broad Goal: Students will use mental computation and estimation skills and strategies and know when it is appropriate
to do so.
PURPOSE: Students should know what is meant by estimation and mental computation, when they are appropriate, and how close an
estimate is required in a given situation. Students should be encouraged to estimate the solution of problems before computation or
measurement is done, and to use estimation to determine the reasonableness of answers, and to recognize when an estimate is sufficient as
an answer.
K-12 Curriculum Standards (3d):
K-3
• Use a variety of estimation strategies when solving problems.

• Determine the reasonableness of answers for problems involving arithmetic operations.
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• Recognize and use estimation and mental computation to solve problems where exact answers are not required.
• Estimate appropriate units of measurement.
• Estimate or predict an approximate solution to a problem.
• Communicate the strategies used in estimation based upon previous experiences.
• Use estimation to determine the reasonableness of a calculation done by calculator or computer.
• Use a variety of mental computation techniques in appropriate situations.

• Demonstrate estimation skills through a variety of strategies.
• Determine the reasonableness of answers.
• Recognize and use estimation and mental computation to solve problems where exact answers are not required.
• Determine the reasonableness of answers for problems involving arithmetic operations on real numbers.
Proficiency Standards (3d):
End of Grade 3:
• Use estimation and mental computation to determine the reasonableness of answers for problems involving addition and
subtraction.
• Use estimation and mental computation to solve problems where exact answers are not required.
End of Grade 6:
• Use estimation and mental computation to determine the reasonableness of answers obtained from the four basic operations on
rational numbers.
• Select and use appropriate mental computation and estimation strategies in problem situations when exact answers are not needed.
End of Grade 10:
• Use estimation and mental computation to determine the reasonableness of answers obtained from the four basic operations on real
numbers.
• Select and use appropriate mental computation and estimation strategies in problem situations when exact answers are not needed.
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Geometry, Measurement, and Trigonometry
4a. K-12 Broad Goal: Students will name, describe, model, classify, and compare geometric shapes and their properties with an
emphasis on their wide applicability in human activity.
PURPOSE: Geometry helps students represent and describe the world in which they live. Students need to investigate, experiment, and
explore geometric properties using both technology and hands on materials.
K-3
• Name, model, describe, and classify cubes, spheres, cones, cylinders, pyramids, and rectangular solids.
• Name, model, describe, and classify circles, rectangles, squares, triangles, trapezoids, parallelograms, kites, and rhombuses
(diamonds).
• Name, model, describe, and classify right, acute, obtuse, and straight angles.
• Determine when pairs of figures are congruent.
• Determine the presence or absence of lines of symmetry for given figures.
• Explore, discuss, and describe properties of common two and three dimensional figures.
• Explore congruence and similarity of two dimensional figures.
• Investigate rotational and reflective symmetry. (Point and line symmetry.)
• Explore the relationship among definitions, postulates, and theorems.

• Investigate the properties of two and three dimensional shapes.
• Deduce properties of and relationships among figures from given assumptions.
• Use compass and straightedge, manipulatives, and technology to explore geometric constructions.
• Deduce properties and relationships among congruent figures and similar figures.
• Explore basic transformations (for example: reflections, translations, rotations, or dilations).
• Use basic transformations to demonstrate similarity, symmetry, and congruence of figures.
• Explore relationships between synthetic and coordinate representations.
211
• Apply principles of coordinate geometry, i.e., graph lines and circles and determine the slope and intercept of a line, mid-point of a
line segment, the center and radius of a circle.
• Understand the interrelationships between algebraic and geometric representations of the same mathematical concept.
End of Grade 3:
• Use the terms points, lines, and line segments in describing two dimensional figures.
• Draw line segments and lines.
• Draw lines of symmetry.
• Determine if two plane figures are congruent by matching.
• Identify, describe, and draw a kite.
• Identify and describe pyramids.
End of Grade 6:
• Identify, describe, and name properties of triangles, quadrilaterals, and other polygons.
• Identify point and line symmetry in given polygons.
• Measure and classify angles.
• Identify and draw congruent and similar figures using graph paper.
End of Grade 10:
• Represent and solve problems using the properties of two and three dimensional geometric figures.
• Use technology, manipulatives, and/or coordinate geometry to deduce and explain the properties of and the relationships among
geometric figures.
• Translate between synthetic and coordinate representations.
4b. K-12 Broad Goal: Students will develop spatial sense.
PURPOSE: We live in a three dimensional world. To interpret, understand, and appreciate that world, students need to develop an
understanding of space. Research suggests that there is a high correlation between spatial abilities and success in mathematics. Spatial
skills include making and interpreting drawings, forming mental images, visualizing changes, and generalizing about perceptions in the
environment.
212
K-3
• Use position terms (for example: inside, outside, above, top-to-bottom, over, or under).
• Copy and make shapes by drawing and using manipulatives (for example: pattern blocks, or tangrams).
• Draw, compare, and visualize shapes in various positions.
• Investigate and predict results of combining, subdividing, and changing shapes using manipulatives (for example: pattern blocks, or
tangrams).
• Construct various three dimensional objects.
• Describe and/or draw three-dimensional objects from different perspectives.
• Explore transformational geometry through the use of slides, flips, and turns and the relations to tessellation's.
• Explore classification of two and three dimensional figures based upon properties.
• Enhance spatial sense using manipulatives and computer graphics.
• Explore the relationships and properties of two dimensional and three dimensional figures using manipulatives and technology.
• Explore two dimensional and three dimensional geometry using shadows, perspectives, projections, and maps.
• Explore the effects of reflections, translations, rotations, and dilations in the study of congruent and similar geometric shapes and
tessellation's.
• Understand, model, describe, analyze, and apply patterns produced by processes of geometric change, formally connecting
iteration, approximations, limits, self similarity, and fractals.
• Use manipulatives and computer graphics to enhance spatial sense and to increase understanding of geometry and to explore its
connections to other parts of mathematics, science, and art.
• Explore other geometries and their applications (for example, non Euclidean geometries have significant applications in science).
End of Grade 3:
• Divide and separate a shape into smaller shapes.

• Recognize and make shapes that can be created from a set of three simple shapes.
• Identify congruent figures.
213
• Draw figures congruent to a given figure.
• Construct three dimensional objects.
End of Grade 6:
• Tessellate (tile) a plane with a given figure and create a figure that will tile the plane.
• Describe the shadow of certain figures.
End of Grade 10:
• Sketch specific two dimensional figures, given definitions and/or properties.

• Demonstrate that the conditions necessary for congruence or the conditions necessary for similarity are met.
• Use technology, manipulatives, and/or coordinate geometry to explain properties of transformations (for example: translations, line
reflections, rotations, dilations, and the composition of these transformations).
• Demonstrate an understanding of properties among two and three dimensional figures.
4c. K-12 Broad Goal: Students will develop an understanding of measurement and systems of measurement through experiences
which enable them to use a variety of techniques, tools, and units of measurement to describe and analyze quantifiable phenomena.
PURPOSE: Measurement is used in many ways throughout our lives. Students must be introduced to the standard units of measure used in
both the metric and English Systems. Students should estimate and measure length, area, capacity, volume, weight, time and temperature,
as well as discover practical uses of these skills. High school students must develop more mature insights into the essential role of
measurement as a link between the abstractions of mathematics and the concreteness of the real-world. By using various techniques and
tools, we describe and analyze quantifiable phenomena to understand and organize our world.
K-12 Curriculum Standards (4c):
K-3
• Understand the need for a uniform unit of measure.

• Develop measuring skills.
• Investigate the attributes of length, area, capacity, volume, and weight using standard (metric and English) and nonstandard units of
measure.
• Understand the attributes of time and temperature.
• Relate measurement ideas to geometric ideas.
• Develop the concepts of perimeter and area.
• Make and use estimates of measurements.
214
• Develop an understanding of money.
• Investigate and compare standard and nonstandard units of measurement for length, area volume, capacity, weight, time, and
temperature.
• Explore and discover formulas for area and volume.
• Explore estimation strategies for finding areas and volumes.
• Explore conversion of units within a measurement system and between systems.
• Explore linear and area measures of two dimensional figures.

• Explore the volume, surface area and linear measures of three dimensional figures.
• Apply the Pythagorean Theorem to real-world situations.
• Enhance, extend, apply, and formalize understandings and applications of measurement including strategies for determining
perimeters, areas, and volumes by using formulas, approximations, and computer geometry programs.
• Use ratio and proportions to explore the properties of similar figures and use these properties to solve problems.
• Choose appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and
error (or tolerance) of measurement.
• Choose an appropriate unit of measure and use appropriate formulas to find perimeter and circumference, area of polygons and
circles, the volume and surface area of selected solids, and the measure of angles.
• Choose appropriate units for measuring size, rates, and energy.
• Select and use appropriate formulas and procedures to determine a measure when a direct measurement is not available.
• Understand and apply measurement in career based contexts and in interdisciplinary situations.
Proficiency Standards (4c):
End of Grade 3:
• Tell time to the nearest minute.

• Measure line segments to the nearest half inch and quarter inch and to the nearest centimeter.
• Investigate the measure of perimeters.
• Add units of length that may or may not require regrouping of inches to feet or centimeters to meters.
• Estimate weight using pounds or kilograms.
• Estimate capacity using quarts, gallons, or liters.
• Given a standard unit, estimate and measure the area of a rectangular region.
215
• Given a standard unit, estimate the area of any region.
• Investigate the addition of hour and half hour time intervals.
• Given an amount of money, determine if a purchase can be made.
End of Grade 6:
• Find and/or estimate the perimeter and area of a given quadrilateral or triangle.
• Demonstrate an understanding of the use of maps, scale drawings, and timelines.
• Compare the relationship between similar figures and their areas.
End of Grade 10:
• Identify and use appropriate units of measurement.

• Approximate areas of irregular shapes drawn on a grid.
• Convert commonly used measurements to equivalent ones within a measurement system.
• Apply the formulas for and choose an appropriate unit of measurement to find the linear and area measures associated with two
dimensional figures and the volume and surface area of three dimensional figures.
• Apply the Pythagorean theorem to problem solving situations.
• Select an appropriate procedure to determine a measure when a direct measurement cannot be made.
• Use ratio and proportion to find the measure of all sides of similar figures.
4d. K-12 Broad Goal: Students will know the basic concepts of trigonometry and apply these concepts to real-world problems.
PURPOSE: all students should explore real-world phenomena which involve right triangle trigonometry. These experiences should
include the use of the sine, cosine, and tangent ratios. Technology should be used to facilitate the learning of trigonometry, allowing
students more time and power to explore realistic applications.
K-12 Curriculum Standards (4d):
K-3
• None at this level.
4-6
• Explore similar figures and the ratios of corresponding lengths (sides) and areas.
216
7-12
• Explore the sine, cosine, and tangent ratios in right triangles.

• Use the sine, cosine, and tangent ratios to solve real-world problems.
Proficiency Standards (4d):
End of Grade 3:
• Does not apply.
End of Grade 6:
• Make scale drawings, keeping sides in proportion. (Scale factor to be kept to a small whole number or fraction with denominator
less than 6.)
End of Grade 10:
• Use technology or manipulatives to apply basic trigonometric ratios to solve practical real-world problem.
Data Analysis, Statistics, and Probability
5a. K-12 Broad Goal: Students will use data analysis, statistics and probability to analyze given situations and the outcomes of
experiments.
PURPOSE: Collecting, organizing, displaying, and interpreting data, as well as using the information to make decisions and predictions,
have become very important in our society. Statistical instruction should be carried out in a spirit of investigation and exploration so
students can answer questions about data. Probability must be studied in familiar contexts encouraging students to model situations.
Students need to investigate fairness, chances of winning, and uncertainty. Technology should be used as a tool throughout the
investigation process.
217
K-3
• Collect, organize, describe, and interpret data.

• Formulate and solve problems that involve collecting, organizing, and analyzing data.
• Predict outcomes and carry out simple activities involving probability.
• Determine which event is most likely or least likely to happen, given appropriate information.
• Collect, organize, describe, represent, and interpret data in both simulations and real world situations.
• Simulate, display, graph, and analyze data using technology and other means.
• Investigate and explore mean, median, and mode.
• Investigate and explore the basic elements of sampling.
• Make predictions, inferences, and decisions based on interpretation of data.
• Demonstrate an ability to read and interpret statistical data presented in text.
• Explore situations involving probability.
• Collect, organize, describe and interpret data from familiar contexts.

• Use a variety of techniques which include but are not limited to spreadsheets, tables, stem and leaf plots, box and whisker plots, to
analyze data and make predictions.
• Understand sampling and recognize its role in statistical claims.
• Understand and apply measures of central tendency, dispersion and correlation.
• Design a statistical experiment to study a problem, conduct the experiment, interpret, and communicate the outcomes.
• Use graphics technology to analyze real world data.
• Apply the normal curve and its properties to familiar contexts.
• Use relative frequency and probability, as appropriate, to represent and solve problems involving uncertainty.
• Use simulations to estimate probabilities.
• Create, interpret, and understand applications of discrete and continuous probability distributions.
• Make predictions based on interpolation and extrapolation from data.
• Make decisions based on interpretation of data.
218
End of Grade 3:
• Collect data, construct, and interpret picture and bar graphs.

• Interpret circle graphs.
• Write a story problem using information from a graph.
• Given appropriate information, determine which is most likely to happen or whether one event is more likely than another.
End of Grade 6:
• Construct and interpret line plots, stem and leaf plots, frequency distributions, and graphs.
• Use multiple representations to display equivalent data.
• Select appropriate data to solve simulations and real world problems.
• Simulate, display, graph and analyze data in a variety of mediums.
• Determine and explore various uses of mean, median, and mode.
• Use sampling techniques to make predictions.
• Given a sample space find probabilities of events.
End of Grade 10:
• Given a bar, line, circle or picture graph, interpret and analyze the data.
• Choose an appropriate scale and construct a graph or diagram using a set of numerical data in a variety of mediums.
• Calculate the common measures of central tendency: mean, median and mode.
• Use appropriate measure of central tendency in problem situations.
• Given a set of numerical data, determine the ordered pairs and make a scatter plot.
• Use sample sets to make appropriate inferences and predictions.
• Predict and find the probability of outcomes of a simple probability experiment.
• Interpret probabilities in real world situations (for example: lotteries, or medical testing.
Functions, Relations and Algebra
6a. K-12 Broad Goal: Students will recognize patterns and describe and represent relations and functions with tables, graphs,
equations and rules, and analyze how a change in one element results in a change in another.
219
PURPOSE: One of the central themes of mathematics is the study of patterns, relations, and functions. This study requires students to
recognize, describe, and generalize patterns and build mathematical models to predict the behavior of real-world phenomenon that exhibit
the observed pattern. This study of patterns leads to an exploration of functions, a concept which is an important unifying idea in all
aspects of mathematics.
K-3
• Use concrete models to create a pattern, describe the pattern, and represent the pattern symbolically in a table.
• Recognize, describe, extend, and create a wide variety of patterns.
• Represent and describe mathematical relationships.
• Explore the use of variables and open sentences to express relationships.
• Discover patterns or relationships from graphical representations.
• Recognize, describe, analyze, extend, and create a wide variety of patterns using models, tables, graphs, simple rules, and
manipulatives such as pattern blocks.
• Explore functional relationships to describe how a change in one quantity results in a change in another.
• Explore number patterns to discover properties and relationships.
• Analyze properties and relationships related to prime numbers, composite numbers, rational numbers, multiples, factors, and
exponents.
• Investigate field properties: commutative, associative, distributive, inverse and identity elements.
• Explore simple linear equations.
• Analyze functions and relations to describe how a change in one quantity results in a change in another.
• Use polynomial, rational, trigonometric, and exponential functions to model real-world relationships.
• Use charts and tables to organize and represent data.
220
End of Grade 3:
• Recognize and describe patterns that involve numbers and shapes.

• Create patterns.
• Write an open sentence (equation) to express a relationship.
End of Grade 6:
• Generalize simple patterns using words.

• Extend a pattern using models.
• Identify properties and relationships related to prime numbers, composite numbers, rational numbers, multiples, factors, and
exponents.
• Determine how a change in length or width affects perimeter, area, and volume of two and three dimensional figures.
• Solve simple linear equations by using concrete materials, tables, or graphs.
• Apply the following properties when appropriate: commutative, associative, distributive, inverse, and identity elements.
End of Grade 10:
• Develop algebraic formulas to express relationships which occur in other disciplines (for example: science or economics).
• Recognize and describe relationships within a set of data.
6b. K-12 Broad Goal: Students will use algebraic concepts and processes to represent situations that involve variable quantities
with expressions, equations, inequalities, matrices and graphs.
PURPOSE: Algebra is the language through which much of mathematics is communicated. It provides a means of representing concepts
at an abstract level and then applying those concepts. Students in grades K-6 should explore algebraic concepts in an informal way,
emphasizing physical models, data, graphs and other mathematical representations. Formal algebraic manipulation may be deferred to later
grades. The understanding of algebraic representation is a prerequisite to formal work in virtually all of mathematics. Algebraic processes
are important tools in the study of natural sciences and social sciences.
221
K-3
• Represent situations and number patterns with concrete materials, tables, graphs, verbal rules, and equations; and translate from one
to another.
• Develop an understanding of commutative and associative properties.
• Write and solve open sentences that describe everyday situations.
• Represent situations and number patterns with concrete materials, tables, graphs, verbal rules, and standard algebraic notation.
• Understand the use of literal variables, expressions, equations, and inequalities.
• Analyze tables and graphs to identify algebraic relationships.
• Solve simple linear equations using informal, graphical, and concrete methods.
• Plot points on a number line.
• Plot points on a rectangular coordinate system.
• Explore using equations to model word problems and how to solve the problems using the equations.
• Use calculators, computers, and other technology to explore linear relationships.
• Simplify algebraic expressions using the standard order of operations.

• Perform polynomial operations with manipulatives.
• Model and solve problems that involve varying quantities with variables, expressions, equations, inequalities, absolute values,
vectors, and matrices.
• Evaluate algebraic expressions for given values of the variable.
• Write an equation, using one or two variables, which represents a real-world problem.
• Write an inequality, using one or two variables, which represents a real-world problem.
• Solve equations and inequalities in one or two variables, by informal and formal algebraic methods.
• Use tables and graphs as tools to interpret expressions, equations, and inequalities.
• Develop, explain, use, and analyze, procedures for operating on algebraic expressions and matrices.
• Solve equations and inequalities of varying degrees using graphing calculators and computers as well as appropriate paper and
pencil techniques.
• Model real-world problems with systems of equations or inequalities.
• Solve systems of equations or inequalities using technology as well as pencil and paper techniques.
• Use technology to explore the use of matrices in the solution of systems of equations.
222
• Understand the logic and purposes of algebraic procedures.
• Interpret algebraic equations and inequalities geometrically and describe geometric objects algebraically.

End of Grade 3:
• Use recall of number facts to solve simple equations (for example, 4 + _ = 9 may be solved by remembering the fact that 4 + 5 is
9).
• Write the number pattern described by a written or verbal rule.
• Illustrate the commutative and associative laws of addition and the commutative law of multiplication with manipulatives.
End of Grade 6:
• Plot points on a number line or in the plane.

• Use trial and error to find a solution to an equation from among a given replacement set.
• Solve simple linear equations using concrete, informal methods.
• Given a table or graph, select a sentence describing the underlying relationship(s).
End of Grade 10:
• Evaluate simple algebraic expressions for given values of the variable.

• Perform simple operations on matrices.
• Write an equation or inequality in one variable which represents a real-world problem.
• Solve equations and inequalities in one variable.
• Graph the solution set of equations and inequalities in one variable.
• Use appropriate graphing technology (for example: a graphing calculator, or graphing software) to graph an equation or inequality
in two variables.
• Use appropriate graphing technology (such as a graphing calculator or graphing software) to solve systems of linear equations in
two variables.
• Solve and justify, orally or in writing, the algebraic solution to a real-world problem.
Mathematics of Change
7a. K-12 Broad Goal: Students will be able to use concepts about mathematical change in analyzing patterns, graphs, and applied
situations.
223
PURPOSE: All natural phenomena are characterized by change. Mathematics is a tool for representing and describing this change, and a
preliminary understanding of change is an important precursor to the more formal ideas of calculus. Through explorations of patterns,
tables, graphs, functions, and situations which focus on the nature of change, representation, understanding, and recognition of types of
change can be promoted. Real-world examples of change can be examined. Proportional reasoning and experience with rates should be
part of this process.
K-3
• Record data in situations where change is occurring.

• Notice similarities and differences between patterns, in numerical and geometric situations.
• Observe and describe term by term change in patterns.
• Compare growth patterns.
• Explore sequences involving number and geometric patterns.

• Explore rates of change from familiar contexts.
• Explore meaning of comparisons (for example: cost per unit, miles per hour, wage rates, or batting averages).
• Explore rates of change in discrete (cost per unit) and continuous (distance per unit of time) settings.
• Interpret and compare rates of change by looking at graphs.
• Use proportional reasoning strategies to solve problems about rates.

• Extend patterns and predict nth terms in number sequences.
• Extend patterns and predict nth terms in sequences of geometric figures.
• Examine tables of numbers from familiar contexts to determine if patterns exist.
• Recognize and describe different types of change (for example: arithmetic, geometric, periodic, damped, or oscillating).
• Calculate and describe change in continuous and discrete contexts which are familiar.
• Interpret and analyze information about change in familiar situations (for example: percent change, average change, or rates such as
distance per unit time).
• Recognize and interpret information about change in graphs of functions.
224
End of Grade 3:
• Describe the term by term change in a pattern (for example, given a number pattern: describe the rule that was used, determine the
next term and explain the reasoning used).
• Given two patterns, describe how they are similar.
• Given two patterns, describe how they are different.
End of Grade 6:
• Recognize and extend sequences of number and geometric patterns.

• Describe and interpret change from graphs and/or tables of data.
• Find averages (for example: batting averages, or grade point averages) and compute rates in familiar contexts (for example: soft
drink consumption, distance per unit of time, hourly wages , or paint mixing).
End of Grade 10:
• Solve rate problems that involve proportional reasoning.

• Extend patterns and predict nth terms in number sequences, using words and/or symbols.
• Extend patterns and predict nth terms in sequences of geometric figures, using words and/or symbols.
• Examine tables of numbers from familiar contexts to determine if patterns exist.
• Differentiate among different types of change (for example: arithmetic, geometric, or periodic).
• Calculate and describe change in continuous and discrete contexts which are familiar.
• Interpret and analyze information about change in familiar situations (for example: percent change, average change, or rates such as
distance per unit time).
Discrete mathematics is defined as the study of topics which involve items that can be counted, rather than continuous amounts which can
only be measured. Discrete mathematics is actually an umbrella term which includes such topics as: counting techniques, sets, relations,
functions, logic and reasoning, patterning (iteration and recursion), algorithms, and induction. Probability, networks, graph theory, social
decision making, and matrices should also be included in a discrete mathematics curriculum. Embedded in these areas are the three main
themes of discrete mathematics: existence (Is there a solution?), counting (How many solutions are there?), and efficiency (What is the
best solution?).
225
8a. K-12 Broad Goal: Students will use a variety of tools from discrete mathematics to explore and model real-world situations.
PURPOSE: Information and communication continue to impact the modern world and require the understanding of discrete mathematics.
Decision making involving sets and systems having a countable number of elements needs to be integrated throughout the curriculum.
Students should have experiences with finite graphs, matrices, sequences, recursion and the development and testing of algorithms.
K-3
• Solve simple counting problems by making lists (for example, handshakes among 3 people).
• Explore alternate routes on maps.
• Use strategies in game situations.
• Represent data in an organized fashion so the number of items in a set can be determined.
• Recognize, describe, extend, and create a wide variety of sequences.
• Create simple algorithms as a more efficient way of solving problems.
• Investigate the benefits of various alternatives in simple networks.
• Use logic and inductive reasoning to make predictions related to a series of statements.
• Represent data and solve problem situations using graphs, trees and matrices.
• Use algebraic and geometric iteration to explore patterns and solve problems.
• Use combinations and permutations to solve a variety of problems.
• Use algorithms for finding optimal paths and circuits in graphs.
• Solve optimization problems.
• Analyze different algorithms for efficiency.
• Create and interpret discrete probability distributions using technologies whenever appropriate.
• Use linear programming to solve problems.
• Use the counting principle to solve problems.
226
End of Grade 3:
• For a given situation, list all possible combinations (for example: list all possible clothes ensembles with two shirts and three pairs
of pants; or, given a map, list all possible paths from point A to point B.
End of Grade 6:
• Use counting techniques to determine the number of outcomes for situations (for example: handshake problems, menu ordering, or
clothes matching).
• Solve problems for finding efficient routes (for example: mail delivery, or snow plowing for two or three streets.
• Given three statements organize their content into chart form to investigate their relationships.
End of Grade 10:
• Use combinations and permutations to solve a variety of problems.
227

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Math Curriculum K-12

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SAU #48

Campton May 10, 2005

Ashland Elementary School Judy Kreamer

Russell Elementary School Cindy Campbell, Shelley Hancock

Thornton Central School Ann Knowles

Waterville Valley Elementary School Gail Hannigan

Wentworth Elementary School Brooke Blake, Erin DeCotis, Phoebe Sanborn

Special Thanks to:

A Word from the Committee …………………………………………………………………………………………….... 6

SAU #48 Mathematics Philosophy and Goals …………………………………………………………………………… 7&8

Quantitative and Qualitative Learning Personalities …………………………………………………………………….. 9

Levels of Knowing ………………………………………………………………………………………………………… 10

Levels of Thinking ………………………………………………………………………………………………………… 11

Grades K-2 Mathematics Scope and Sequence ...........…………………………………………………………………….. 12 - 15

Overview of Kindergarten ..................................................................................................................................................... 16

Overview of Grade 1............................................................................................................................................................... 17

Overview of Grade 2............................................................................................................................................................... 18

Overview of Grade 3 ............................................................................................................................................................. 25

Overview of Grade 4 .............................................................................................................................................................. 26

Overview of Grade 5 ............................................................................................................................................................. 27

Grades 6 – 8 Mathematics Scope and Sequence…………………………………………………………………………. 28-33

Overview of Grade 6 ............................................................................................................................................................ 34

Overview of Grade 7 ........................................................................................................................................................... 35

Overview of Grade 8 ........................................................................................................................................................... 36

Plymouth Regional High School Grades 9 – 12 Curriculum……………………………………………………………….. 79-138

Plymouth Regional High School Expectations and Indicators …………………………………………………………… 139-143

Appendix A - Mathematic GLE’s ………………………………………………………………………………………… 144-193

Appendix B – Frameworks ……………………………………………………………………………………………….. 194-228

In the words of Mahesh Sharma:

¾ Questions instigate language production.

¾ Language instigates models.

¾ Models instigate thinking.

¾ Thinking instigates understanding.

¾ Understanding instigates knowledge, skills, and competence.

¾ Use models and/or manipulatives to apply concepts and create procedures.

¾ Insure that students and teachers communicate about math everyday.

¾ Develop fluency and understanding of the language of mathematics.

¾ Use technology appropriately.

¾ Include opportunities for career exploration.

16. Use models to order fractions. (I-C-P) (3a. 3c.)

11. Explore the commutative and associative properties and the

12. Determine the reasonableness of estimated sums and differences

13. Use estimation and approximation to solve problems where exact

14. Explore addition of decimals using decimal squares and money

14. Measure lengths of objects to the nearest centimeter, meter,

15. *Explore length using computer software. (P-A)

16. Compare capacities of containers. (I-C) (4c.)

17. Read thermometers in Fahrenheit & Celsius. (I-C-P-A)

18. Recognize time in five-minute intervals. (I-C-P-A)

Estimation strategies are applied to all kindergarten concepts.

14. Identify numbers divisible by 2, 3, 5, 9, and 10. (I-C-P-

15. Identify and classify a list of whole numbers 0 to 100 as

Multiples, Factors, Divisibility 18. *Use calculators to examine

20. Explore the commutative and associative

Patterns 20. Read thermometers in Fahrenheit and Celsius.

Time 22. Explore the addition of hour and half-hour time

10. Explore other number systems and

11. Identify multiples and factors of whole

12. Identify numbers divisible by 2, 3, 5, 9,

13. Identify prime and composite numbers.

14. Recognize that the prime factorization of

6-8 MATHEMATICS SCOPE AND SEQUENCE

14. *Use the computer and other appropriate

13. Automatize the metric system! (I-C-P-A) (4c.)