3.8, 4.5, 5.5, Patterns, Functions and Algebra K-5
3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.
4.5 The student will
a) determine common multiples and factors, including least common multiple and greatest common factor;
b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors;
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals.
5.5 The student will
a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and
b) create and solve single-step and multistep practical problems involving decimals.
Kindergarten Focus: Attributes and Patterning
K.15 The student will sort and classify objects according to attributes.
K.16 The student will identify, describe, and extend repeating patterns.
Grade 1 Focus: Patterning and Equivalence
1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.
1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
1.18 The student will demonstrate an understanding of equality through the use of the equal sign.
Grade 2 Focus: Patterning and Numerical Sentences
2.20 The student will identify, create, and extend a wide variety of patterns.
2.21 The student will solve problems by completing numerical sentences involving the basic facts for addition and subtraction. The student will create story problems, using the numerical sentences.
2.22 The student will demonstrate an understanding of equality by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol ≠ indicates that quantities are not equivalent.
Grade 3 Focus: Patterns and Property Concepts
3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms.
3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
Grade 4 Focus: Geometric Patterns, Equality, and Properties
4.15 The student will recognize, create, and extend numerical and geometric patterns.
4.16 The student will
a) recognize and demonstrate the meaning of equality in an equation; and
b) investigate and describe the associative property for addition and multiplication.
Grade 5 Focus: Equations and Properties
5.17 The student will describe the relationship found in a number pattern and express the relationship.
5.18 The student will
a) investigate and describe the concept of variable;
b) write an open sentence to represent a given mathematical relationship, using a variable;
c) model one-step linear equations in one variable, using addition and subtraction; and
d) create a problem situation based on a given open sentence, using a single variable.
4.5 The student will
a) determine common multiples and factors, including least common multiple and greatest common factor;
b) add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors;
c) add and subtract with decimals; and
d) solve single-step and multistep practical problems involving addition and subtraction with fractions and with decimals.
5.5 The student will
a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and
b) create and solve single-step and multistep practical problems involving decimals.
Kindergarten Focus: Attributes and Patterning
K.15 The student will sort and classify objects according to attributes.
K.16 The student will identify, describe, and extend repeating patterns.
Grade 1 Focus: Patterning and Equivalence
1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness.
1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns.
1.18 The student will demonstrate an understanding of equality through the use of the equal sign.
Grade 2 Focus: Patterning and Numerical Sentences
2.20 The student will identify, create, and extend a wide variety of patterns.
2.21 The student will solve problems by completing numerical sentences involving the basic facts for addition and subtraction. The student will create story problems, using the numerical sentences.
2.22 The student will demonstrate an understanding of equality by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol ≠ indicates that quantities are not equivalent.
Grade 3 Focus: Patterns and Property Concepts
3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms.
3.20 The student will
a) investigate the identity and the commutative properties for addition and multiplication; and
b) identify examples of the identity and commutative properties for addition and multiplication.
Grade 4 Focus: Geometric Patterns, Equality, and Properties
4.15 The student will recognize, create, and extend numerical and geometric patterns.
4.16 The student will
a) recognize and demonstrate the meaning of equality in an equation; and
b) investigate and describe the associative property for addition and multiplication.
Grade 5 Focus: Equations and Properties
5.17 The student will describe the relationship found in a number pattern and express the relationship.
5.18 The student will
a) investigate and describe the concept of variable;
b) write an open sentence to represent a given mathematical relationship, using a variable;
c) model one-step linear equations in one variable, using addition and subtraction; and
d) create a problem situation based on a given open sentence, using a single variable.