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. Recognize and compute equivalent
representations of fractions, decimals, and percents (i.e., halves,
thirds, fourths, fifths, eighths, tenths, hundredths)
N-2-M demonstrating number sense and
estimation skills to describe, order, and compare rational numbers
(e.g., magnitude, integers, fractions, decimals, and percents)
2. Compare positive fractions, decimals,
percents, and integers using symbols (i.e. #, $, = , < , >) and position on a number
line
N-3-M reading, writing, representing, and
using rational numbers in a variety of forms (e.g., integers, mixed
numbers, and improper fractions)
7. Select and
discuss appropriate operations and solve single- and multi-step,
real-life problems involving positive fractions, percents, mixed
numbers, decimals, and positive and negative integers
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
3. Solve order of operations problems involving
grouping symbols and multiple operations
4. Model and apply the distributing property in
real-life applications
7. Select and
discuss appropriate operations and solve single- and multi-step,
real-life problems involving positive fractions, percents, mixed
numbers, decimals, and positive and negative integers
N-5-M applying an understanding of rational
numbers and arithmetic operations to real-life situations
5. Multiply and divide positive fractions and
decimals
6. Set up and solve simple percent problems using
various strategies, including mental math
7. Select and
discuss appropriate operations and solve single- and multi-step,
real-life problems involving positive fractions, percents, mixed
numbers, decimals, and positive and negative integers
9. Determine when an estimate is sufficient and
when an exact answer is needed in real-life problems using decimals and
percents
N-6-M constructing, using, and explaining
procedures to compute and estimate with rational numbers employing
mental math strategies
6. Set up and solve simple percent problems using
various strategies, including mental math
8. Determine the
reasonableness of answers involving positive fractions and decimals by
comparing them to estimates
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)
8. Determine the reasonableness of answers
involving positive fractions and decimals by comparing them to estimates
9. Determine
when an estimate is sufficient and when an exact answer is needed in
real-life problems using decimals and percents
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)
6. Set up and solve simple percent problems using
various strategies, including mental math
10. Determine and apply rates and ratios
11. Use
proportions involving whole numbers to solve real-life problems
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.)
12. Evaluate algebraic expressions containing
exponents (especially 2 and 3) and squar roots, using substitution
13. Determine the square root of perfect squares
and mentally approximate other square roots by identifying the two
whole numbers between which they fall
14. Write a real-life meaning of a simple
algebraic equation or inequality, and vice versa
15. Match algebraic inequalities with equivalent
verbal statements and vice versa
A-2-M modeling and developing methods for
solving equations and inequalities (e.g., using charts, graphs,
manipulatives, and/or standard algebraic procedures)
16. Solve one- and two-step equations and
inequalities (with one variable) in multiple ways
17. Graph solutions sets of one-step equations and
inequalities as points, or open and closed rays on a number line (e.g.,
x=5, x<5, x#5, x>5, x$5)
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)
18. Describe linear, multiplicative, or changing
growth relationships (e.g., 1, 3, 6, 10, 15, 21,...) Verbally and
algebraically
A-4-M analyzing tables and graphs to identify
relationships exhibited by the data and making generalizations based
upon these relationships
18. Describe linear, multiplicative, or changing
growth relationships (e.g., 1, 3, 6, 10, 15, 21,...) Verbally and
algebraically
19. Use function
machines to determine and describe the rule that generates output
from given inputs
A-5-M demonstrating the connection of algebra
to the other strands and to real-life situations
14. Write a real-life meaning of a simple
algebraic equation or inequality, and vice versa
29. Plot points
on a coordinate grid in all 4 quadrants and locate the coordinates of a
missing vertex in a parallelogram
M-1-M applying the concepts of length, area,
surface area, volume, capacity, weight, mass, money, time, temperature,
and rate to real-world experiences
20. Determine the perimeter and area of composite
plane figures by subdivision and area addition
M-2-M demonstrating an intuitive sense of
measurement (e.g., estimating and determining reasonableness of
measures)
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)
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)
21. Compare and order measurements within and
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)
22. Convert between units of area in
23. Demonstrate an intuitive sense of comparisons
between degrees Fahrenheit and Celsius in real-life situations using
common reference points
M-6-M - demonstrating the connection of
measurement to the other strands and to real-life situations
28. Determine the radius, diameter, circumference,
and area of a circle and apply these measures in real-life problems
G-1-M using estimation skills to describe,
order, and compare geometric measures
21. Compare and order measurements within and
between the
G-2-M identifying, describing, comparing,
constructing, and classifying geometric figures and concepts
24. Identify and draw angles (using protractors),
circles, diameters, radii, altitudes and 2-dimensional figures with
given specifications
G-3-M making predictions regarding
transformations of geometric figures (e.g., make predictions regarding
translations, reflections, and rotations of common figures)
25. Draw the results of reflections and
translations of geometric shapes on a coordinate grid
G-4-M constructing two- and three-dimensional
models
G-5-M making and testing conjectures about
geometric shapes and their properties
26. Recognize p as the ratio between the
circumference and diameter of any circle (i.e.,
= Cld or =C/2r)
27. Model and explain the relationship between
perimeter and area (how scale change in a linear dimension affects
perimeter and area) and between circumference and area of a circle
28. Determine the radius, diameter, circumference
and area of a circle and apply these measures in real-life problems
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)
29. Plot points on a coordinate grid in all 4
quadrants and locate the coordinates of a missing vertex in a
parallelogram
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
20. Determine the perimeter and area of composite
plane figures by subdivision and area addition
28. Determine the radius, diameter, circumference,
and area of a circle and apply these measures in real-life problems
30. Apply the knowledge that the measures of the
interior angles in a triangle add up to 180 degrees
D-1-M systematically collecting, organizing,
describing, and displaying data in charts, tables, plots, graphs,
and/or spreadsheets
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)
31. Analyze and interpret circle graphs, and
determine when a circle graph is the most appropriate type of graph to
use
32. Describe data in terms of patterns, clustered
data, gaps, and outliers
33. Analyze discrete and continuous data in
real-life applications
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”)
34. Create and use Venn diagrams with three
overlapping categories to solve counting logic problems
35. Use informal thinking procedures of elementary
logic involving if/then statements
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)
36. Apply the fundamental counting principle in
real-life situations
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)
37. Determine probability from experiments and
from data displayed in tables and graphs
38. Compare
theoretical and experimental probability in real-life situations
D-6-M demonstrating the connections of data
analysis, probability, and discrete math to other strands and to
real-life situations
33. Analyze
discrete and continuous data in real-life applications
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)
18. Describe linear, multiplicative, or changing
growth relationships (e.g., 1, 3, 6, 10, 15, 21,...) Verbally and
algebraically
39. Analyze and describe simple exponential number
patterns (e.g., 3, 9, 27, 3 , 3 , 3 )
40. Analyze and verbally describe real-life
additive and multiplicative patterns involving fractions and integers
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)
19. Use function machines to determine
and describe the rule that generates output from given inputs
41. Illustrate patterns of change in length(s) of
sides and corresponding changes in areas of polygons
P-4-M demonstrating the pervasive use of
patterns, relations, and functions in other strands and in real-life
situations
40. Analyze and verbally describe real-life
additive and multiplicative patterns involving fractions and integers (P-1-M)(P-4-M)