| (H) represent and solve problems related to perimeter
and/or area and related to volume.
(5) Geometry and measurement. The student applies mathematical
process standards to classify two-dimensional figures by attributes
and properties. The student is expected to classify two-dimensional
figures in a hierarchy of sets and subsets using graphic organizers
based on their attributes and properties.
(6) Geometry and measurement. The student applies mathematical
process standards to understand, recognize, and quantify volume. The
student is expected to:
(A) recognize a cube with side length of one unit as
a unit cube having one cubic unit of volume and the volume of a three-dimensional
figure as the number of unit cubes (n cubic
units) needed to fill it with no gaps or overlaps if possible; and
(B) determine the volume of a rectangular prism with
whole number side lengths in problems related to the number of layers
times the number of unit cubes in the area of the base.
(7) Geometry and measurement. The student applies mathematical
process standards to select appropriate units, strategies, and tools
to solve problems involving measurement. The student is expected to
solve problems by calculating conversions within a measurement system,
customary or metric.
(8) Geometry and measurement. The student applies mathematical
process standards to identify locations on a coordinate plane. The
student is expected to:
(A) describe the key attributes of the coordinate plane,
including perpendicular number lines (axes) where the intersection
(origin) of the two lines coincides with zero on each number line
and the given point (0, 0); the x- coordinate,
the first number in an ordered pair, indicates movement parallel to
the x- axis starting at the origin;
and the y- coordinate, the second number,
indicates movement parallel to the y- axis
starting at the origin;
(B) describe the process for graphing ordered pairs
of numbers in the first quadrant of the coordinate plane; and
(C) graph in the first quadrant of the coordinate plane
ordered pairs of numbers arising from mathematical and real-world
problems, including those generated by number patterns or found in
an input-output table.
(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 categorical data with bar graphs or frequency
tables and numerical data, including data sets of measurements in
fractions or decimals, with dot plots or stem-and-leaf plots;
(B) represent discrete paired data on a scatterplot;
and
(C) solve one- and two-step problems using data from
a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
(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) define income tax, payroll tax, sales tax, and
property tax;
(B) explain the difference between gross income and
net income;
(C) identify the advantages and disadvantages of different
methods of payment, including check, credit card, debit card, and
electronic payments;
(D) develop a system for keeping and using financial
records;
(E) describe actions that might be taken to balance
a budget when expenses exceed income; and
(F) balance a simple budget.
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