Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade 5 Test 3--Jan. 21-Mar. 17, 2009

Number Operations
NO.1.5.5--Equivalent Fractions
The learner will be able to use models of benchmark fractions and their equivalent forms: to analyze the size of fractions; to determine that simplification does not change the value of the fraction; to convert between mixed numbers and improper fractions.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.3.5.5--Equivalent Fractions
The learner will be able to use factors of number: to introduce exponents; to find common factors of two numbers; to simplify fractions to the lowest terms.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.2.5.2--Computation with Fractions
The learner will be able to identify commutative and associative properties.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.2.5.3--Computation with Fractions
The learner will be able to identify the distributive property by using physical models to solve computation and real world problems.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.2.5.5--Computation with Fractions
The learner will be able to model addition, subtraction, and multiplication of fractions with like and unlike denominators and decimals.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.3.5.2--Computation with Fractions
The learner will be able to develop and use algorithms: to add and subtract numbers containing decimals (up to the thousandths place); to multiply decimals (hundredths x tenths); to divide decimals by whole number divisors; to add and subtract fractions with like denominators.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.3.5.3--Computation with Fractions
The learner will be able to solve with and without appropriate technology, two-step problems using a variety of mtehtods and tools (i.e. objects, mental computation, paper and pencil).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.1.5.3--Equivalent Forms Frac. & D
The learner will be able to identify decimal and percent equivalents for benchmark fractions.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
NO.1.5.1--Fraction Meaning
The learner will be able to use models and visual representations to develop the concepts of the following : Fractions--parts of unit wholes, parts of a collection, locations on number lines, locations on ruler (benchmark fractions), divisions of whole numbers; Ratios--part-to-part (2 boys to 3 girls), part-to-whole (2 boys to 5 people); Percents--part-to-100.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
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Geometry
G.8.5.2--Angles
The learner will be able to identify and draw congruent, adjacent, obtuse, acute, right and straight angles (Label parts of an angle: vertex, rays, interior, and exterior).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.5.1--Polygons
The learner will be able to identify and model regular and irregular polygons including decagon.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.5.3--Circles
The learner will be able to model and identify circle, radius, diameter, center, circumference, and chord.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.8.5.4--Transformations and Congruence
The learner will be able to model and identify the properties of congruent figures.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.9.5.1--Transformations and Congruence
The learner will be able to predict and describe the results of translation (slide), reflections (flip), rotation (turn), showing that the transformed shape remains unchanged.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
G.11.5.1--Nets, Surface Area, and Volume
The learner will be able to using grid paper, draw and identify two-dimensional patterns (nets) for cubes.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
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Measurement
M.13.5.6--Angles
The learner will be able to use benchmark angles (Ex. 45 degrees, 90 degrees, 120 degrees, 180 degrees) to estimate the measure of angles.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.1--Distance
The learner will be able to identify and select appropriate units and tools to measure (Ex. distance with feet).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.2--Distance
The learner will be able to make conversions within the customary measurement system in real world problems (Ex. feet to inches, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.3--Distance
The learner will be able to establish through experience benchmark prefixes of mili-, centi-, and kilo-.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.2--Distance
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.3--Distance
The learner will be able to draw and measure distance to the nearest cm and 1/4 inch accurately.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.5--Distance
The learner will be able to count the distance between two points on a horizontal or vertical line and compare the lengths of the paths on a grid (Ex. shortest path, paths of equal length, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.1--Capacity
The learner will be able to identify and select appropriate units and tools to measure.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.2--Capacity
The learner will be able to make conversions within the customary measurement system in real world problems (Ex. quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.3--Capacity
The learner will be able to establish through experience benchmark prefixes of mili-, centi-, and kilo-.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.2--Capacity
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.1--Mass/Weight
The learner will be able to identify and select appropriate units and tools to measure.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.2--Mass/Weight
The learner will be able to make conversions within the customary measurement system in real world problems (Ex. quarts to gallons, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.3--Mass/Weight
The learner will be able to establish through experience benchmark prefixes of mili-, centi-, and kilo-.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.2--Mass/Weight
The learner will be able to determine which unit of measure or measurement tool matches the context for a problem situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.2--Time
The learner will be able to make conversions within the customary measurement system in real world problems (Ex. hours to minutes, etc.).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.1--Time
The learner will be able to solve real world problems involving one elapsed time, counting forward (calendar and clock).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.4--Perimeter & Area of Rectan
The learner will be able to understand when to use linear units to describe perimeter, square units to describe area or surface area, and cubic units to describe volume, in real world situations.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.13.5.4--Perimeter & Area of Rectan
The learner will be able to develop and use strategies to solve real world problems involving perimeter and area of rectangles.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.4--Nets, Surface Area, Volume
The learner will be able to understand when to use linear units to describe perimeter, square units to describe area or surface area, and cubic units to describe volume, in real world situations.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
M.12.5.5--Nets, Surface Area, and Volume
The learner will be able to model the differences between covering the faces (surface area/nets) and filling the interior (volume of cubes).
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
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Data and Probability
DAP.16.5.1--Probability
The learner will be able to make predictions and justify conclusions based on data.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
DAP.17.5.1--Probability
The learner will be able to identify and predict the probability of events within a simple experiment.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
DAP.17.5.2--Probability
The learner will be able to list and explain all possible outcomes in a given situation.
Source
Arkansas Mathematics Framework Revision 2004 Amended 2006(a)
  
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