Print:
Algebra:
Mathematics:
- Document Date: June 2004
- Grades PK–3
- Grades 3–8
State Curriculum Toolkit
Tools aligned to State Curriculum indicators and/or objectives.
- Clarification of Indicator and/or Objective
Explanation and/or examples of indicator and/or objective - Prerequisite Skills
Concepts students should understand before further instruction - Lesson Seeds
Ideas/seeds for an objective-aligned activity - Higher Order
Thinking Skills
Examples of questions at various levels of cognitive demand - Sample Assessments
Items and annotated student responses as appropriate
Standard 1.0 Knowledge of Algebra, Patterns, and Functions
Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.
Topic
A. Patterns and Functions
Indicator
- 1. Identify and copy numeric patterns
Objective
- Use manipulatives with numeric qualities to build patterns
Indicator
- 2. Identify, copy, describe, create, and extend non-numeric patterns
Objectives
- Represent patterns kinesthetically such as: clap/snap/clap
- Represent and analyze repeating patterns using no more than 3 objects in the core of the pattern
- Sort a collection of objects according to a rule
- Identify patterns in real life situations
- Recognize the difference between patterns and non-patterns
- Continue patterns
Topic
B. Expressions, Equations, and Inequalities
Indicator
- 1. Write and identify expressions
Objective
- Represent numeric quantities using concrete and pictorial representations to model addition expressions with a value of no more than 10
Indicator
- 2. Identify equations and inequalities
Objectives
- Represent relationships by comparing groups of no more than 10 objects to determine more or less
- Model and name the value of the missing part in a part-part-whole situation using no more than 10 manipulatives
- Describe addition using terms such as: and, add, plus, join, equal
Topic
C. Numeric and Graphic Representations of Relationships
Indicator
- 1. Locate points on a number line
Objective
- Identify and represent whole numbers up to 10 on a number line using manipulatives, symbols, and one-to-one correspondence
Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.
June 2004
