Standard 4.1 Number/Numerical Operations
Standard 4.1: Number/Numerical Operation
The learner will be able to
develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.
| Strand |
Scope |
Source |
| Number and Numerical Operations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a), 4.1 |
|
Number Sense: Construct Meanings
The learner will be able to
use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 2 pertain to these sets of numbers as well) -Whole numbers through twenty
-Ordinals: first through tenth
-Proper fractions (using the words halfand whole)
.
| Strand |
Scope |
Source |
| Number Sense |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.A.1 |
|
Number Sense: Variety of Uses
The learner will be able to
understand that numbers have a variety of uses.
| Strand |
Scope |
Source |
| Number Sense |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2,A.3 |
|
Number Sense: Computations/Coins
The learner will be able to
count and perform simple computations with coins for amounts up to 10 cents (using cents notation).
| Strand |
Scope |
Source |
| Number Sense |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.A.4 |
|
Number Sense: Compare/Order/Whole
The learner will be able to
compare and order whole numbers up to twenty.
| Strand |
Scope |
Source |
| Number Sense |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.A.5 |
|
Numerical Operations: Meaning Addition
The learner will be able to
develop the meanings of addition and subtraction by concretely modeling and discussing a large variety of problems such as joining, separating, and comparing.
| Strand |
Scope |
Source |
| Numerical Operations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.B.1 |
|
Numerical Operations: Proficiency/Facts
The learner will be able to
develop proficiency with basic addition and subtraction number facts to six.
| Strand |
Scope |
Source |
| Numerical Operations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.B.3 |
|
Numerical Operations: Procedures
The learner will be able to
construct, use, and explain procedures for performing addition and subtraction calculations with: Pencil-and-paper.
| Strand |
Scope |
Source |
| Numerical Operations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.B.4 |
|
Numerical Operations: Reasonableness
The learner will be able to
check the reasonableness of results of computations.
| Strand |
Scope |
Source |
| Numerical Operations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.B.7 |
|
Estimation: Set/More/Less/Same
The learner will be able to
judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set.
| Strand |
Scope |
Source |
| Estimation |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.1.2.C.1 |
|
|
Standard 4.2 Geometry and Measurement
|
Standard 4.2: Geometry and Measurement
The learner will be able to
develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe, and analyze phenomena.
| Strand |
Scope |
Source |
| Geometry and Measurement |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.2 |
|
Geometric Properties: Spatial/Objects
The learner will be able to
identify and describe spatial relationships among objects in space and their relative shapes and sizes such as
-Inside/outside, left/right, above/below, between
-Smaller/larger/same size, wider/ narrower, longer/shorter
-Congruence (i.e., same size and shape)
.
| Strand |
Scope |
Source |
| Geometric Properties |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.A.1 |
|
Geometric Properties: Identify/Classify
The learner will be able to
use concrete objects, drawings, and computer graphics to identify, classify, and describe standard three-dimensional and two-dimensional shapes.
-Vertex, edge, face, side
-3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
-2D figures - square, rectangle, circle, triangle
-Relationships between three- and two-dimensional shapes (i.e., the face of a 3D shape is a 2D shape)
.
| Strand |
Scope |
Source |
| Geometric Properties |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.A.2 |
|
Geometric Properties: Line Symmetry
The learner will be able to
describe, identify and create instances of line symmetry.
| Strand |
Scope |
Source |
| Geometric Properties |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2; 4.2.2.A.3 |
|
Geometric Properties: Designs/Patterns
The learner will be able to
recognize, describe, extend and create designs and patterns with geometric objects of different shapes and colors.
| Strand |
Scope |
Source |
| Geometric Properties |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.A.4 |
|
Transforming Shapes: Make Designs
The learner will be able to
use simple shapes to make designs, patterns, and pictures.
| Strand |
Scope |
Source |
| Transforming Shapes |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.B.1 |
|
Transforming Shapes: Combine/Subdivide
The learner will be able to
combine and subdivide simple shapes to make other shapes.
| Strand |
Scope |
Source |
| Transforming Shapes |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.B.2 |
|
Units of Measurement: Compare/Order
The learner will be able to
directly compare and order objects according to measurable attributes
-Attributes - length, weight, capacity
.
| Strand |
Scope |
Source |
| Units of Measurement |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.D.1 |
|
Units of Measurement: Need/Uniform
The learner will be able to
recognize the need for a uniform unit of measure.
| Strand |
Scope |
Source |
| Units of Measurement |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.D.2 |
|
Units of Measurement: Standard/Non/Tools
The learner will be able to
select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems.
-Time - hour, day, week, month, year.
| Strand |
Scope |
Source |
| Units of Measurement |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.D.3 |
|
Units of Measurement: Estimate Measures
The learner will be able to
estimate measures using nonstandard units.
| Strand |
Scope |
Source |
| Units of Measurement |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.2.2.D.4 |
|
|
Standard 4.3 Patterns and Algebra
|
Standard 4.3: Patterns and Algebra
The learner will be able to
represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.
| Strand |
Scope |
Source |
| Patterns and Algebra |
Master |
New Jersey Core Curriculum Content Standards, 2004(a), 4.3 |
|
Patterns: Describe/Extend/Create
The learner will be able to
recognize, describe, extend, and create patterns.
-Using concrete materials (manipulatives), pictures, rhythms, & whole numbers
.
| Strand |
Scope |
Source |
| Patterns |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.3.2.A.1 |
|
Modeling: Changes Over Time
The learner will be able to
recognize and describe changes over time (e.g., temperature, height).
| Strand |
Scope |
Source |
| Modeling |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.3.2.C.1 |
|
Modeling: Open Sentences
The learner will be able to
construct and solve simple open sentences involving addition or subtraction.
-Result unknown (e.g., 6 - 2 = __ )
.
| Strand |
Scope |
Source |
| Modeling |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.3.2.C.2 |
|
Procedures: Properties of Addition
The learner will be able to
understand and apply (but don't name) the following properties of addition:
-Zero as the identity element (e.g., 7 + 0 = 7)
.
| Strand |
Scope |
Source |
| Procedures |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.3.2.D.1 |
|
|
Standard 4.4 Data Analysis, Probability
|
Standard 4.4: Data Analysis/Probability
The learner will be able to
develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.
| Strand |
Scope |
Source |
| Standard 4.4 Data Analysis, Probability |
Master |
New Jersey Core Curriculum Content Standards, 2004(a), 4.4 |
|
Data Analysis: Collect/Generate/Organize
The learner will be able to
collect, generate, record, and organize data in response to questions, claims, or curiosity.
-Data collected from students' everyday experiences
-Data generated from chance devices, such as spinners and dice
.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.A.1 |
|
Data Analysis: Interpret/Analyze
The learner will be able to
read, interpret, construct, and analyze displays of data -Pictures, tally chart, pictograph, bar graph, Venn diagram
-least, fewest to most
.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.A.2 |
|
Probability: Use Chance Devices
The learner will be able to
use chance devices like spinners and dice to explore concepts of probability.
-More likely, less likely, equally likely
.
| Strand |
Scope |
Source |
| Probability |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.B.1 |
|
Discrete Mathematics: Sort/Attributes
The learner will be able to
sort and classify objects according to attributes.
| Strand |
Scope |
Source |
| Discrete Mathematics-Systematic Listing |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.C.1 |
|
Discrete Mathematics: Simple Directions
The learner will be able to
follow simple sets of directions (e.g., from one location to another, or from a recipe).
| Strand |
Scope |
Source |
| Discrete Mathematics-Vertex-Edge Graphs |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.D.1 |
|
Discrete Mathematics: Two-Person Games
The learner will be able to
play simple two-person games (e.g., tic-tac-toe) and informally explore the idea of what the outcome should be.
| Strand |
Scope |
Source |
| Discrete Mathematics-Vertex-Edge Graphs |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); Grade 2, 4.4.2.D.3 |
|
|
Standard 4.5 Mathematical Processes
|
Standard 4.5: Mathematical Processes
The learner will be able to
use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.
| Strand |
Scope |
Source |
| Standard 4.5 Mathematical Processes |
Master |
New Jersey Core Curriculum Content Standards, 2004(a), 4.5 |
|
Problem Solving: Inquiry/Discovery
The learner will be able to
learn mathematics through problem solving, inquiry, and discovery.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.A.1 |
|
Problem Solving: Mathematics/Contexts
The learner will be able to
solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).
-Open-ended problems
-Non-routine problems
-Problems with multiple solutions
-Problems that can be solved in several ways
.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.A.2 |
|
Problem Solving: Strategies/Variety
The learner will be able to
select and apply a variety of appropriate problem-solving strategies to solve problems.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.A.3 |
|
Problem Solving:Monitor Progress/Reflect
The learner will be able to
monitor their progress and reflect on the process of their problem solving activity.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.A.5 |
|
Communication: Organize/Clarify Thinking
The learner will be able to
use communication to organize and clarify their mathematical thinking -Reading and writing
-Discussion, listening, and questioning
.
| Strand |
Scope |
Source |
| Communication |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.B.1 |
|
Communication: Coherent/Oral/Written
The learner will be able to
communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
| Strand |
Scope |
Source |
| Communication |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.B.2 |
|
Communication: Analyze Others Thinking
The learner will be able to
analyze and evaluate the mathematical thinking and strategies of others.
| Strand |
Scope |
Source |
| Communication |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.B.3 |
|
Connections: Recurring Themes/Domains
The learner will be able to
recognize recurring themes across mathematical domains (e.g., patterns in number, algebra, and geometry).
| Strand |
Scope |
Source |
| Connections |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.C.1 |
|
Connections: Variety Contexts/Outside
The learner will be able to
recognize that mathematics is used in a variety of contexts outside of mathematics.
| Strand |
Scope |
Source |
| Connections |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.C.3 |
|
Connections: Other Disciplines
The learner will be able to
apply mathematics in practical situations and in other disciplines.
| Strand |
Scope |
Source |
| Connections |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.C.4 |
|
Reasoning: Facts/Procedures/Justified
The learner will be able to
recognize that mathematical facts, procedures, and claims must be justified.
| Strand |
Scope |
Source |
| Reasoning |
Master |
New Jersey Core Curriculum Content Standards, 2004(a), 4.5.D.1 |
|
Reasoning: Use/Support Conclusions
The learner will be able to
use reasoning to support their mathematical conclusions and problem solutions.
| Strand |
Scope |
Source |
| Reasoning |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.D.2 |
|
Reasoning: Variety/Types/Methods
The learner will be able to
select and use various types of reasoning and methods of proof.
| Strand |
Scope |
Source |
| Reasoning |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.D.3 |
|
Representations: Create/Use/Communicate
The learner will be able to
create and use representations to organize, record, and communicate mathematical ideas.
-Concrete representations (e.g., base-ten blocks or algebra tiles)
-Pictorial representations (e.g., diagrams, charts, or tables)
-Symbolic representations (e.g., a formula)
-Graphical representations (e.g., a line graph)
.
| Strand |
Scope |
Source |
| Representations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.E.1 |
|
Representations: Select/Apply/Translate
The learner will be able to
select, apply, and translate among mathematical representations to solve problems.
| Strand |
Scope |
Source |
| Representations |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.E.2 |
|
Technology: Gather/Analyze/Communicate
The learner will be able to
use technology to gather, analyze, and communicate mathematical information.
| Strand |
Scope |
Source |
| Technology |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.F.1 |
|
Technology: Calculators/Problem Solving
The learner will be able to
use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).
| Strand |
Scope |
Source |
| Technology |
Master |
New Jersey Core Curriculum Content Standards, 2004(a); 4.5.F.4 |
|
Computation: Proficiency
The learner will be able to
exhibit proficiency when performing computational procedures.
| Strand |
Scope |
Source |
| Computation |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 28. NJCCS 4.1.2: A1, 3-5; B1, 3-4, 6, 7; 4.3.2: A, C-D; 4.5: A1-3, 5; D1-3; E1-2 |
|
Algebraic Concepts: Problem Solving
The learner will be able to
use algebraic methods to solve mathematical problems.
| Strand |
Scope |
Source |
| Algebraic Concepts |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: B1,4; 4.3.2: C2, D1; 4.5: A1-2, B1-2 |
|
Algebraic Concepts: Procedures
The learner will be able to
understand algebraic procedures.
| Strand |
Scope |
Source |
| Algebraic Concepts |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: B1, 3-4; 4.3.2: C2, D1; 4.5: D1-3 |
|
Algebraic Concepts: Representations
The learner will be able to
identify algebraic illustrations of problem scenarios.
| Strand |
Scope |
Source |
| Algebraic Concepts |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: B1; 4.3.2: C2; 4.4.2: A2; 4.5: E1-2 |
|
Computation: Real World Problems
The learner will be able to
obtain solutions to real world problems that involve computations.
| Strand |
Scope |
Source |
| Computation |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 28. NJCCS 4.2.2: D3; 4.3.2: C2, D1; 4.5: A1-2, C3 |
|
Inequalities: Concept
The learner will be able to
understand the concepts of inequalities.
| Strand |
Scope |
Source |
| Inequalities |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: A5, B1, C1; 4.5: A1-2, B2-3, D1-2 |
|
Variable
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Scope |
Source |
| Variable |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: B1, 3-4; 4.3.2: C2, D1 |
|
Bar Graphs: Read
The learner will be able to
read bar graphs.
| Strand |
Scope |
Source |
| Bar Graphs |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 6 week tested: 28. NJCCS 4.4.2: A1-2; 4.5: E1 |
|
Functional Relationships: Comprehend
The learner will be able to
display comprehension of functional relationships.
| Strand |
Scope |
Source |
| Functional Relationships |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.1.2: A1, 3; B1, 4, 7; 4.3.2: C2, D1; 4.5: A1, 3; B2; E1-2 |
|
Solids: Classify/Discuss
The learner will be able to
classify and discuss solid figures and their attributes.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 6 week tested: 28. NJCCS 4.4.2: A2-3 |
|
Spatial Relationships: Comprehend
The learner will be able to
display comprehension of spatial relationships and geometry through the visualization and recognition of various objects (2D and 3D), by sorting different shapes, identifying symmetry, applying transformations and formulas, and through the evaluation of the characteristics of various figures.
| Strand |
Scope |
Source |
| Spatial Relationships |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #14 week tested: 28. NJCCS 4.2.2: A1-4 |
|
Spatial Thinking: Apply Concepts
The learner will be able to
use suitable concepts and procedures of spatial reasoning/understanding.
| Strand |
Scope |
Source |
| Spatial Thinking |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 28. NJCCS 4.2.2: A1 |
|
Spatial Thinking: Visualization
The learner will be able to
visualize and describe the outcome of folding geometric figures a variety of ways.
| Strand |
Scope |
Source |
| Spatial Thinking |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 28. NJCCS 4.2.2: A4, B1-2 |
|
Congruence/Similarity: Classification
The learner will be able to
classify figures by congruence and/or similarity.
| Strand |
Scope |
Source |
| Congruence/Similarity/Symmetry |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 5 week tested: 28. NJCCS 4.2.2: A1, B1-2 |
|
Figures: Join/Separate
The learner will be able to
investigate breaking up and putting together various shapes to make new shapes and/or tessellations.
| Strand |
Scope |
Source |
| Figures |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 12 week tested: 28. NJCCS 4.2.2: B1-2 |
|
Shapes: Classify
The learner will be able to
classify 2 dimensional geometric shapes by their similarities and differences.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 11 week tested: 28. NJCCS 4.2.2: A2 |
|
Symmetry
The learner will be able to
determine if a given shape is symmetrical.
| Strand |
Scope |
Source |
| Symmetry |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 9 week tested: 28. NJCCS 4.2.2: A3 |
|
Accuracy: Appropriate Instrument/Unit
The learner will be able to
choose the appropriate tools and units of measurement necessary to find accurate measurements given a specific situation.
| Strand |
Scope |
Source |
| Accuracy |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1-4; 4.5: A1 |
|
Measurement Concepts: Understanding
The learner will be able to
apply the ideas of perimeter, area, volume, capacity, weight, and/or mass in displaying a comprehension of measurement systems, units, and/or instruments.
| Strand |
Scope |
Source |
| Measurement Concepts |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1-4 |
|
Measurement Concepts: Understanding
The learner will be able to
display comprehension of measurement systems, units, and/or instruments, through the descriptions, computations, or estimations of size, place, and or time.
| Strand |
Scope |
Source |
| Measurement Concepts |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1-4; 4.5: A2 |
|
Money Concepts
The learner will be able to
identify and understand how money is used.
| Strand |
Scope |
Source |
| Money |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 2 week tested: 28. NJCCS 4.1.2: A4 |
|
Instruments: Appropriate
The learner will be able to
use the appropriate measurement instrument (ruler, thermometer, etc.) when measuring a specific attribute.
| Strand |
Scope |
Source |
| Tools/Instruments |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 8 week tested: 28. NJCCS 4.2.2: D3 |
|
Length
The learner will be able to
determine the length of the object.
| Strand |
Scope |
Source |
| Length |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 3, part 2 item 16 week tested: 28. NJCCS 4.2.2: D3 |
|
Problem Solving: Measurement
The learner will be able to
solve problems involving measurement concepts.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1. 3: 4.5: A1-2 |
|
Problem Solving: Rates
The learner will be able to
solve story problems involving the rate (measure) of items.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1, 3; 4.5: A1-2 |
|
Problem Solving: Scale
The learner will be able to
solve problems involving scale.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 28. NJCCS 4.2.2: D1.3; 4.5: A1-2 |
|
Time: Problem Solving
The learner will be able to
solve problems involving time.
| Strand |
Scope |
Source |
| Time |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 17 week tested: 28. NJCCS 4.2.2: D3; 4.5: A1-2 |
|
Units: Nonstandard
The learner will be able to
apply nonstandard units in measurement situations.
| Strand |
Scope |
Source |
| Units |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 1 week tested: 28. NJCCS 4.2.2: D3; 4.5: A1-2 |
|
Equivalent Forms: Comprehend/Use
The learner will be able to
comprehend the use and representation of numbers in many different yet equivalent forms such as integers, fractions, decimals, percents, and exponential and scientific notation, in real world and mathematical contexts.
| Strand |
Scope |
Source |
| Equivalent Forms |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 28. NJCCS 4.1.2: A3 |
|
Number Forms: Recognize/Relationships
The learner will be able to
recognize relationships, and understand and/or use numbers and number ideas in a real world setting.
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 28. NJCCS 4.1.2: A1 |
|
Number Theory: Application
The learner will be able to
show an ability to correctly use concepts and/or ideas related to number theory.
| Strand |
Scope |
Source |
| Number Theory |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 28. NJCCS 4.1.2: A1, 3-5 |
|
Read Numbers: Identify
The learner will be able to
read and/or identify numbers.
| Strand |
Scope |
Source |
| Read Numbers |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 2, part 1 item13, part 2 item 15 week tested: 28. NJCCS 4.1.2: A1, 3-5 |
|
Number Sense: Display/Knowledge
The learner will be able to
display a knowledge of number sense.
| Strand |
Scope |
Source |
| Number Sense |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 28. NJCCS 4.1.2: A1, 3-5 |
|
Compare/Order
The learner will be able to
compare and/or order numbers and/or objects.
| Strand |
Scope |
Source |
| Comparing/Ordering |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 1 items 11, 12, part 2 item 7 week tested: 28. NJCCS 4.1.2: A5, B1, 4, 7 |
|
Estimation Strategies
The learner will be able to
apply suitable approximation methods in problem solving situations.
| Strand |
Scope |
Source |
| Estimation Strategies |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 28. NJCCS 4.5: A1-3, 5 |
|
Number Uses
The learner will be able to
demonstrate an understanding that numbers are used for counting, measuring, ordering, and estimating.
| Strand |
Scope |
Source |
| Numeration |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 28. NJCCS 4.1.2: A5, C1-3 |
|
Patterns: Describe/Analyze/Extend
The learner will be able to
make, study, continue, and/or describe many different patterns.
| Strand |
Scope |
Source |
| Patterns: Identify/Describe/Continue |
Master |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 28. NJCCS 4.5: C1 |
|
Patterns: Geometric/Understand
The learner will be able to
understand and/or apply geometric patterns.
| Strand |
Scope |
Source |
| Patterns: Geometric |
Master |
Terra Nova, Complete Battery, 1997, Level 10, part 2 items 9,13,14 week tested: 28. NJCCS 4.2.2: A2 |
|
Computing: In Context
The learner will be able to
perform computations in the context of given problems.
| |
