| (H) solve with fluency one- and two-step problems involving
multiplication and division, including interpreting remainders.
(5) Algebraic reasoning. The student applies mathematical
process standards to develop concepts of expressions and equations.
The student is expected to:
(A) represent multi-step problems involving the four
operations with whole numbers using strip diagrams and equations with
a letter standing for the unknown quantity;
(B) represent problems using an input-output table
and numerical expressions to generate a number pattern that follows
a given rule representing the relationship of the values in the resulting
sequence and their position in the sequence;
(C) use models to determine the formulas for the perimeter
of a rectangle (l + w + l + w or 2l + 2w), including
the special form for perimeter of a square (4s) and
the area of a rectangle (l x w); and
(D) solve problems related to perimeter and area of
rectangles where dimensions are whole numbers.
(6) Geometry and measurement. The student applies mathematical
process standards to analyze geometric attributes in order to develop
generalizations about their properties. The student is expected to:
(A) identify points, lines, line segments, rays, angles,
and perpendicular and parallel lines;
(B) identify and draw one or more lines of symmetry,
if they exist, for a two-dimensional figure;
(C) apply knowledge of right angles to identify acute,
right, and obtuse triangles; and
(D) classify two-dimensional figures based on the presence
or absence of parallel or perpendicular lines or the presence or absence
of angles of a specified size.
(7) Geometry and measurement. The student applies mathematical
process standards to solve problems involving angles less than or
equal to 180 degrees. The student is expected to:
(A) illustrate the measure of an angle as the part
of a circle whose center is at the vertex of the angle that is "cut
out" by the rays of the angle. Angle measures are limited to whole
numbers;
(B) illustrate degrees as the units used to measure
an angle, where 1/360 of any circle is one degree and an angle that
"cuts" n /360 out of any circle whose
center is at the angle's vertex has a measure of n degrees. Angle measures are limited to
whole numbers;
(C) determine the approximate measures of angles in
degrees to the nearest whole number using a protractor;
(D) draw an angle with a given measure; and
(E) determine the measure of an unknown angle formed
by two non-overlapping adjacent angles given one or both angle measures.
(8) Geometry and measurement. The student applies mathematical
process standards to select appropriate customary and metric units,
strategies, and tools to solve problems involving measurement. The
student is expected to:
(A) identify relative sizes of measurement units within
the customary and metric systems;
(B) convert measurements within the same measurement
system, customary or metric, from a smaller unit into a larger unit
or a larger unit into a smaller unit when given other equivalent measures
represented in a table; and
(C) solve problems that deal with measurements of length,
intervals of time, liquid volumes, mass, and money using addition,
subtraction, multiplication, or division as appropriate.
(9) Data analysis. The student applies mathematical
process standards to solve problems by collecting, organizing, displaying,
and interpreting data. The student is expected to:
(A) represent data on a frequency table, dot plot,
or stem-and-leaf plot marked with whole numbers and fractions; and
(B) solve one- and two-step problems using data in
whole number, decimal, and fraction form in a frequency table, dot
plot, or stem-and-leaf plot.
(10) 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) distinguish between fixed and variable expenses;
(B) calculate profit in a given situation;
(C) compare the advantages and disadvantages of various
savings options;
(D) describe how to allocate a weekly allowance among
spending; saving, including for college; and sharing; and
(E) describe the basic purpose of financial institutions,
including keeping money safe, borrowing money, and lending.
|
