| (B) use an understanding of place value to determine
the number that is 10 or 100 more or less than a given number up to
1,200; and
(C) represent and solve addition and subtraction word
problems where unknowns may be any one of the terms in the problem.
(8) Geometry and measurement. The student applies mathematical
process standards to analyze attributes of two-dimensional shapes
and three-dimensional solids to develop generalizations about their
properties. The student is expected to:
(A) create two-dimensional shapes based on given attributes,
including number of sides and vertices;
(B) classify and sort three-dimensional solids, including
spheres, cones, cylinders, rectangular prisms (including cubes as
special rectangular prisms), and triangular prisms, based on attributes
using formal geometric language;
(C) classify and sort polygons with 12 or fewer sides
according to attributes, including identifying the number of sides
and number of vertices;
(D) compose two-dimensional shapes and three-dimensional
solids with given properties or attributes; and
(E) decompose two-dimensional shapes such as cutting
out a square from a rectangle, dividing a shape in half, or partitioning
a rectangle into identical triangles and identify the resulting geometric
parts.
(9) Geometry and measurement. The student applies mathematical
process standards to select and use units to describe length, area,
and time. The student is expected to:
(A) find the length of objects using concrete models
for standard units of length;
(B) describe the inverse relationship between the size
of the unit and the number of units needed to equal the length of
an object;
(C) represent whole numbers as distances from any given
location on a number line;
(D) determine the length of an object to the nearest
marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
(E) determine a solution to a problem involving length,
including estimating lengths;
(F) use concrete models of square units to find the
area of a rectangle by covering it with no gaps or overlaps, counting
to find the total number of square units, and describing the measurement
using a number and the unit; and
(G) read and write time to the nearest one-minute increment
using analog and digital clocks and distinguish between a.m. and p.m.
(10) 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) explain that the length of a bar in a bar graph
or the number of pictures in a pictograph represents the number of
data points for a given category;
(B) organize a collection of data with up to four categories
using pictographs and bar graphs with intervals of one or more;
(C) write and solve one-step word problems involving
addition or subtraction using data represented within pictographs
and bar graphs with intervals of one; and
(D) draw conclusions and make predictions from information
in a graph.
(11) 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) calculate how money saved can accumulate into a
larger amount over time;
(B) explain that saving is an alternative to spending;
(C) distinguish between a deposit and a withdrawal;
(D) identify examples of borrowing and distinguish
between responsible and irresponsible borrowing;
(E) identify examples of lending and use concepts of
benefits and costs to evaluate lending decisions; and
(F) differentiate between producers and consumers and
calculate the cost to produce a simple item.
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