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Grade 4 |
Grade 5 |
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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 and functions
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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
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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a. Interpret and write a rule for a one-operation (+, -, x, ÷ with no remainders) function table
Assessment limit:
- Use whole numbers or decimals with no more than 2 decimal places (0 – 1000)
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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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b. Create a one-operation (x, ÷ with no remainders) function table to solve a real world problem
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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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c. Complete a one-operation function table
Assessment limit:
- Use whole numbers with +, -, x, ÷ (with no remainders) or use decimals with no more than two decimal places with +, - (0 – 200)
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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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d. Apply a given two operation rule for a pattern
Assessment limit:
- Use two operations (+, -, x) and whole numbers (0 – 100)
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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 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 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. 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 (+, -, ×, ÷)
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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a. Represent unknown quantities with one unknown and one operation (+, -, ×, ÷ with no remainders)
Assessment limit:
- Use whole numbers (0 – 100) or money ($0 - $100)
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b. Determine equivalent expressions
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b. Determine the value of algebraic expressions with one unknown and one operation
Assessment limit:
- Use +, - with whole numbers (0-1000) or ×, ÷ (with no remainders) with whole numbers (0-100) and the number for the unknown is no more than 9
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c. Use parenthesis to evaluate a numeric expression
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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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2. Identify, write, solve, and apply equations and inequalities
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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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a. Represent relationships by using the appropriate relational symbols (>, <, =) and one operational symbol (+, -, ×, ÷ with no remainders) on either side
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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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b. Find the unknown in an equation use one operation (+, -, ×, ÷ with no remainders)
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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 and in a coordinate grid
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1. Locate points on a number line and in a coordinate grid
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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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a. Represent decimals and mixed numbers on a number line
Assessment limit:
- Use decimals with no more than two decimal places (0 – 100) or mixed numbers with denominators of 2, 3, 4, 5, 6, 8, or 10 (0 - 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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b. Create a graph in a coordinate plane
Assessment limit:
- Use the first quadrant and ordered pairs of whole numbers (0 – 50)
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c. Represent decimals on a number line
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