Old Orchard Beach Learning Results/K-5
Math
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K-5 MATH - NUMBER SENSE |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply number sense. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 understand, demonstrate and apply one to one correspondence, number recognition, number formation and counting |
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� (PK) identify written numerals 1-10 (out of sequence) |
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� (K) count orally to 29 |
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� (K) recognize and name numerals 1-20 (out of sequence) |
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� (K) print numerals 0-9 |
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� (K) demonstrate and understand 1-1 correspondence with items up to 20 |
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� (K) rote count to 100 by 1's |
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� (1) count to at least 100 by 2's, 5's, 1's and 10's |
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� (1) recognize and write numerals to 100 |
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� (2) count by 10's from any given number forward and backward |
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� (2) count by 2's, 5's, 10's, through the hundreds and by 100's to 1000 |
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K-2 recognize the many use of numbers |
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� (1) apply number to calendars, graphs, charts, etc. |
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� (2) discuss the relationship of numbers in different contexts (copyright date, older/younger, historical dates, measurement) |
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K-2 apply place value concepts by ordering, comparing, reading and grouping numbers up to 1,000 |
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� (1) demonstrate grouping by tens and ones |
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� (1) recognize that a group of 10 has 10 individual objects |
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� (2) recognize that a group of 100 has 10 sets of 10 or 100 units |
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� (2) recognize that a group of 1000 has 10 sets of 100 or 1000 units |
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� (2) recognize that a digit in the ones place has a different value than that same digit in the tens place or the hundreds place |
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K-2 understand concept of fraction as part of a whole |
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� (1) recognize that there are ways to write numbers smaller than one |
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� (2) recognize the symbolic representation of and understand the concept of fractions: 2/4 = 2 out of 4 |
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K-2 make reasonable estimate in a given situation |
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� (K) make reasonable estimate in a given situation |
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� (1) estimate quantities to 100, length within one foot, time to the half hour |
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� (2) apply their estimate to determine the reasonableness of their answer |
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3-5 apply place value concepts by ordering, comparing, reading and grouping any given numbers |
� During 1999-2000, students in grades 4-8 |
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� (3) skip count by 2's, 5's, 10's and 100's starting at any number |
will be assessed by: Problem of the Week |
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� (3) compare numbers using <, >, = |
(weekly assessments will be documented in |
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� (3) arrange a sequence of numbers from smallest to largest or vise versa |
a spreadsheet): |
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� (3) state value of any given digit within a larger number |
� focus on number/numeration, problem |
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� (3) read any 6 digit number correctly |
solving, measurement, geometry and |
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� (3) place commas in correct place |
probability/statistics for grade 4 |
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� (4) develop proficiency in ordering numbers, or comparing numbers using <,>,= |
� focus on geometry, measurement, |
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� (4) know place value up to millions period |
computation/numbers and probability/ |
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� (5) know place value up to billions period |
statistics at grades 5-6 |
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� focus on all of above plus functions and |
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3-5 order, compare, rename and simplify fractions |
algebra at grades 7-8 |
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� (3) explain and summarize the concept of basic fractions |
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� (3) differentiate and identify different fraction when given a picture or manipulatives |
� STAR Math, a computerized math |
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� (4) recognize fractions: parts of a whole: numerator, denominator, comparing. . . |
assessment published by Advantage |
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� (5) use fractions and mixed numbers to add, subtract, multiply, simplify |
Learning Systems |
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� Students will complete a fall and spring |
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assessment and class and/or individual |
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reports will be generated. |
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K-5 MATH - COMPUTATION SKILLS |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply computation skills. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 show understanding of addition and subtraction by using a variety of materials, strategies and symbols |
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� (K) explore combining numbers using manipulatives |
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� (1) continue to explore combining numbers using manipulatives, mental math and paper/pencil activities |
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� (2) explore the relationship between addition and subtraction |
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K-2 use multiple strategies to solve problems involving addition and subtraction |
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� (1) explain verbally or with manipulatives, or illustrations how to solve a word problem |
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� (2) choose an appropriate strategy to solve a word problem |
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� (2) use reasoning to explain math problem solving |
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K-2 recall addition and subtraction facts to 18 |
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� (1) know addition/subtraction facts to 10 |
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� (1) compute sums to 10 using number families |
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� (2) know addition and subtraction facts to 18 |
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K-2 add and subtract up to three digit numbers without/with regrouping |
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� (1) add and subtract two digit numbers without regrouping |
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� (2) add two digit numbers with regrouping |
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� (2) subtract two digit numbers with regrouping |
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3-5 show understanding of all four operations of whole numbers and decimals by using a variety of materials, strategies and symbols |
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� (3) apply a variety of problem solving strategies to a given math word problem and explain the steps taken in this process |
� During 1999-2000, students in grades 4-8 |
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� (3) solve one and two step problems in addition, subtraction and beginning multiplication |
will be assessed by: Problem of the Week |
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� (4) solve one and two step problems in multiplication and beginning division |
(weekly assessments will be documented in |
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� (4) solve multiple-step everyday problems using the four operations with whole numbers |
a spreadsheet): |
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� (5) solve multiple-step problems using the four operations with whole numbers, decimals, fractions |
� focus on number/numeration, problem |
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solving, measurement, geometry and |
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3-5 master facts for all operations (addition, subtraction, multiplication, division) |
probability/statistics for grade 4 |
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� (3) recall addition/subtraction facts through 18 with 85% accuracy |
� focus on geometry, measurement, |
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� (3) recall multiplication facts through nines with 85% accuracy |
computation/numbers and probability/ |
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� (4) develop proficiency with math fractions in all four operations |
statistics at grades 5-6 |
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� (4) recall multiplication tables up to 12 |
� focus on all of above plus functions and |
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algebra at grades 7-8 |
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3-5 add, subtract and multiply fractions |
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� (3) add and subtract fractions with common denominators |
� STAR Math, a computerized math |
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� (4) practice addition and subtraction of simple fractions with everyday problems |
assessment published by Advantage |
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� (5) add, subtract and multiply fractions with unlike and like denominators |
Learning Systems |
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� (5) simplify fractions |
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� (5) change improper fractions to mixed numbers and vise versa |
� Students will complete a fall and spring |
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� (5) add and subtract mixed numbers |
assessment and class and/or individual |
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reports will be generated. |
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3-5 add and subtract multi-digit numbers accurately |
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� (3) add and subtract with regrouping |
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� (4) develop proficiency in adding and subtracting with regrouping |
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� (5) develop proficiency in adding and subtracting with more complex numbers |
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3-5 understand the process of dividing by two digit divisors |
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� (3) explain the concept of division and how it relates to multiplication |
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� (4) divide by 1 digit numbers |
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� (5) divide by 2 digit numbers |
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3-5 multiply any number by two digits |
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� (3) multiply numbers through the thousands by a single digit |
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� (3) multiply numbers through the thousands by a single digit with regrouping |
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� (4) develop proficiency in multiplying by single digit |
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� (4) multiply numbers through the thousands by two digit number |
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� (5) develop proficiency in multiplying any number by a two digit number |
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3-5 understand the process of dividing by two digit divisors |
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� (3) divide large sets of numbers into equal groups |
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� (4) divide single digit numbers |
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� (5) divide by two digit numbers (dividends) |
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K-5 MATH - CONCEPTS OF DATA ANALYSIS, STATISTICS, PROBABILITY |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply data analysis, statistics and probability skills. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 collect, organize and interpret data using a variety of simple graphs and tallies |
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� (K) interpret data using a variety of simple graphs |
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� (1) create and interpret simple graphs using real objects, bar graphs and pictographs |
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� (2) collect data, create and interpret graphs (line, picture, bar and pie graphs) and charts |
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K-2 use concepts of chance to observe and record outcomes |
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� (1) use prior knowledge to make informed predictions (heads/tails; m&ms) |
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� (2) use prior knowledge and reasoning skills to make informed predictions |
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K-2 understand that data comes in many different forms and can be represented many different ways |
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� (1) develop an understanding of the various use of data |
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� (2) label answers appropriately |
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� (2) represent a mathematical problem in pictures or symbols |
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3-5 collect, organize and interpret data using a variety of graphs, tables and charts |
� During 1999-2000, students in grades 4-8 |
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� (3) collect data, create and interpret graphs and charts using multiple forms of, or more complex information |
will be assessed by: Problem of the Week |
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� (4) read, interpret, organize and analyze data using various types of graphs, tables, charts |
(weekly assessments will be documented in |
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� (5) interpret and design graphs, tables, charts (pie, bar, line) |
a spreadsheet): |
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� focus on number/numeration, problem |
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3-5 organize data using mean, median, mode and range |
solving, measurement, geometry and |
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� (3) recognize and explain what the range is on a graph or chart |
probability/statistics for grade 4 |
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� (3) recognize and explain where the greatest or least falls on a graph or chart |
� focus on geometry, measurement, |
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� (4) demonstrate knowledge of the concept of range and mode when comparing and interpreting data on a graph, chart or table |
computation/numbers and probability/ |
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� (5) use and apply the correct terminology of mean, median, mode and range when analyzing data |
statistics at grades 5-6 |
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� focus on all of above plus functions and |
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3-5 use the concept of probability to predict outcomes while performing probability experiment |
algebra at grades 7-8 |
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� (3) predict outcome using games and activities involving chance |
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� (3) discuss or graphs probability experiment |
� STAR Math, a computerized math |
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� (4) estimate probability from a sample of observed outcomes and simulations |
assessment published by Advantage |
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� (4) recognize that probability can be represented in number form |
Learning Systems |
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� (5) demonstrate an understanding of probability |
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� Students will complete a fall and spring |
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assessment and class and/or individual |
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reports will be generated. |
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K-5 MATH - GEOMETRIC CONCEPTS |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply geometric concepts. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 describe, model, draw and classify two dimensional and three dimensional shapes |
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� (PK) identify 8 basic colors and match the 4 basic shapes |
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� (PK) classify objects into appropriate categories |
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� (K) recognize and name the 4 basic shapes and 8 basic colors |
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� (K) classify and sort objects into appropriate categories |
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� (K) use positional words (e.g., top/bottom, over/under) |
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� (1) recognize geometrical shapes and the attributes of those shapes |
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� (1) use positional words right and left |
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� (2) recognize difference between 2 and 3 dimensional shapes |
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K-2 understand the concept of one line of symmetry |
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� (1) recognize that some shapes are the same on both sides |
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� (2) create symmetrical design with manipulatives |
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K-2 understand the concept of congruency |
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� (1) recognize same shape and same size |
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� (2) identify objects as congruent |
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K-2 compare similarities and differences of circles, squares, triangles and rectangles |
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� (1) explain attributes of shapes |
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� (2) recognize and name attributes for the following geometric figures: square, rectangle, triangle, circle, parallelogram, octagon, |
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hexagon, cones, cubes, spheres, rectangular solids and cylinders |
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3-5 describe, model, draw and classify two dimensional and three dimensional shapes |
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� (3) recognize geometric shapes (flat figures and space figures) |
� During 1999-2000, students in grades 4-8 |
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� (3) identify, name and differentiate two and three dimensional shapes |
will be assessed by: Problem of the Week |
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� (4) compare and classify geometric shapes |
(weekly assessments will be documented in |
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� (5) design and model basic geometric shapes, angles, and spatial awareness |
a spreadsheet): |
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� focus on number/numeration, problem |
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3-5 experiment with shapes and figures to make generalizations regarding congruency, symmetry and similarity |
solving, measurement, geometry and |
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� (3) identify, count and establishes line(s) of symmetry in an object |
probability/statistics for grade 4 |
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� (3) identify congruent shapes and similar shapes |
� focus on geometry, measurement, |
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� (3) classify objects based on two attributes |
computation/numbers and probability/ |
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� (4) analyze and apply knowledge of symmetry and congruency in every day situations |
statistics at grades 5-6 |
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� (5) analyze and apply knowledge of symmetry, congruency and similarity in every day situations |
� focus on all of above plus functions and |
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algebra at grades 7-8 |
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3-5 recognize, name and construct obtuse, acute and right angles |
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� (3) recognize and name right angles |
� STAR Math, a computerized math |
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� (4) recognize and name right angles, obtuse and acute angles |
assessment published by Advantage |
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� (5) measure and construct obtuse, acute and right angles |
Learning Systems |
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3-5 recognize, name and construct parallel and perpendicular lines |
� Students will complete a fall and spring |
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� (3) identify parallel and perpendicular lines |
assessment and class and/or individual |
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� (4/5) recognize parallel and perpendicular lines in a variety of contexts (ex. mapping) |
reports will be generated. |
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3-5 recognize, name and construct equilateral, isosceles and scalene triangles |
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� (3) identify and name equilateral triangles |
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� (4) compare properties of triangles |
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� (5) construct equilateral, isosceles and scalene triangles |
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3-5 use transformations such as slides, flips and rotations |
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� (3) identify a slide, flip or rotation |
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� (3) use trangrams to do slides, flips and rotations |
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� (4/5) manipulate objects and figures to solve problems with slides, flips and rotations |
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K - 5 MATH-CONCEPTS OF MEASUREMENT |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply measurement concepts. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 use the calendar to find dates |
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� (K) recognize days of the week |
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� (K) match numbers to days on the calendar |
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� (1) sequence days of the week |
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� (1) know yesterday, today and tomorrow |
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� (1) sequence months of year |
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� (2) solve problems based on information from the calendar |
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K-2 estimate and measure time to the minute, length to the 1/2 inch and temperature |
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� (1) use a ruler to the inch and other non-standard units of measurement |
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� (1) tell time by hour and half hour |
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� (2) use standard measurements correctly, to the inch, half inch |
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� (2) tell time to the minute (after the hour) |
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� (2) measure in inches and centimeters |
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K-2 understand the basic concepts of weight and volume |
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� (1) differentiate between number versus volume (100 macaronis versus 100 marshmallows) |
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� (1) estimate/predict weight of objects |
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� (2) estimate/predict weight of objects |
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K-2 identify and count coins of differing value up to $1.00 |
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� (K) recognize pennies |
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� (1) identify and recognize the value of a penny, nickel, dime, quarter |
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� (2) understand value of coins |
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� (2) count coins to $1.00 |
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K-2 compare and order objects according to a given attribute (weight, length) |
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� (K) sort objects by one or two attributes |
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� (1) sort and classify by attributes |
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� (2) sort and classify by attributes |
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K-2 familiar with basic concepts of metric system |
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� (1) recognize Celsius and Fahrenheit temperature scales |
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� (1) recognize meter versus yardstick |
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� (2) recognize Celsius and Fahrenheit temperature scales |
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� (2) recognize meter versus yardstick |
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� (2) recognize liter versus quart |
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3-5 understand, estimate and measure length, weight, mass, time and angles accurately |
� During 1999-2000, students in grades 4-8 |
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� (3) tell time to the minute |
will be assessed by: Problem of the Week |
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� (3) add and subtract time |
(weekly assessments will be documented in |
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� (3) differentiate among standard units of measurement (gallons/quarts; pounds/ounces; etc.) |
a spreadsheet): |
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� (3) compare weight of objects using a balance scale |
� focus on number/numeration, problem |
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� (4) measure using standard units of measurement (e.g., to 1/2 inch); see also science |
solving, measurement, geometry and |
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� (5) measure using standard units of measurement (e.g., to 1/8 inch); see also science |
probability/statistics for grade 4 |
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� focus on geometry, measurement, |
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3-5 select appropriate measuring tools |
computation/numbers and probability/ |
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� (3/4) determine which tool and unit of measurement to use for measuring distances, weight, volume |
statistics at grades 5-6 |
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� (5) select appropriate measurement tool for everyday situations |
� focus on all of above plus functions and |
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algebra at grades 7-8 |
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3-5 estimate, calculate and compare perimeter, area |
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� (3) calculate perimeter of multi-sided figures (polygons) |
� STAR Math, a computerized math |
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� (3) calculate area of squares and rectangles |
Assessment published by Advantage |
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� (4/5) solve and justify solutions to everyday problems of dealing with perimeter and are |
Learning Systems |
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3-5 make change accurately with coins and bills |
� Students will complete a fall and spring |
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� (3) make change from $1.00 |
assessment and class and/or individual |
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� (4) make change up through $5.00 |
reports will be generated. |
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� (5) apply various strategies (ex. time, money, real-life situations) to solve problems i.e., school store, snack bar, textbook |
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problems |
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3-5 apply knowledge of the calendar for planning for a purpose (meetings, vacations, etc.) |
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� (3) use the calendar to plan for events in their classroom |
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� (4/5) apply calendar knowledge to predict events |
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3-5 apply concepts of metric system when appropriate |
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� (3) recognize grams versus ounces |
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� (3) recognize kilometer versus miles |
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� (3) differentiate between kilometer, meter, decimeter, centimeter |
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� (4/5) see science |
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K-5 MATH - CONCEPTS OF PATTERNS AND RELATIONSHIPS |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply concepts of patterns and relationships. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 recognize, describe, extends and create a variety of patterns |
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� (PK) explore and construct AB patterns |
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� (K) recognize and construct a variety of pattern combinations |
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� (1) recognize and create patterns (beyond just AB) |
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� (1) recognize patterns that increase by a constant number |
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� (1) identify patterns that increase by a constant number |
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� (2) complete a simple pattern and state the rule (in terms of addition or subtraction) |
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K-2 apply the principles of pattern to place value and problem solving |
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� (1) apply patterns to writing numbers 1-100 |
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� (2) recognize patterns in number systems (matrix, number strips) |
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K-2 understand and apply the relationship between addition and subtraction |
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� (2) recognize that addition and subtraction are inverse operations |
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� During 1999-2000, students in grades 4-8 |
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3-5 understand and apply the relationship between multiplication/division |
will be assessed by: Problem of the Week |
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� (3) explain the concept of division and how it relates to multiplication |
(weekly assessments will be documented in |
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� (3) demonstrate understanding of relationship within fact families |
a spreadsheet): |
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� (4) apply understanding of relationship between multiplication and division |
� focus on number/numeration, problem |
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� (5) explain the process (similarity/differences) of multiplication and division |
solving, measurement, geometry and |
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probability/statistics for grade 4 |
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3-5 recognize, describe, extend and create a variety of patterns in everyday problems |
� focus on geometry, measurement, |
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� (3) recognize and use patterns when learning multiplication facts |
computation/numbers and probability/ |
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� (3) recognize, continue and explain a pattern using numbers and/or drawings or shapes |
statistics at grades 5-6 |
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� (4) recognize, explain and reproduce a pattern |
� focus on all of above plus functions and |
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� (4) explain and interpret simple and complex patterns |
algebra at grades 7-8 |
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� (5) construct, explain and interpret simple and computer patterns |
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� STAR Math, a computerized math |
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assessment published by Advantage |
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Learning Systems |
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� Students will complete a fall and spring |
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assessment and class and/or individual |
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reports will be generated. |
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K-5 MATH - ALGEBRAIC CONCEPTS |
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CONTENT STANDARD |
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Students will be able to reason mathematically, to communicate effectively using appropriate terminology and symbols and to understand, demonstrate and apply algebraic concepts. |
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Performance Indicators |
Assessment Strategies |
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� Problem solving and reasonableness of answer/s are expected for each performance indicator. |
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� Appropriate technology and tools will be used to facilitate problem solving and mathematical investigation. |
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K-2 use letters, boxes or symbols to stand for any number, measured quantity or object in simple situations with concrete materials |
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� (K) use manipulatives to represent number |
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� (1) show ways to make combinations to 10 using manipulatives |
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� (1) make drawings with symbols to illustrate problems |
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� (2) identify missing digits in number sentences or math problems |
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K-2 understand the concept of equality and inequality |
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� (K) recognize same/different; larger/smaller; more/less |
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� (1) recognize more/less, equals and the symbols |
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� (2) label equal and unequal relationships with symbols (<, >, =) |
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K-2 solve simple linear equations using concrete materials |
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� (K) explore number combinations |
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� (1) solve sums to 10 using linear equations |
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� (2) solve sums to 18 using linear equations |
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3-5 understand and apply the concept of a variable |
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� (3) replace missing variables to make a true number sentence |
� During 1999-2000, students in grades 4-8 |
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� (4) find solutions for unknown quantities in given equations |
will be assessed by: Problem of the Week |
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� (5) solve basic number sentences (problems using one or two variables) |
(weekly assessments will be documented in a spreadsheet): |
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3-5 understand the basic concepts of x and y coordinates |
� focus on number/numeration, problem |
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� (3) plot ordered pairs on a simple graph; i.e. Battleship |
solving, measurement, geometry and |
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� (4/5) apply knowledge of x and y coordinates in a variety of contexts (map grids) |
probability/statistics for grade 4 |
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� focus on geometry, measurement, |
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3-5 apply the concept of equality and inequality |
computation/numbers and probability/ |
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� (3) recognize and solve equations that are equal on both sides; i.e. 3 + _____=10 |
statistics at grades 5-6 |
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� (4) solve more complex equations using multiple operations (3x5+2= ____) |
� focus on all of above plus functions and |
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� (5) solve more complex equations using greater and less than with multiple operations |
algebra at grades 7-8 |
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3-5 solve simple linear equations |
� STAR Math a computerized math |
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� (3) compute sums, differences, products in written equations |
assessment published by Advantage |
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� (4) recognize and demonstrate appropriate use of linear |
Learning Systems |
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� (4/5) compute sums, differences, products, quotients in written equations |
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� Students will complete a fall and spring |
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assessment and class and/or individual |
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reports will be generated. |
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