(G) apply properties of operations to add and subtract
two or three numbers.
(6) Geometry and measurement. The student applies mathematical
process standards to analyze attributes of twodimensional shapes
and threedimensional solids to develop generalizations about their
properties. The student is expected to:
(A) classify and sort regular and irregular twodimensional
shapes based on attributes using informal geometric language;
(B) distinguish between attributes that define a twodimensional
or threedimensional figure and attributes that do not define the
shape;
(C) create twodimensional figures, including circles,
triangles, rectangles, and squares, as special rectangles, rhombuses,
and hexagons;
(D) identify twodimensional shapes, including circles,
triangles, rectangles, and squares, as special rectangles, rhombuses,
and hexagons and describe their attributes using formal geometric
language;
(E) identify threedimensional solids, including spheres,
cones, cylinders, rectangular prisms (including cubes), and triangular
prisms, and describe their attributes using formal geometric language;
(F) compose twodimensional shapes by joining two,
three, or four figures to produce a target shape in more than one
way if possible;
(G) partition twodimensional figures into two and
four fair shares or equal parts and describe the parts using words;
and
(H) identify examples and nonexamples of halves and
fourths.
(7) Geometry and measurement. The student applies mathematical
process standards to select and use units to describe length and time.
The student is expected to:
(A) use measuring tools to measure the length of objects
to reinforce the continuous nature of linear measurement;
(B) illustrate that the length of an object is the
number of samesize units of length that, when laid endtoend with
no gaps or overlaps, reach from one end of the object to the other;
(C) measure the same object/distance with units of
two different lengths and describe how and why the measurements differ;
(D) describe a length to the nearest whole unit using
a number and a unit; and
(E) tell time to the hour and half hour using analog
and digital clocks.
(8) Data analysis. The student applies mathematical
process standards to organize data to make it useful for interpreting
information and solving problems. The student is expected to:
(A) collect, sort, and organize data in up to three
categories using models/representations such as tally marks or Tcharts;
(B) use data to create picture and bartype graphs;
and
(C) draw conclusions and generate and answer questions
using information from picture and bartype graphs.
(9) Personal financial literacy. The student applies
mathematical process standards to manage one's financial resources
effectively for lifetime financial security. The student is expected
to:
(A) define money earned as income;
(B) identify income as a means of obtaining goods and
services, oftentimes making choices between wants and needs;
(C) distinguish between spending and saving; and
(D) consider charitable giving.
