04-05
05-06
06-07
07-08
08-09
BENCHMARK
GLEs
N-1-M demonstrating that a rational number
can be expressed in many forms, and selecting an appropriate form for a
given situation (e.g., fractions, decimals, and percents)
1. Differentiate between the terms factor
and multiple, and prime and composite
2. Recognize, explain, and computer equivalent
fractions for common fractions
N-2-M demonstrating number sense and
estimation skills to describe, order, and compare rational numbers
(e.g., magnitude, integers, fractions, decimals, and percents)
3. Add and subtract fractions with common
denominators and use mental math to determine whether the answer is
reasonable (N-2-M)
4. Compare positive fractions using number sense,
symbols (i.e., <, =, >) and number lines
9. Use mental math and estimation strategies to
predict the results of computations: (i.e., whole numbers, addition and
subtraction of fractions) and to test the reasonableness of solutions)
N-3-M reading, writing, representing, and
using rational numbers in a variety of forms (e.g., integers, mixed
numbers, and improper fractions)
2. Recognize, explain, and compute equivalent
fractions for common fractions
5. Read, explain, and write a numerical
representation for positive improper fractions, mixed numbers, and
decimals from a pictorial representation and vice versa
3. Add and subtract fractions with common
denominators and use mental math to determine whether the answer is
reasonable
N-4-M demonstration a conceptual
understanding of the meaning of the basic arithmetic operations (add,
subtract, multiply and divide) and their relationships to each other
6. Select and discuss the correct operation for a
given problem involving
positive
fractions using appropriate language such as sum, difference,
numerator, and denominator
7. Select,
sequence, and use appropriate operations to solve multi-step word
problems with whole numbers
N-5-M applying an understanding of rational
numbers and arithmetic operations to real-life situations
6. Select and discuss the correct operation for a
given problem involving
positive
fractions using appropriate language such as sum, difference,
numerator, and denominator
7. Select, sequence, and use appropriate
operations to solve multi-step word problems with whole numbers
8. Use the whole number system (e.g.,
computational fluency, place value, etc.) to solve problems in
real-life and other content areas
10. Determine when an estimate is sufficient and
when an exact answer is needed in real-life problems using whole numbers
11. Explain concepts of ratios and equivalent
ratios using models and pictures in real-life problems (e.g.,
understand that 2/3 means t divided by 3
N-6-M constructing, using, and explaining
procedures to compute and estimate with rational numbers employing
mental math strategies
9. Use mental math and estimation strategies to
predict the results of computations: (i.e., whole numbers, addition and
subtraction of fractions) and to test the reasonableness of solutions)
10. Determine when an estimate is sufficient and
when an exact answer is needed in real-life problems using whole numbers
N-7-M selecting and using appropriate
computational methods and tools for given situations involving rational
numbers (e.g., estimation, or exact computation using mental
arithmetic, calculator, computer, or paper and pencil)
N-8-M demonstrating a conceptual
understanding and applications of proportional reasoning (e.g.,
determining equivalent ratios, finding a missing term of a given
proportion)
11. Explain concepts of ratios and equivalent
ratios using models and pictures in real-life problems (e.g.,
understand that 2/3 means t divided by 3
A-1-M demonstrating a conceptual
understanding of variables, expressions, equations, and inequalities
(e.g., symbolically represent real-world problems as linear terms,
equations, or inequalities, etc.)
13. Write a number sentence from a given physical
model of an equation (e.g., balance scale)
A-2-M modeling and developing methods for
solving equations and inequalities (e.g., using charts, graphs,
manipulatives, and/or standard algebraic procedures)
12. Find unknown quantities in number sentences by
using mental math, backward reasoning, inverse operations (i.e.,
unwrapping), and manipulatives (e.g., tiles, balance scales)
13. Write a number sentence from a given physical
model of an equation (e.g., balance scale)
14. Find solutions to one-step inequalities and
identify positive solutions on a number line
A-3-M representing situations and number
patterns with tables, graphs, and verbal and written statements, while
exploring the relationships among these representations (e.g., multiple
representations for the same situation)
12. Find unknown quantities in number sentences by
using mental math, backward reasoning, inverse operations (i.e.,
unwrapping), and manipulatives (e.g., tiles, balance scales)
14. Find solutions to one-step inequalities and
identify positive solutions on a number line
A-4-M analyzing tables and graphs to identify
relationships exhibited by the data and making generalizations based
upon these relationships
28. Use various
types of charts and graphs, including double bar graphs, to organize,
display, and interpret data and discuss patterns verbally and in writing
A-5-M demonstrating the connection of algebra
to the other strands and to real-life situations
M-1-M applying the concepts of length, area,
surface area, volume, capacity, weight, mass, money, time, temperature,
and rate to real-world experiences
15. Model, measure, and use the names of all
common units in the
16. Apply the concepts of elapsed time in
real-life situations and calculate equivalent times across time zones
in real-life problems
M-2-M demonstrating an intuitive sense of
measurement (e.g., estimating and determining reasonableness of
measures)
17. Distinguish among the processes of counting,
calculating, and measuring and determine which is the most appropriate
strategy for a given situation
18. Estimate time, temperature, weight/mass, and
length in familiar situations and explain the reasonableness of answers
19. Compare the relative sizes of common units for
time, temperature, weight, mass, and length in real-life situations
M-3-M selecting appropriate units and tools
for tasks by considering the purpose for the measurement and the
prevision required for the task (e.g., length of a room in feet rather
than inches)
20. Identify appropriate tools and units with
which to measure time, mass, weight, temperature, and length
21. Measure angles to the nearest degree
M-4-M using intuition and estimation skills
to describe, order, and compare formal and informal measures (e.g.,
ordering cup, pint, quart, gallon; comparing a meter to a yard)
19. Compare the relative sizes of common units for
time, temperature, weight, mass, and length in real-life situations
22. Compare and
estimate measurements between the
M-5-M converting from one unit of measurement
to another within the same system (Comparisons between systems,
customary and metric, should be based on intuitive reference points,
not formal computation)
23. Convert between units of measurement for
length, weight, and time, in
M-6-M - demonstrating the connection of
measurement to the other strands and to real-life situations
16. Apply the concepts of elapsed time in
real-life situations and calculate equivalent times across time zones
in real-life problems
G-1-M using estimation skills to describe,
order, and compare geometric measures
G-2-M identifying, describing, comparing,
constructing, and classifying geometric figures and concepts
24. Use mathematical terms to classify and
describe the properties of 2-dimensional shapes, including circles
G-3-M making predictions regarding
transformations of geometric figures (e.g., make predictions regarding
translations, reflections, and rotations of common figures)
25. Identify and use appropriate terminology for
transformations (e.g., translation as slide, reflection
as flip, and rotation as turn)
26. Identify shapes that have rotational symmetry
G-4-M constructing two- and three-dimensional
models
G-5-M making and testing conjectures about
geometric shapes and their properties
G-6-M demonstrating an understanding of the
coordinate system (e.g., locate points, identify coordinates, and graph
points in a coordinate plane to represent real-world situations)
27. Identify and plot points on a coordinate grid
in the first quadrant
G-7-M demonstrating the connection of
geometry to the other strands and to real-life situations (e.g.,
applications of the Pythagorean Theorem)\\20. Determine
the perimeter and area of composite plane figures by subdivision and
area addition
D-1-M systematically collecting, organizing,
describing, and displaying data in charts, tables, plots, graphs,
and/or spreadsheets
28. Use various types of charts and graphs,
including double bar graphs, to organize, display, and interpret data
and discuss patterns verbally and in writing
29. Compare and contrast different scales and
labels for bar and line graphs
30. Organize and display data using spreadsheets,
with technology
D-2-M analyzing, interpreting, evaluating,
drawing inferences, and making estimations, predictions, decisions, and
convincing arguments based on organized data (e.g., analyze data using
concepts of mean, median, mode, range, random samples, sample size,
bias, and data extremes)
28. Use various types of charts and graphs,
including double bar graphs, to organize, display, and interpret data
and discuss patterns verbally and in writing
31. Compare and
contrast survey data from two groups relative to the same question
D-3-M describing informal thinking procedures
(e.g., solving elementary logic problems using Venn diagrams, tables,
charts, and/or elementary logic operatives to solve logic problems in
real-life situations; reach valid conclusions in elementary logic
problems involving “and, or not if/then”)
D-4-M analyzing various counting and
enumeration procedures with and without replacement (e.g., find the
total number of possible outcomes or possible choices in a given
situation)
D-5-M comparing experimental probability
results with theoretical probability (e.g., representing probabilities
of concrete situations as common fractions, investigating single-event
and multiple-event probability, using sample spaces, geometric figures,
tables, and/or graphs)
32. Represent probabilities as common fractions
and recognize that probabilities fall between 0 and 1, inclusive
D-6-M demonstrating the connections of data
analysis, probability, and discrete math to other strands and to
real-life situations
P-1-M describing, extending, analyzing, and
creating a wide variety of numerical, geometrical, and statistical
patterns (e.g., skip counting of rational numbers and simple
exponential number patterns)
33. Fill in missing elements in sequences of
designs, number patterns, positioned figures, and quantities of objects
P-2-M describing
and representing relationships using tables, rules, simple equations,
and graphs
P-3-M analyzing relationships to explain how
a change in one quantity results in a change in another (e.g.,change in
the dimensions of a rectangular solid affects the volume)
28. Use various
types of charts and graphs, including double bar graphs, to organize,
display, and interpret data and discuss patterns verbally and in writing
P-4-M demonstrating the pervasive use of
patterns, relations, and functions in other strands and in real-life
situations