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Grade 3 |
Grade 4 |
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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.
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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.
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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.
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A. Patterns and Functions
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A. Patterns and Functions
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A. Patterns and Functions
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1. Identify, describe, extend, and create numeric patterns
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1. Identify, describe, extend, and create numeric patterns and functions
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1. Identify, describe, extend, and create numeric patterns and functions
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a. Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100
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a. Represent and analyze numeric patterns using skip counting
Assessment limit:
- Use 2, 5, 10, or 100 starting with any whole number (0 – 1000)
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a. Represent and analyze numeric patterns using skip counting
Assessment limit:
- Use patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0 – 100)
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b. Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number
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b. Represent and analyze numeric patterns using skip counting
Assessment limit:
- Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 - 30)
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b. Create a one-operation (+ or -) function table to solve a real world problem
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c. Recognize a function table as a relationship between numbers
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c. Represent and analyze numeric patterns using skip counting backward
Assessment limit:
- Use 10 or 100 starting with any whole number (0 – 1000)
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c. Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule
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d. Complete a function table with a given one-operation rule (+, -) using whole numbers
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d. Complete a function table using a given addition or subtraction rule
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d. Describe the relationship that generates a one-operation rule
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2. Identify, copy, describe, create, and extend nonnumeric patterns
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2. Identify, describe, extend, and create non-numeric growing or repeating patterns
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2. Identify, describe, extend, analyze, and create a non-numeric growing or repeating pattern
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a. Represent and analyze growing patterns that start at the beginning and show no more than 3 levels, and ask for the next level, using symbols, shapes, designs, and pictures
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a. Represent and analyze growing patterns using symbols, shapes, designs, or pictures
Assessment limit:
- Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level
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a. Generate a rule for the next level of the growing pattern
Assessment limit:
- Use at least 3 levels but no more than 5 levels
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b. Represent and analyze repeating patterns using 3 different objects in the core of the pattern
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b. Represent and analyze repeating patterns using symbols, shapes, designs, or pictures
Assessment limit:
- Use no more than 4 objects in the core of the pattern
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b. Generate a rule for a repeating pattern
Assessment limit:
- Use no more than 4 objects in the core of the pattern
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c. Transfer a repeating pattern from one medium to 2 different media using no more than 3 different objects in the core of the pattern such as: red, green, red, green, ... A, B, A, B, ...  ,  , , , ...
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c. Create a non-numeric growing or repeating pattern
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B. Expressions, Equations, and Inequalities
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B. Expressions, Equations, and Inequalities
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B. Expressions, Equations, and Inequalities
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1. Write and identify expressions
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1. Write and identify expressions
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1. Write and identify expressions
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a. Represent numeric quantities using operational symbols (+, -) and whole numbers to 25
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a. Represent numeric quantities using operational symbols (+, -, ×, ÷)
Assessment limit:
- Use operational symbols (+ or -) and whole numbers (0 – 50)
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a. Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders)
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b. Determine equivalent expressions
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2. Identify, write, and solve equations and inequalities
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2. Identify, write, solve, and apply equations and inequalities
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2. Identify, write, solve, and apply equations and inequalities
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a. Represent relationships using appropriate relational symbols (>, <, =) and operational symbols (+, -) with whole numbers to 100
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a. Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+, -, ×, ÷) on either side
Assessment limit:
- Use operational symbols (+ or -) and whole numbers (0 – 1000)
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a. Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
Assessment limit:
- Use operational symbols (+, -, ×) and whole numbers (0 – 200)
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b. Find the missing number (unknown) in a number sentence using operational symbols (+, -) with whole numbers up to 50
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b. Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, ×, ÷)
Assessment limit:
- Use one operational symbol (+ or -) and whole numbers (0 – 100)
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b. Find the unknown in an equation with one operation
Assessment limit:
- Use multiplication (×) and whole numbers (0-81)
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c. Find the missing number(s) (unknown) on one or both sides of a number sentence (equation)
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C. Numeric and Graphic Representations of Relationships
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C. Numeric and Graphic Representations of Relationships
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C. Numeric and Graphic Representations of Relationships
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1. Locate points on a number line
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1. Locate points on a number line
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1. Locate points on a number line and in a coordinate grid
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a. Represent whole numbers up to 100 on a number line
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a. Represent whole numbers on a number line
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a. Represent mixed numbers and proper fractions on a number line
Assessment limit:
- Use proper fractions with a denominators of 6, 8, or 10
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b. Represent proper fractions on a number line
Assessment limit:
- Use fractions that have denominators of 2, 3, or 4
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b. Identify positions in a coordinate plane
Assessment limit:
- Use the first quadrant and ordered pairs of whole numbers (0 - 20)
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c. Represent decimals on a number line
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