Francine Delany New School For Children

'There is nothing like a dream to create a future.'

-- Victor Hugo 

Quick Links

Curriculum
Home Academics Curriculum
Curriculum
Print E-mail

LANGUAGE ARTS

Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also:

  • Express individual perspectives through analysis and personal response.
  • Refine understanding and use of argument.
  • Critically analyze print and non-print communication.
  • Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling.
  • Interpret and evaluate a wide range of literature. 

 

Strands Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
  1.01 Narrate a personal account which:
  • creates a coherent, organizing structure appropriate to purpose, audience, and context.
  • establishes a point of view and sharpens focus.
  • uses remembered feelings.
  • selects details that best illuminate the topic.
  • connects events to self/society.
1.02 Analyze expressive materials that are read, heard, and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • reviewing the characteristics of expressive works.
  • determining the importance of literary effects on the reader/viewer/listener.
  • making connections between works, self and related topics
  • drawing inferences.
  • generating a learning log or journal.
  • maintaining an annotated list of works that are read or viewed, including personal reactions.
  • taking an active role in and/or leading formal/informal book/media talks.
1.03 Interact in group activities and/or seminars in which the student:
  • shares personal reactions to questions raised.
  • gives reasons and cites examples from text in support of expressed opinions.
  • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
1.04 Reflect on learning experiences by:
  • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
  • appraising changes in self throughout the learning process.
  • evaluating personal circumstances and background that shape interaction with text.
Competency Goal 2The learner will use and evaluate information from a variety or resources.
  2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • recognizing the characteristics of informational materials.
  • summarizing information.
  • determining the importance and accuracy of information.
  • making connections to related topics/information.
  • drawing inferences and/or conclusions.
  • generating questions.
  • extending ideas.
2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
  • determining purpose, audience, and context.
  • understanding the focus.
  • recognizing and/or choosing a relevant topic.
  • Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
  • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
  • researching and organizing information to achieve purpose.
  • using notes and/or memory aids to structure information.
  • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
  • noting and/or citing sources used.
  • recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information.
Competency Goal 3The learner will continue to refine the understanding and use of argument.
  3.01 Explore and evaluate argumentative works that are read, heard and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
  • identifying the social context of the argument.
  • recognizing the effects of bias, emotional factors, and/or semantic slanting.
  • comparing the argument and counter-argument presented.
  • identifying/evaluating the effectiveness of tone, style, and use of language.
  • evaluating the author's purpose and stance.
  • making connections between works, self and related topics.
  • responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
3.02 Continue to explore and analyze the use of the problem-solution process by:
  • evaluating problems and solutions within various texts and situations.
  • utilizing the problem-solution process within various contexts/situations.
  • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
  • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
3.03 Evaluate and create arguments that persuade by:
  • understanding the importance of the engagement of audience by
    establishing a context, creating a persona, and otherwise developing interest.
  • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
  • arranging details, reasons, and examples effectively and persuasively.
  • anticipating and addressing reader/listener concerns and counterarguments.
  • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
Competency Goal 4The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
  4.01 Analyze the purpose of the author or creator and the impact of that purpose by:
  • monitoring comprehension for understanding of what is read, heard, and/or viewed.
  • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
  • evaluating the underlying assumptions of the author/creator.
  • evaluating the effects of author's craft on the reader/viewer/listener.
4.02 Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
  • using knowledge of language structure and literary or media techniques.
  • drawing conclusions based on evidence, reasons, or relevant information.
  • considering the implications, consequences, or impact of those conclusions.
4.03 Use the stance of a critic to:
  • consider alternative points of view or reasons.
  • remain fair-minded and open to other interpretations.
  • constructing a critical response/review of a work/topic.
Competency Goal 5The learner will respond to various literary genres using interpretive and evaluative processes.
  5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
  • using effective reading strategies to match type of text.
  • reading self-selected literature and other materials of interest to the individual.
  • reading literature and other materials selected by the teacher.
  • assuming a leadership role in student-teacher reading conferences.
  • leading small group discussions.
  • taking an active role in whole class seminars.
  • analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone.
  • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
  • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
  • extending understanding by creating products for different purposes, different audiences, and within various contexts.
  • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
  • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
  • evaluating what impact genre-specific characteristics have on the meaning of the text.
  • evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
  • evaluating what impact literary elements have on the meaning of the text.
Competency Goal 6
The learner will apply conventions of grammar and language usage.
  6.01 Model an understanding of conventional written and spoken expression by:
  • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
  • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
  • applying the parts of speech to clarify language usage.
  • using pronouns correctly, including clear antecedents and case.
  • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
  • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
  • extending vocabulary knowledge by learning and using new words.
  • evaluating the use and power of dialects in standard/nonstandard English usage.
  • applying correct language conventions and usage during formal oral presentations.
6.02 Continue to identify and edit errors in spoken and written English by:
  • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
  • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and spelling and the correct use of punctuation, capitalization, and format.
  • self correcting errors in everyday speech.
  • independently practicing formal oral presentations.

 

MATHEMATICS

Major Concepts/Skills
Concepts/Skills to Maintain
  • Real numbers
  • Ratio, proportion, and percent
  • Linear functions
  • Factors and multiples
  • Pythagorean theorem, indirect measurement
  • Box plots and histograms
  • Scatterplots
  • Volume and surface area
  • Slope
  • Equations and inequalities
  • Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years

 

Strands:
Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
COMPETENCY GOAL 1:
The learner will understand and compute with real numbers.
  Objectives
1.01     Develop number sense for the real numbers.
  1. Define and use irrational numbers.
  2. Compare and order.
  3. Use estimates of irrational numbers in appropriate situations.
1.02     Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
COMPETENCY GOAL 2:
The learner will understand and use measurement concepts.
  Objectives
2.01     Determine the effect on perimeter, area or volume when one or more dimensions of two- and three-dimensional figures are changed.

2.02     Apply and use concepts of indirect measurement.
COMPETENCY GOAL 3:
The learner will understand and use properties and relationships in geometry.
  Objectives
3.01     Represent problem situations with geometric models.

3.02     Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems.

3.03     Identify, predict, and describe dilations in the coordinate plane.
COMPETENCY GOAL 4:
The learner will understand and use graphs and data analysis.
  Objectives
4.01     Collect, organize, analyze, and display data  (including scatterplots) to solve problems.

4.02     Approximate a line of best fit for a given scatterplot; explain the meaning of the line as it relates to the problem and make predictions.

4.03     Identify misuses of statistical and numerical data.
COMPETENCY GOAL 5:
The learner will understand and use linear relations and functions.
  Objectives
5.01     Develop an understanding of function.
  1. Translate among verbal, tabular, graphic, and algebraic representations of functions.
  2. Identify relations and functions as linear or nonlinear.
  3. Find, identify, and interpret the slope (rate of change) and intercepts of a linear relation.
  4. Interpret and compare properties of linear functions from tables, graphs, or equations.
5.02     Write an equation of a linear relationship given: two points, the slope and one point on the line, or the slope and y-intercept.

5.03     Solve problems using linear equations and inequalities; justify symbolically and graphically. 

5.04     Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots.

 

 

 
 
Print E-mail

LANGUAGE ARTS

Seventh grade students use oral language, written language, and media and technology for expressive, informational, argumentative, critical, and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. While emphasis in seventh grade is placed on argument, students also:

  • Express individual perspectives in response to personal, social, cultural, and historical issues.
  • Interpret and synthesize information.
  • Critically analyze print and non-print communication.
  • Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling.
  • Interpret and evaluate a wide range of literature

 

Strands Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
  1.01 Narrate an expressive account which:
  • creates a coherent organizing structure appropriate to purpose, audience, and context.
  • orients the reader/listener to the scene, the people, and the events.
  • engages the reader/listener by establishing a context and creating a point of view.
  • establishes the significance of events
1.02 Respond to expressive materials that are read, heard, and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard, and/or viewed.
  • summarizing the characteristics of expressive works.
  • determining the importance of literary effects on the reader/viewer/listener.
  • making connections between works, self and related topics.
  • comparing and/or contrasting information.
  • drawing inferences and/or conclusions.
  • determining the main idea and/or significance of events.
  • generating a learning log or journal.
  • maintaining an annotated list of works read/viewed.
  • creating an artistic interpretation that connects self and/or society to the selection.
  • constructing and presenting book/media reviews.
1.03 Interact in group settings by:
  • responding appropriately to comments and questions.
  • offering personal opinions confidently without dominating.
  • giving appropriate reasons that support opinions.
  • soliciting and respecting another person's opinion.
1.04 Reflect on learning experiences by:
  • analyzing personal learning growth and changes in perspective.
  • examining changes in self throughout the learning process.
  • determining how personal circumstances and background shape interaction with text.
Competency Goal 2The learner will synthesize and use information from a variety of sources.
  2.01 Respond to informational materials that are read, heard, and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • analyzing the characteristics of informational works.
  • summarizing information.
  • determining the importance of information.
  • making connections to related topics/information.
  • drawing inferences and/or conclusions.
  • generating questions.
2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through:
  • identifying and using appropriate primary and secondary sources.
  • comparing, contrasting, and evaluating information from different sources about the same topic.
  • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.
Competency Goal 3The learner will refine the understanding and use of argument.
  3.01 Explore and analyze argumentative works that are read, heard and/or viewed by:
  • monitoring comprehension for understanding of what is read, heard and /or viewed.
  • identifying the arguments and positions stated or implied and the evidence used to support them.
  • recognizing bias, emotional factors, and/or semantic slanting.
  • examining the effectiveness of style, tone, and use of language.
  • summarizing the author's purpose and stance.
  • examining the importance and impact of establishing a position or point-of-view.
  • making connections between works, self and related topics.
  • drawing inferences.
  • responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
3.02 Explore and analyze the problem-solution process by:
  • studying problems and solutions within various texts and situations.
  • utilizing the problem-solution process within various contexts/situations.
  • constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
  • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
3.03 Study and create arguments that evaluate by:
  • understanding the importance of establishing a firm judgment.
  • justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
  • creating an organizing structure appropriate to purpose, audience, and context.
Competency Goal 4The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials.
  4.01 Analyze the purpose of the author or creator by:
  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • examining any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
  • exploring and evaluating the underlying assumptions of the author/creator.
  • understanding the effects of author's craft on the reader/viewer/listener.
4.02 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:
  • using knowledge of language structure and literary or media techniques.
  • drawing conclusions based on evidence, reasons, or relevant information.
  • considering the implications, consequences, or impact of those conclusions.
4.03 Develop the stance of a critic by:
  • considering and presenting alternative points of view or reasons.
  • remaining fair-minded and open to other interpretations.
  • creating a critical response/review of a work/topic.
Competency
Goal 5		The learner will respond to various literary genres using interpretive and evaluative processes.
  5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
  • using effective reading strategies to match type of text.
  • reading self-selected literature and other materials of individual interest.
  • reading literature and other materials selected by the teacher.
  • assuming an active role in teacher-student conferences.
  • engaging in small group discussions.
  • taking an active role in whole class seminars.
  • analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback, allusion, and irony.
  • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
  • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
  • extending understanding by creating products for different purposes, different audiences and within various contexts.
  • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
  • reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
  • analyzing what genre specific characteristics have on the meaning of the work.
  • analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
  • analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
Competency Goal 6The learner will apply conventions of grammar and language usage.
  6.01 Model an understanding of conventional written and spoken expression
by:
  • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
  • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
  • applying the parts of speech to clarify language usage.
  • using pronouns correctly, including clear antecedents and correct case.
  • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
  • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
  • extending vocabulary knowledge by learning and using new words.
  • determining when and where dialects and standard/nonstandard English usage are appropriate.
  • applying language conventions and usage during oral presentations.
  • choosing language that is precise, engaging, and well suited to the topic and audience.
  • experimenting with figurative language and speech patterns.
6.02 Continue to identify and edit errors in spoken and written English by:
  • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
  • mastering proofreading symbols for editing.
  • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
  • listening to and monitoring self to correct errors.

 

MATHEMATICS

Major Concepts/Skills
Concepts/Skills to Maintain
  • Computation with rational numbers
  • Number properties
  • Ratio and proportion
  • Percent
  • Factors and multiples
  • Transformations in the coordinate plane
  • Volume and surface area
  • Probability
  • Measures of central tendency
  • Box plots and histograms
  • Equations and inequalities
  • Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years

 

Strands:
Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
COMPETENCY GOAL 1:
The learner will understand and compute with rational numbers.
  Objectives
1.01     Develop and use ratios, proportions, and percents to solve problems.

1.02     Develop fluency in addition, subtraction, multiplication, and division of rational numbers.
  1. Analyze computational strategies.
  2. Describe the effect of operations on size.
  3. Estimate the results of computations.
  4. Judge the reasonableness of solutions.
1.03     Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
COMPETENCY GOAL 2:
The learner will understand and use measurement involving two- and three-dimensional figures.
  Objectives
2.01     Draw objects to scale and use scale drawings to solve problems.

2.02     Solve problems involving volume and surface area of cylinders, prisms, and composite shapes.
COMPETENCY GOAL 3:
The learner will understand and use properties and relationships in geometry.
  Objectives
3.01     Using three-dimensional figures:
  1. Identify, describe, and draw from various views (top, side, front, corner).
  2. Build from various views.
  3. Describe cross-sectional views.
3.02     Identify, define, and describe similar and congruent polygons with respect to angle measures, length of sides, and proportionality of sides.

3.03     Use scaling and proportional reasoning to solve problems related to similar and congruent polygons.
COMPETENCY GOAL 4:
The learner will understand and use graphs and data analysis.
  Objectives
4.01     Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.

4.02     Calculate, use, and interpret the mean, median, mode, range, frequency distribution, and inter-quartile range for a set of data.

4.03     Describe how the mean, median, mode, range, frequency distribution, and inter-quartile range of a set of data affect its graph.

4.04     Identify outliers and determine their effect on the mean, median, mode, and range of a set of data.

4.05     Solve problems involving two or more sets of data using appropriate statistical measures.
COMPETENCY GOAL 5:
The learner will demonstrate an understanding of linear relations and fundamental algebraic concepts.
  Objectives
5.01     Identify, analyze, and create linear relations, sequences, and functions using symbols, graphs, tables, diagrams, and written descriptions.

5.02     Translate among different representations of algebraic expressions, equations and inequalities. 

5.03     Use and evaluate algebraic expressions, linear equations or inequalities to solve problems.

5.04     Develop fluency in the use of formulas to solve problems.

 

 
 
Print E-mail

LANGUAGE ARTS

Sixth grade students use oral language, written language, and media and technology for expressive, informational, argumentative, critical, and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. While emphasis in sixth grade is placed on personal expression, students also:

  • Interpret and synthesize information.
  • Develop an understanding of the foundations of argument.
  • Critically analyze print and non-print communication.
  • Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling.
  • Interpret and evaluate a wide range of literature

 

Strands Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will use language to express individual perspectives drawn from personal or related experience.
 

1.01 Narrate an expressive account (e.g., fictional or autobiographical) which:

  • uses a coherent organizing structure appropriate to purpose, audience, and context.
  • tells a story or establishes the significance of an event or events.
  • uses remembered feelings and specific details.
  • uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions).

1.02 Explore expressive materials that are read, heard, and/or viewed by:

  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • analyzing the characteristics of expressive works.
  • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
  • making connections between works, self and related topics.
  • comparing and/or contrasting information.
  • drawing inferences and/or conclusions.
  • determining the main idea and/or significance of events.
  • generating a learning log or journal.
  • creating an artistic interpretation that connects self to the work.
  • discussing print and non-print expressive works formally and informally.

1.03 Interact appropriately in group settings by:

  • listening attentively.
  • showing empathy.
  • contributing relevant comments connecting personal experiences to content.
  • monitoring own understanding of the discussion and seeking clarification as needed.

1.04 Reflect on learning experiences by:

  • describing personal learning growth and changes in perspective.
  • identifying changes in self throughout the learning process.
  • interpreting how personal circumstances and background shape interaction with text.
Competency Goal 2The learner will explore and analyze information from a variety of sources.
 

2.01 Explore informational materials that are read, heard, and/or viewed by:

  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • studying the characteristics of informational works.
  • restating and summarizing information.
  • determining the importance and accuracy of information.
  • making connections between works, self and related topics/information.
  • comparing and/or contrasting information.
  • drawing inferences and/or conclusions.
  • generating questions.

2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through:

  • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
  • distinguishing between primary and secondary sources.
  • analyzing the effects of the presentation and/or the accuracy of information.
Competency Goal 3The learner will examine the foundation of argument.
 

3.01 Explore argumentative works that are read, heard, and/or viewed by:

  • monitoring comprehension for understanding what is read, heard, and/or viewed.
  • analyzing the characteristics of argumentative works.
  • determining the importance of author's word choice and focus.
  • summarizing the author's purpose and stance.
  • making connections between works, self and related topics.
  • drawing inferences.
  • responding to public documents (such as but not limited to editorials and school and community policies).
  • distinguishing between fact and opinion.

3.02 Explore the problem solution process by:

  • studying examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, and show awareness of audience.
  • preparing individual and/or group essays and presentations that focus on the diagnosis of a problem and possible solutions.

3.03 Study arguments that evaluate through:

  • exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support.
  • preparing individual and/or group essays and presentations that use evaluative techniques
Competency Goal 4The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
 

4.01 Determine the purpose of the author or creator by:

  • monitoring comprehension for understanding of what is read, heard and/or viewed.
  • exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
  • identifying and exploring the underlying assumptions of the author/creator.
  • analyzing the effects of author's craft on the reader/viewer/listener.

4.02 Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:

  • using knowledge of language structure and literary or media techniques.
  • drawing conclusions based on evidence, reasons, or relevant information.
  • considering the implications, consequences, or impact of those conclusions.

4.03 Recognize and develop a stance of a critic by:

  • considering alternative points of view or reasons.
  • remaining fair-minded and open to other interpretations.
  • constructing a critical response/review of a work/topic.
Competency Goal 5The learner will respond to various literary genres using interpretive and evaluative processes.
 

5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

  • using effective reading strategies to match type of text.
  • reading self-selected literature and other materials of individual interest.
  • reading literature and other materials selected by the teacher.
  • discussing literature in teacher-student conferences and small group discussions.
  • taking an active role in whole class seminars.
  • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
  • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
  • investigating examples of distortion and stereotypes.
  • recognizing underlying messages in order to identify theme(s) within and across works.
  • extending understanding by creating products for different purposes, different audiences and within various contexts.
  • exploring relationships between and among characters, ideas, concepts and/or experiences.

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

  • reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
  • interpreting what impact genre-specific characteristics have on the meaning of the work.
  • exploring how the author's choice and use of a genre shapes the meaning of the literary work.
  • exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.
Competency Goal 6The learner will apply conventions of grammar and language usage.
 

6.01 Demonstrate an understanding of conventional written and spoken expression by:

  • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
  • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
  • demonstrating the different roles of the parts of speech in sentence construction.
  • using pronouns correctly, including clear antecedents and correct case.
  • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
  • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
  • extending vocabulary knowledge by learning and using new words.
  • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
  • developing an awareness of language conventions and usage during oral presentations.

6.02 Identify and edit errors in spoken and written English by:

  • reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
  • applying proofreading symbols when editing.
  • producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.
  • developing an awareness of errors in everyday speech.

 

 

 

MATHEMATICS

Major Concepts/Skills
Concepts/Skills to Maintain
  • Negative rational numbers
  • Percent
  • Number properties
  • Transformations in the coordinate plane
  • Perimeter and area
  • Probability
  • Median, mode, and range
  • Equations and inequalities
  • Bar graphs and leaf plots
  • Addition and subtraction of non-negative rational numbers
  • Multiplication and division of non-negative rational numbers
  • Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years

 

Strands:
Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
COMPETENCY GOAL 1:
The learner will understand and compute with rational numbers.
  Objectives
1.01     Develop number sense for negative rational numbers.
  1. Connect the model, number word, and number using a variety of representations, including the number line.
  2. Compare and order.
  3. Make estimates in appropriate situations.
1.02     Develop meaning for percents.
  1. Connect the model, number word, and number using a variety of representations.
  2. Make estimates in appropriate situations.
1.03     Compare and order rational numbers.

1.04     Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers.
  1. Analyze computational strategies.
  2. Describe the effect of operations on size.
  3. Estimate the results of computations.
  4. Judge the reasonableness of solutions.
1.05     Develop fluency in the use of factors, multiples, exponential notation, and prime factorization.

1.06     Use exponential, scientific, and calculator notation to write very large and very small numbers.

1.07     Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
COMPETENCY GOAL 2:
The learner will select and use appropriate tools to measure two- and three-dimensional figures.
  Objectives
2.01     Estimate and measure length, perimeter, area, angles, weight, and mass of two- and three-dimensional figures, using appropriate tools.

2.02     Solve problems involving perimeter/circumference and area of plane figures.
COMPETENCY GOAL 3:
The learner will understand and use properties and relationships of geometric figures in the coordinate plane.
  Objectives
3.01     Identify and describe the intersection of figures in a plane.

3.02     Identify the radius, diameter, chord, center, and circumference of a circle; determine the relationships among them.

3.03     Transform figures in the coordinate plane and describe the transformation.

3.04     Solve problems involving geometric figures in the coordinate plane.
COMPETENCY GOAL 4:
The learner will understand and determine probabilities.
  Objectives
4.01     Develop fluency with counting strategies to determine the sample space for an event. Include lists, tree diagrams, frequency distribution tables, permutations, combinations, and the Fundamental Counting Principle.

4.02     Use a sample space to determine the probability of an event.

4.03     Conduct experiments involving simple and compound events.

4.04     Determine and compare experimental and theoretical probabilities for simple and compound events.

4.05     Determine and compare experimental and theoretical probabilities for independent and dependent events.

4.06     Design and conduct experiments or surveys to solve problems; report and analyze results.
COMPETENCY GOAL 5:
The learner will demonstrate an understanding of simple algebraic expressions.
  Objectives
5.01     Simplify algebraic expressions and verify the results using the basic properties of rational numbers.
  1. Identity.
  2. Commutative.
  3. Associative.
  4. Distributive.
  5. Order of operations.
5.02     Use and evaluate algebraic expressions.

5.03     Solve simple (one- and two-step) equations or inequalities.

5.04     Use graphs, tables, and symbols to model and solve problems involving rates of change and ratios.

 

 

 
 
Print E-mail

LANGUAGE ARTS

Students in fifth grade expand and deepen concepts, skills, and strategies learned at earlier grades. They make new connections as they experience more sophisticated ideas and begin to study subjects in more formal ways. They read and write a variety of texts with greater breadth and depth, critically analyzing and evaluating information and ideas. Fifth graders revisit and refine concepts and their knowledge of English Language Arts conventions as they become more sophisticated, independent learners.

The learner will:

  • Use reading and writing to learn about and understand their world and other cultures.
  • Evaluate text to determine the author's purpose and point of view.
  • Increase vocabulary knowledge through wide reading, word study, discussion, and content area study. Use print and non-print media to persuade an audience.
  • Use metacognitive skills to accomplish a task independently or as a group member.
  • Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas.
  • Apply comprehension strategies critically, creatively, and strategically.
  • Use media and technology as resources for extended research and as tools for learning.
Strands Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will apply enabling strategies and skills to read and write.
  1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
1.03 Increase reading and writing vocabulary through:
  • wide reading.
  • word study.
  • word reference materials.
  • content area study.
  • writing process elements.
  • writing as a tool.
  • debate.
  • discussions.
  • seminars.
  • examining the author's craft.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.
1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
  • increase fluency.
  • build background knowledge.
  • expand and refine vocabulary.
Competency Goal 2The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
  2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
  • making predictions.
  • formulating questions.
  • supporting answers from textual information, previous experience, and/or other sources.
  • drawing on personal, literary, and cultural understandings.
  • seeking additional information.
  • making connections with previous experiences, information, and ideas.
2.03 Read a variety of texts, such as:
  • fiction (tall tales, myths).
  • nonfiction (books of true experience, newspaper and magazine articles, schedules).
  • poetry (narrative, lyric, and cinquains).
  • drama (plays and skits).
2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:
  • plot development.
  • author's choice of words.
  • effectiveness of figurative language (e.g., personification, flashback).
  • tone.
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment).
2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.
2.08 Explain and evaluate relationships that are:
  • causal.
  • hierarchical.
  • temporal.
  • problem-solution.
2.09 Listen actively and critically by:
  • asking questions.
  • delving deeper into the topic.
  • elaborating on the information and ideas presented.
  • evaluating information and ideas.
  • making inferences and drawing conclusions.
  • making judgments.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.
Competency Goal 3The learner will make connections through the use of oral language, written language, and media and technology.
  3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
  • analyzing word choice and content.
  • examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
  • creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
  • examining alternative perspectives.
  • evaluating the differences among genres.
  • examining relationships among characters.
  • making and evaluating inferences and conclusions about characters, events, and themes.
3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.
3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).
3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats.
3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.
3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
3.07 Make informed judgments about:
  • bias.
  • propaganda.
  • stereotyping.
  • media techniques.
Competency Goal 4The learner will apply strategies and skills to create oral, written, and visual texts.
  4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.
4.02 Use oral and written language to:
  • formulate hypotheses.
  • evaluate information and ideas.
  • present and support arguments.
  • influence the thinking of others.
4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact.
4.04 Select a self-evaluated composition for publication and justify rationale for selection.
4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.
4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters).
4.08 Focus revision on target elements by:
  • improving word choice.
  • rearranging text for clarity.
  • creating simple and/or complex sentences for clarity or impact.
  • developing a lead, characters, or mood.
4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter).
4.10 Use technology as a tool to enhance and/or publish a product.
Competency
Goal 5		The learner will apply grammar and language conventions to communicate effectively.
  5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences).
5.02 Demonstrate understanding in speaking and writing by using:
  • troublesome verbs.
  • nominative, objective, and possessive pronouns.
5.03 Elaborate information and ideas in speaking and writing by using:
  • prepositional phrases.
  • transitions.
  • coordinating and/or subordinating conjunctions.
5.04 Determine the impact of word choice on written and spoken language.
5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings.
5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.
5.07 Edit final product for grammar, language conventions, and format.
5.08 Create readable documents through legible handwriting (cursive) and word processing.

 

 

MATHEMATICS

Major Concepts/Skills
Concepts/Skills to Maintain
  • Number sense 0.001-999,999
  • Whole number computation
  • Addition and subtraction of non-negative rational numbers
  • Transformations
  • Properties of plane figures
  • Perimeter and area
  • Bar graphs and stem-and-leaf plots
  • Coordinate grids
  • Rates of change
  • Line graphs
  • Simple equations and inequalities
  • Median, mode, and range
  • Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years

 

 

Strands:
Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
COMPETENCY GOAL 1:
The learner will understand and compute with non-negative rational numbers.
  Objectives
1.01     Develop number sense for rational numbers 0.001 through 999,999.
  1. Connect model, number word, and number using a variety of representations.
  2. Build understanding of place value (thousandths through hundred thousands).
  3. Compare and order rational numbers.
  4. Make estimates of rational numbers in appropriate situations.
1.02     Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers).
  1. Develop and analyze strategies for adding and subtracting numbers.
  2. Estimate sums and differences.
  3. Judge the reasonableness of solutions.
1.03     Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
COMPETENCY GOAL 2:
The learner will recognize and use standard units of metric and customary measurement.
  Objectives
2.01     Estimate the measure of an object in one system given the measure of that object in another system.

2.02     Identify, estimate, and measure the angles of plane figures using appropriate tools.
COMPETENCY GOAL 3:
The learner will understand and use properties and relationships of plane figures.
  Objectives
3.01     Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons.

3.02     Make and test conjectures about polygons involving:
  1. Sum of the measures of interior angles.
  2. Lengths of sides and diagonals.
  3. Parallelism and perpendicularity of sides and diagonals.
3.03     Classify plane figures according to types of symmetry (line, rotational).

3.04     Solve problems involving the properties of triangles, quadrilaterals, and other polygons.
  1. Sum of the measures of interior angles.
  2. Lengths of sides and diagonals.
  3. Parallelism and perpendicularity of sides and diagonals.
COMPETENCY GOAL 4:
The learner will understand and use graphs and data analysis.
  Objectives
4.01     Collect, organize, analyze, and display data (including stem-and-leaf plots) to solve problems.

4.02     Compare and contrast different representations of the same data; discuss the effectiveness of each representation.

4.03     Solve problems with data from a single set or multiple sets of data using median, range, and mode.
COMPETENCY GOAL 5:
The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation.
  Objectives
5.01     Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols.

5.02     Use algebraic expressions, patterns, and one-step equations and inequalities to solve problems.

5.03     Identify, describe, and analyze situations with constant or varying rates of change.

 

 
 
Print E-mail

LANGUAGE ARTS

Students in fourth grade apply reading strategies and skills automatically, flexibly, and strategically to comprehend fiction, nonfiction, poetry, and drama. They read for literary experience, to gain information, and to perform a task. They use a variety of strategies and writing process elements to compose fiction, nonfiction, poetry, and drama. They become increasingly proficient in active listening, speaking, and using media and technology. They deepen and extend their understanding and use of English language conventions in oral presentations and written products. The learner will:

  • Explore a wide range of texts and their distinguishing features.
  • Expand vocabulary through wide reading, word study, exposure to content area words, and discussion.
  • Routinely spell high frequency words and use resources to check spelling.
  • Write for a variety of purposes and audiences and use writing as a tool for learning.
  • Communicate effectively with different audiences through spoken, written, and visual formats.
  • Use media and technological resources for research and as tools for learning.
  • Use increasingly sophisticated knowledge of grammar and language conventions in oral and written products and presentations.
  • Apply comprehension strategies critically, creatively, and strategically.
Strands Oral Language, Written Language, and Other Media/Technology
Competency Goal 1The learner will apply enabling strategies and skills to read and write.
  1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic).
1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.
1.03 Identify key words and discover their meanings and relationships through a variety of strategies.
1.04 Increase reading and writing vocabulary through:
  • wide reading.
  • word study.
  • knowledge of homophones, synonyms, antonyms, homonyms.
  • knowledge of multiple meanings of words.
  • writing process elements.
  • writing as a tool for learning.
  • seminars.
  • book clubs.
  • discussions.
  • examining the author's craft.
1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.
1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
  • increase fluency.
  • build background knowledge.
  • expand vocabulary.
Competency Goal 2The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
  2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
  • setting a purpose using prior knowledge and text information.
  • making predictions.
  • formulating questions.
  • locating relevant information.
  • making connections with previous experiences, information, and ideas.
2.03 Read a variety of texts, including:
  • fiction (legends, novels, folklore, science fiction).
  • nonfiction (autobiographies, informational books, diaries, journals).
  • poetry (concrete, haiku).
  • drama (skits, plays).
2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
  • plot.
  • theme.
  • main idea and supporting details.
  • author's choice of words.
  • mood.
  • author's use of figurative language.
2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.
2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.
2.07 Determine usefulness of information and ideas consistent with purpose.
2.08 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources.
2.09 Listen actively by:
  • asking questions.
  • paraphrasing what was said.
  • interpreting speaker's verbal and non-verbal messages.
  • interpreting speaker's purposes and/or intent.
Competency Goal 3The learner will make connections through the use of oral language, written language, and media and technology.
  3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
  • analyzing the impact of authors' word choice and context.
  • examining the reasons for characters' actions.
  • identifying and examining characters' motives.
  • considering a situation or problem from different characters' points of view.
  • analyzing differences among genres.
  • making inferences and drawing conclusions about characters, events and themes.
3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.
3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.
3.04 Make informed judgments about television and film/video productions.
3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.
3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
Competency Goal 4The learner will apply strategies and skills to create oral, written, and visual texts.
  4.01 Read aloud grade-appropriate text with fluency, comprehension, and
expression demonstrating an awareness of volume and pace.
4.02 Use oral and written language to:
  • present information and ideas in a clear, concise manner.
  • discuss.
  • interview.
  • solve problems.
  • make decisions.
4.03 Make oral and written presentations using visual aids with an awareness
of purpose and audience.
4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters,
narratives, essays, presentations).
4.05 Use planning strategies to generate topics and organize ideas (e.g.,
brainstorming, mapping, webbing, reading, discussion).
4.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans.
4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and
assigned topics and forms (e.g., personal and imaginative narratives, research
reports, diaries, journals, logs, rules, instructions).
4.08 Focus revision on a specific element such as:
  • word choice.
  • sequence of events and ideas.
  • transitional words.
  • sentence patterns.
4.09 Produce work that follows the conventions of particular genres (e.g.,
personal and imaginative narrative, research reports, learning logs, letters of
request, letters of complaint).
4.10 Use technology as a tool to gather, organize, and present information.
Competency
Goal 5		The learner will apply grammar and language conventions to communicate effectively.
  5.01 Use correct capitalization (e.g., names of languages, nationalities,
musical compositions) and punctuation (e.g., commas in a series, commas in
direct address, commas and quotation marks in dialogue, apostrophes in
possessives).
5.02 Demonstrate understanding in speaking and writing by appropriate
usage of:
  • pronouns.
  • subject/verb agreement.
  • verb tense consistency.
  • subject consistency.
5.03 Elaborate information and ideas in writing and speaking by using:
  • simple and compound sentences.
  • regular and irregular verbs.
  • adverbs.
  • prepositions.
  • coordinating conjunctions.
5.04 Compose multiple paragraphs with:
  • topic sentences.
  • specific, relevant details.
  • logical progression and movement of ideas.
  • coherence.
  • elaboration.
  • concluding statement related to the topic.
5.05 Use visual (orthography) and meaning-based strategies as primary
sources for correct spelling.
5.06 Proofread and correct most misspellings independently with reference to
resources (e.g., dictionaries, thesauri, glossaries, computer spell-checks, and
other classroom sources).
5.07 Use established criteria to edit for language conventions and format.
5.08 Demonstrate evidence of language cohesion by:
  • logical sequence of fiction and nonfiction retells.
  • time order sequence of events.
  • sustaining conversations on a topic.
5.09 Create readable documents through legible handwriting (cursive) and/or word processing.

 

MATHEMATICS

Major Concepts/Skills
Concepts/Skills to Maintain
  • Number sense 0.01-99,999
  • Whole number computation
  • Multiplication and division of multi-digit numbers
  • Non-negative rational numbers
  • Perimeter and area
  • Length, time, capacity, and mass
  • Transformations
  • Symmetry and congruence
  • Line graphs
  • Coordinate grids
  • Median, mode, and range
  • Circle graphs
  • Variables in number sentences
  • Permutations and combinations
  • Proportional reasoning
  • Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years.

 

 

     

Strands:
Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
COMPETENCY GOAL 1:
  The learner will read, write, model, and compute with non-negative rational numbers.
  Objectives
1.01     Develop number sense for rational numbers 0.01 through 99,999.
  1. Connect model, number word, and number using a variety of representations.
  2. Build understanding of place value (hundredths through ten thousands).
  3. Compare and order rational numbers.
  4. d) Make estimates of rational numbers in appropriate situations.
1.02     Develop fluency with multiplication and division:
  1. Two-digit by two-digit multiplication (larger numbers with calculator).
  2. Up to three-digit by two-digit division (larger numbers with calculator).
  3. Strategies for multiplying and dividing numbers.
  4. Estimation of products and quotients in appropriate situations.
  5. Relationships between operations.
1.03     Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers.

1.04     Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths.
  1. Develop and analyze strategies for adding and subtracting numbers.
  2. Estimate sums and differences.
  3. Judge the reasonableness of solutions.
1.05     Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
COMPETENCY GOAL 2:
  The learner will understand and use perimeter and area.
  Objectives
2.01     Develop strategies to determine the area of rectangles and the perimeter of plane figures.

2.02     Solve problems involving perimeter of plane figures and areas of rectangles.
COMPETENCY GOAL 3:
  The learner will recognize and use geometric properties and relationships.
  Objectives
3.01     Use the coordinate system to describe the location and relative position of points and draw figures in the first quadrant.

3.02     Describe the relative position of lines using concepts of parallelism and perpendicularity.

3.03     Identify, predict, and describe the results of transformations of plane figures.
  1. Reflections.
  2. Translations.
  3. Rotations.
COMPETENCY GOAL 4:
  The learner will understand and use graphs, probability, and data analysis.
  Objectives
4.01     Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems.

4.02     Describe the distribution of data using median, range and mode.

4.03     Solve problems by comparing two sets of related data.

4.04     Design experiments and list all possible outcomes and probabilities for an event.
COMPETENCY GOAL 5:
  The learner will demonstrate an understanding of mathematical relationships.
  Objectives
5.01     Identify, describe, and generalize relationships in which:
  1. Quantities change proportionally.
  2. Change in one quantity relates to change in a second quantity.
5.02     Translate among symbolic, numeric, verbal, and pictorial representations of number relationships.

5.03     Verify mathematical relationships using:
  1. Models, words, and numbers.
  2. Order of operations and the identity, commutative, associative, and distributive properties.

 

 
 
More Articles...