Index
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Mathematics
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Grade K 1st Nine Weeks |
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Grade K 2nd Nine Weeks |
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Grade K 3rd Nine Weeks |
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Grade K 4th Nine Weeks |
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Grade One 1st Nine Weeks |
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Grade One 2nd Nine Weeks |
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Grade One 3rd Nine Weeks |
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Grade One 4th Nine Weeks |
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Grade Two 1st Nine Weeks |
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Grade Two 3rd Nine Weeks |
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Grade Two 2nd Nine Weeks |
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Grade Two 4th Nine Weeks |
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Grade Three 3rd Nine Weeks |
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Grade Three 1st Nine Weeks |
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Grade Three 2nd Nine Weeks |
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Grade Three 4th Nine Weeks |
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Grade Four 1st Nine Weeks |
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Grade Four 2nd Nine Weeks |
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Grade Four 3rd Nine Weeks |
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Grade Four 4th Nine Weeks |
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Grade 5 Test 1--Aug. 27--Oct. 28, 2008 |
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Grade 5 Test 2--Oct. 29-Jan. 20, 2009 |
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Grade 5 Test 3--Jan. 21-Mar. 17, 2009 |
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Grade 6 Test 1--Aug. 27-Oct. 28, 2008 |
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Grade 6 Test 2--Oct. 29-Jan. 20, 2009 |
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Grade 6 Test 3--Jan. 21-Mar. 17, 2009 |
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Grade 7 Test 1--Aug. 27-Oct. 24, 2008 |
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Grade 7 Test 2--Oct. 25--Jan. 9, 2009 |
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Grade 7 Test 3--Jan. 10-Mar. 19, 2009 |
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Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008 |
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Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009 |
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Pre-Algebra Test 3-Jan.10-Mar. 19, 2009 |
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Grade 8 Test 1--Aug. 21-Oct. 23, 2008 |
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Grade 8 Test 2--Oct. 24-Jan. 29, 2009 |
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Grade 8 Test 3--Jan. 30-Mar. 19, 2009 |
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Grade Eight 3rd Nine Weeks |
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Grade Eight 1st Nine Weeks |
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Grade Eight 2nd Nine Weeks |
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Grade Eight 4th Nine Weeks |
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Algebra 1 Test 1-Aug. 21-Oct. 29, 2008 |
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Algebra 1 Test 2--Oct. 30-Jan. 30, 2009 |
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Algebra 1 Test 3--Jan. 31-Mar. 19, 2009 |
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Algebra B Test 1-Aug. 21-Oct. 29, 2008 |
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Algebra B Test 2--Oct. 30-Jan. 29, 2009 |
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Algebra B Test 3--Jan. 31-Mar. 19, 2009 |
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Algebra A--First Nine Weeks |
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Algebra A--Second Nine Weeks |
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Algebra A--Third Nine Weeks |
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Algebra A--Fourth Nine Weeks |
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Geometry Test 1--Aug. 21-Oct. 23, 2008 |
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Geometry Test 2--Oct. 24-Jan. 21, 2009 |
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Geometry Test 3--Jan. 22-Mar. 19, 2009 |
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Transitional Math 1st 9 weeks |
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Transitional Math-2nd 9 weeks |
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Transitional Math-3rd 9 weeks |
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Transitional Math-4th 9 weeks |
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Algebra II Test 1--Aug. 21-Nov. 12, 2008 |
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Algebra II Test 2--Nov. 13-Jan. 28, 2009 |
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Algebra II Test 3--Jan. 29-Mar. 18, 2009 |
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Algebraic Connections--First Nine Weeks |
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Algebraic Connections--Second Nine Weeks |
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Algebraic Connections--Third Nine Weeks |
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Algebraic Connections--Fourth Nine Weeks |
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Pre-Calculus--First Nine Weeks |
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Pre-Calculus--Second Nine Weeks |
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Pre-Calculus--Third Nine Weeks |
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Pre-Calculus--Fourth Nine Weeks |
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Calculus AB--First Nine Weeks |
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Calculus AB--Second Nine Weeks |
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Calculus AB--Third Nine Weeks |
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Calculus AB--Fourth Nine Weeks |
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© 2008 by
Paragould School District
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
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Paragould School District |
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PSD Math 2008-09 |
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Mathematics - Grade Two 1st Nine Weeks |
***Numbers to 100
The learner will be able to
represent, count, compare, and order whole numbers to 100.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.3
The learner will be able to
connect various physical models and representations to the quantities they represent using number names, numerals and number words to 100 with and without appropriate technology.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.4
The learner will be able to
represent numbers to 100 in various forms Ex. Arrange tally marks,combinations of rods and units.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.5
The learner will be able to
use multiple models to represent understanding of place value including hundreds Ex. 127 is 1 flat and 2 ten rods and 7 units.
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Arkansas Mathematics Frameworks 2004 |
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No.2.2.1
The learner will be able to
count on (forward) and back (backward) on a number line and a 100's chart starting at any whole number up to 100.
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Arkansas Mathematics Frameworks 2004 |
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A.4.2.3
The learner will be able to
use patterns to count forward and backward when given a number less than or equal to 100 ___,69,___, ___.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.8
The learner will be able to
communicate the relative position of any number less than 100 (27 is greater than 25 and less than 30).
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.6
The learner will be able to
determine relative position using ordinal numbers (first through eighteenth).
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.7
The learner will be able to
compare 2 numbers, less than 100 using numerals and =, <,> with and without appropriate technology.
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Arkansas Mathematics Frameworks 2004 |
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*** Equal Groups
The learner will be able to
introduce equal groups.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.1
The learner will be able to
use efficient strategies to count a given set of objects in groups of 2s and 5s to 100 and in groups of 3s to 30.
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Arkansas Mathematics Frameworks 2004 |
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A.4.2.4
The learner will be able to
identify, describe and extend skip counting patterns from any given number.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.4
The learner will be able to
apply number theory: determine if a two digit number is odd or even.
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Arkansas Mathematics Frameworks 2004 |
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***Addition/Subtraction
The learner will be able to
solve problems using addition/subtraction basic facts and addition/subtraction subtraction multiples of 10.
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Arkansas Mathematics Frameworks 2004 |
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NO.1.2.2
The learner will be able to
represent a whole number in multiple ways using composition and decomposition (bigger numbers) Ex. A collection of 80 blocks Composition: 80 can be made by combining: 70 and 10, 60 and 20 Decomposition: can be separated into 50 and 30, 40 and 40.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.5
The learner will be able to
demonstrate various meaning of addition and subtraction.
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Arkansas Mathematics Frameworks 2004 |
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A.5.2.1
The learner will be able to
select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels Ex. Mrs. Cole's class has 22 students. Ms. River's class joined them on a field trip. When everyone got on a bus, there were 45 children. How many students are in Ms. River's class.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.4
The learner will be able to
apply number theory and use the terms sum, addends, and difference in appropriate context (2 + 3 = 5, 2 and 3 are addends and 5 is the sum).
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.6
The learner will be able to
demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.2
The learner will be able to
model and use the commutative property of addition Ex. 3 + 2 is the same as 2 + 3.
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Arkansas Mathematics Frameworks 2004 |
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NO.3.2.5
The learner will be able to
use estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer.
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Arkansas Mathematics Frameworks 2004 |
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NO.3.2.1
The learner will be able to
develop strategies for basic addition facts (and subtraction) counting all, counting on, one more, two more, doubles, doubles plus one or minus one, make ten, using ten frames, identity property (add zero).
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Arkansas Mathematics Frameworks 2004 |
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NO.3.2.3
The learner will be able to
demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions Ex. 9+9=18 and 18-9=9 and add and subtract multiples of ten.
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Arkansas Mathematics Frameworks 2004 |
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NO.2.2.3
The learner will be able to
develop and understanding of the associative property of addition using objects.( Notes: adding more than two numbers, grouping addends, parentheses say "do me first").
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Arkansas Mathematics Frameworks 2004 |
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NO3.2.2
The learner will be able to
demonstrate mulitple stratagies for adding and subtracting two-digit whole numbers (compatible numbers, compensatory numbers, informal use of commutative and associative properties of addition).
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Arkansas Mathematics Frameworks 2004 |
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A.4.2.6
The learner will be able to
recognize, describe, extend and create repeating and growing patterns using a wide variety of materials to solve problems.
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Arkansas Mathematics Frameworks 2004 |
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A.6.2.1
The learner will be able to
use a chart or table to organize information and to understand relationships.
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Arkansas Mathematics Frameworks 2004 |
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A.7.2.1
The learner will be able to
interpret and compare quantitative change Ex. changes in temperature, age, height, etc. The temperature this morning was 75 degrees. This afternoon is 85 degrees. What is the difference in the temperature.
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Arkansas Mathematics Frameworks 2004 |
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Data Analysis and Probability
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*** Data Analysis
The learner will be able to
use data to solve problems.
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Arkansas Mathematics Frameworks 2004 |
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DAP .14.2.1
The learner will be able to
identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs).
| Source |
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Arkansas Mathematics Frameworks 2004 |
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DAP.15.2.2
The learner will be able to
make true statements comparing data displayed on a graph or chart Ex. more children chose pizza than chicken (use graph that shows this).
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Arkansas Mathematics Frameworks 2004 |
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DAP.15.2.1
The learner will be able to
analyze and make predictions from data represented in charts and graphs.
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Arkansas Mathematics Frameworks 2004 |
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DAP.16.2.1
The learner will be able to
make simple predictions of a given set of data.
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Arkansas Mathematics Frameworks 2004 |
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