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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 6.0 Knowledge of Number Relationships and Computation/Arithmetic
Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.
Topic
A. Knowledge of Number and Place Value
Indicator
- 1. Apply knowledge of whole numbers and place value
Objectives
- Extend concept of number
- Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less
- Demonstrate cardinality by answer of how many
- Build meaningful relationships by using 5 and 10 frames
- Use concrete materials to build sets 0 to 10
- Use concrete materials to compose and decompose quantities up to 10
- Match a numeral to a set
- Count to 31
- Count backward from 10
- Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth
Indicator
- 2. Recognize fractions
Objective
- Show initial awareness of fractional parts (halves) using concrete materials
Indicator
- 3. Recognize and use money
Objectives
- Identify and name the value of pennies, nickels, and dimes
- Choose the coin named from a given set of mixed coins
- Use money in real-world situations such as a classroom store
Topic
C. Number Computation
Indicator
- 1. Analyze number relations and compute
Objectives
- Model addition by combining sets of concrete objects and describe the results using words and pictures
- Model subtraction by separating sets of concrete objects and describe the results using words and pictures
- Solve a given story problem cooperatively that is based on the combining and separating of models
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
