Macro (A):
(4.6.1, 4.6.5, 4.6.9)
Demonstrate meaning for whole
numbers, negative integers, commonly used fractions, and
decimals using physical materials, technology, and real-life
experiences.
Knowledge: (4.6.1, 4.6.5, 4.6.9)
The student should have a conceptual understanding
of:
1. Whole Numbers
2. Negative Integers
3. Commonly used fractions (halves, thirds, fourths,
sixths, eighths, tenths)
4. Decimals (tenths, hundredths, values greater than
one)
5. Number line with integers, commonly used fractions,
and decimals
Problem-Solving Skills: (4.6.1,
4.6.5, 4.6.9, 4.8.1, 4.8.7)
In problem settings, using abilities that comprise
the power base, the student should be able to:
6. Use whole numbers,
negative integers, commonly used fractions, and decimals.
a. whole numbers (up to
and including seven digits)
b. negative integers using number line and/or thermometer
c. commonly used fractions
d. decimals (up to and including hundredths place)
Macro
A |
Macro B | Macro C | Marco
D | Macro E | Macro
F | Macro G | Macro
H | Top
Macro (B): (4.6.2, 4.6.3)
Show understanding of place
value concepts and numeration using counting, grouping,
and pattern identification.
Knowledge: (4.6.2, 4.6.3)
The student should have a conceptual understanding
of:
1. Counting/place value relationship
2. Grouping and place value
3. Expanded notation and numeration
4. Number patterns and place value
a. multiplication by 10, 100, 1000, . (powers of ten)
b. ten-to-one relationship of adjacent place values
c. periods
5. Rounding and place value
Problem-Solving Skills: (4.6.2,
4.6.3)
In problem settings, using abilities that comprise
the power base, the student should be able to:
6. Use place value
concepts and numeration.
a. use skills in counting
on and counting groups
b. use models to demonstrate regrouping
c. identify the value of a digit in a given number
d. write a number in expanded form or standard form
e. round a whole number to the nearest ten, hundred,
or thousand
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (C): (4.6.4, 4.6.7,
4.6.8)
Compare and order whole numbers,
commonly used fractions, and decimals.
Knowledge: (4.6.4, 4.6.7, 4.6.8)
The student should have a conceptual understanding
of:
1. Models for whole
numbers, fractions, and decimals
a. base ten blocks
b. fraction pieces (bars, circles, etc.)
c. money
d. graph paper
2. Models for place value
a. base blocks
b. place value charts
3. Symbolic place value
The student should be able to:
4. Use symbols: <, >,
=.
Problem-Solving Skills: (4.6.4,
4.6.7, 4.6.8)
In problem settings, using abilities that comprise
the power base, the student should be able to:
5. Compare whole numbers,
fractions, and decimals to each other with and without
models.
a. compare whole numbers
(up to and including seven digits) with and without
models
b. compare two proper fractions with models
c. compare proper fractions that have the same denominators
without models
d. compare two decimals (up to and including two decimal
places) with and without models
6. Recognize and determine equivalent
forms of a number with and without models.
a. recognize and determine
equivalent forms of a proper fraction with and without
models
b. recognize and determine equivalent forms of a decimal
(up to and including two decimal places) with and
without models
7. Order whole numbers and decimals
with and without models.
a. order a maximum of four
whole numbers (up to and including seven digits) from
least to greatest or vice versa
b. order a maximum of four decimals (up to and including
two decimal places)
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (D): (4.8.1, 4.8.7)
Demonstrate an understanding
of the meanings of the four basic arithmetic operations
through modeling and discussion.
Knowledge: (4.8.1, 4.8.7)
The student should have a conceptual understanding
of:
1. Meanings of basic
arithmetic operations (+), (-), ( X or *), ( / )
2. Properties of operations
a. zero (additive, multiplicative)
b. one (multiplicative)
c. grouping (associative)
d. order (commutative)
3. Inverse operations
a. addition and subtraction
b. multiplication and division
4. Relationship between addition
and multiplication
5. Relationship between subtraction and division
The student should be able to:
6. Use models to represent
and explain the meaning of each of the four basic arithmetic
operations and their properties.
7. Use models to represent and explain inverse operations.
8. Use models to represent and explain the relationship
between addition and multiplication.
9. Use models to represent and explain the relationship
between subtraction and division.
Problem-Solving Skills:
(4.8.1, 4.8.7)
In problem settings, using abilities that comprise
the power base, the student should be able to:
10. Choose the appropriate
operation(s) to solve a problem.
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (E): (4.8.2, 4.8.3)
Use and explain paper and pencil
procedures for performing whole number calculations.
Knowledge: (4.8.2, 4.8.3)
The student should have a conceptual understanding
of:
1. Number facts
a. addition (sums to 18)
b. subtraction (inverse of addition)
c. multiplication (up to and including 10 X 10)
d. division (inverse of multiplication)
2. Place value and regrouping
3. Arithmetic computation
a. addition (up to and
including three 3-digit addends)
b. subtraction (up to and including three digits)
c. multiplication (up to and including two 2-digit
factors)
d. division (up to and including three digits divided
by a one-digit divisor, with and without remainders)
Problem-Solving Skills:
(4.8.2, 4.8.3)
In problem settings, using abilities that comprise
the power base, the student should be able to:
4. Use and explain procedures
for performing whole number computations.
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (F): (4.8.5, 4.8.6)
Select and use appropriate whole
number computational methods and check the reasonableness
of the results.
Knowledge: (4.8.5, 4.8.6)
The student should have a conceptual understanding
of:
1. Variety of mental
computation strategies
a. number facts
b. mental math
c. estimation
2. Calculator use
3. Paper and pencil procedures
The student should be able to:
4. Demonstrate proficiency
with number facts using a variety of fact strategies.
Problem-Solving Skills: (4.8.5,
4.8.6)
In problem settings, using abilities that comprise
the power base, the student should be able to:
5. Select, use, and explain
an appropriate computational method (mental math, paper
and pencil, estimation, calculator) to solve a problem.
6. Determine the reasonableness of an answer.
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (G): (4.8.4)
Perform operations with commonly
used fractions and decimals, using models.
Knowledge: (4.8.4)
The student should
be able to:
1. Model fraction addition
and fraction subtraction.
2. Model decimal addition and decimal subtraction.
3. Model decimal multiplication and decimal division
involving one whole number and one decimal.
Problem-Solving Skills: (not
applicable)
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
Macro (H): (4.6.6)
Count and perform simple operations
using money.
Knowledge: (4.6.6)
The student should have a conceptual understanding
of:
1. Coins and paper money
and their corresponding values
The student should be able to:
2. Find the value of a collection
of coins and paper money.
Problem-Solving Skills: (4.6.6)
In problem settings, using abilities that comprise
the power base, the student should be able to:
3. Solve problems involving
money.
a. determine total cost
b. determine change
c. determine different ways to represent money values
Macro A
| Macro B |
Macro C | Marco D | Macro
E | Macro F | Macro
G | Macro H | Top
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