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School District of Washington |
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MATHEMATICS CURRICULUM 2000 |
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Mathematics - Pre-Algebra |
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Absolute Value: Definitions
The learner will be able to
compare definitions of absolute value from both algebra and geometry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Analysis |
Introduce |
School District of Washington. SG2. PS1-6. MA1,5. |
Classroom
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Absolute Value: Identifying
The learner will be able to
identify the absolute value of a given number.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Knowledge |
Introduce |
School District of Washington. SG2. PS1-6. MA1,2. American College Test (ACT). |
Classroom
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Algebraic Concepts: Problem Solving
The learner will be able to
use algebraic methods to solve mathematical problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Application |
Introduce |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #16 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
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Algebraic Concepts: Procedures
The learner will be able to
understand and/or use algebraic methods for obtaining solutions to equations and/or inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
|
Introduce |
School District of Washington. SG1. PS4-8. MA1,4,5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.58, VIII.e |
Classroom
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Algebraic Concepts: Procedures
The learner will be able to
understand algebraic procedures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Introduce |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #16 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
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Algebraic Concepts: Procedures
The learner will be able to
understand elementary algebraic procedures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Master |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.3 |
Classroom
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Algebraic Concepts: Representations
The learner will be able to
identify algebraic illustrations of problem scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Knowledge |
Introduce |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #16 week tested: 28. School District of Washington. SG3. PS1-8. MA3,4,6. |
Classroom
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Computation: Proficiency
The learner will be able to
exhibit proficiency when performing computational procedures using equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #11 week tested: 28. School District of Washington. SG1. PS1-10. MA1,4,5. |
Classroom
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Computation: Real World Problems
The learner will be able to
obtain solutions to real world problems that involve computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Reinforce |
School District of Washington. SG1. PS2,4,8. SG2. PS2,6,7. MA1-6..; Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #11 week tested: 28. |
Classroom
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Estimate: Multiple Step Story Problem
The learner will be able to
estimate the solution to a story problem which requires multiple calculations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiple-step Problems |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA1. |
Classroom
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Exponents: Growth
The learner will be able to
understand characteristics of exponential growth.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Comprehension |
Introduce |
School District of Washington. SG1. PS4-8. MA4,5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.3 |
Classroom
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Exponents: Identify/Apply
The learner will be able to
identify and apply exponential expressions and radical signs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Application |
Introduce |
School District of Washington. SG2. PS1-6. MA1,4. |
Classroom
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Exponents: Negative Exponents
The learner will be able to
analyze and describe negative exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Analysis |
Introduce |
School District of Washington. SG2. PS1-6. MA1,4,5. American College Test (ACT). |
Classroom
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Exponents: Understand Representation
The learner will be able to
demonstrate an understanding of the value of a number represented in exponential form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Comprehension |
Introduce |
School District of Washington. SG2. PS1-6. MA1,4. |
Classroom
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Expressions: Least Common Multiple
The learner will be able to
solve for the Least Common Multiple of algebraic expressions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Application |
Introduce |
School District of Washington. SG2. PS1-10. MA1,4. |
Classroom
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Inequalities: Concept
The learner will be able to
understand the concepts of inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inequalities |
Comprehension |
Introduce |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #16 week tested: 28. School District of Washington. SG2. PS1-6. MA1-6. |
Classroom
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Polynomials: All Operations
The learner will be able to
add, subtract, multiply, and divide all polynomials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polynomials |
Knowledge |
Introduce |
School District of Washington. SG1. PS1-10. MA1,4,5. |
Classroom
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Polynomials: Divide by Monomial
The learner will be able to
divide a polynomial by a monomial.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polynomials |
Comprehension |
Introduce |
School District of Washington. SG1. PS1-10. MA1,4,5. |
Classroom
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Problem Solving: Algebraic Properties
The learner will be able to
solve problems by applying algebraic properties (order of operations).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 30, 33, 35 week tested: 28. School District of Washington. SG2. PS1-10. MA1-6. week tested: 34.14, I.1 |
Classroom
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Properties
The learner will be able to
identify and apply the following properties of addition and multiplication: multiplication by 0, distributive, associative, reciprocal, adding like terms, property of opposites, commutative, and order of operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Introduce |
School District of Washington. SG2. PS1-10. MA1,4,5. American College Test (ACT). |
Classroom
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Properties: Real Numbers
The learner will be able to
identify and use properties of real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Comprehension |
Introduce |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.3, p.64, IX.1 |
Classroom
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Solving
The learner will be able to
model and solve simple linear equations using concrete, informal and formal strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
|
Introduce |
Terra Nova, Complete Battery, 1997, Level 19, Item 25 week tested: 28. School District of Washington. SG2. PS1-10. MA1-6. |
Classroom
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Symbols: Real World
The learner will be able to
understand that mathematical symbols can be applied to represent real world situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symbols |
Comprehension |
Introduce |
School District of Washington. SG1. PS10. MA1,5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.2 |
Classroom
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Variable: Represent Situations
The learner will be able to
illustrate situations involving variable quantities with expressions, equations, and inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
Comprehension |
Introduce |
School District of Washington. SG1. PS4-8. MA1,5 MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.d |
Classroom
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Variables: Apply
The learner will be able to
apply variables and suitable operations in the writing of an expression, equation, inequality, or systems of equations or inequalities that illustrate a verbal description.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
Application |
Introduce |
School District of Washington. SG2. PS1-10. MA1-6. |
Classroom
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Variables: Relationships
The learner will be able to
analyze and explain relationships and the resulting effects between changes in an independent variable and a dependent variable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
|
Introduce |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.c |
Classroom
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Calculus and Pre-Calculus
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Graph Theory: Explore/Solve
The learner will be able to
investigate and solve application problems that involve graph theory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graph Theory/Networks |
Application |
Introduce |
School District of Washington. SG1. PS4-8. MA6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.a |
Classroom
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Data Classification: Organization
The learner will be able to
understand that data may be organized into many different forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Comprehension |
Introduce |
School District of Washington. SG1. PS8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.4 |
Classroom
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Data Collection: Organization
The learner will be able to
organize data in many different ways.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Comprehension |
Master |
School District of Washington. SG1. PS8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.4 |
Classroom
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Graphing: Data Display
The learner will be able to
construct and/or finish a data display.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 27, 32 week tested: 28. School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
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Graphing: Model/Describe/Analyze
The learner will be able to
model, explain, and analyze maximum and minimum points of a graph.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
|
Introduce |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.45, VI.j |
Classroom
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Graphs: Analyze
The learner will be able to
analyze and read information presented in a variety of graphical forms (including bar graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Analysis |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 6 week tested: 28. School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
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Tables/Charts: Interpret/Summarize
The learner will be able to
interpret and summarize information obtained from tables, charts, and graphical forms that appear in real world scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tables/Charts |
Synthesis |
Introduce |
School District of Washington. SG1. PS4-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.a |
Classroom
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Decimals: All Operations
The learner will be able to
add, subtract, multiply, and divide decimal amounts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Decimals |
Comprehension |
Reinforce |
School District of Washington. SG1. PS1-10. MA1,5. |
Classroom
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Decimals: Convert to Percents/Fractions
The learner will be able to
represent decimal numbers as either fractions or percents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Decimals |
Application |
Reinforce |
School District of Washington. SG1. PS1-10. MA1,3,5. |
Classroom
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Recursion: Apply Concept
The learner will be able to
apply the idea of recursion in mathematics to obtain solutions to application problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Recursion |
Application |
Introduce |
School District of Washington. SG1. PS4-8. MA6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.70, X.h |
Classroom
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Fractions: Multiply/Divide
The learner will be able to
multiply and divide fractions and mixed fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Comprehension |
Reinforce |
School District of Washington. SG1. PS1-10. MA1,3,5. |
Classroom
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Functions: Parameter Changes
The learner will be able to
study the effects of a change in function parameters on the functions, applying suitable technologies as needed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Functions/Relations |
|
Introduce |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.b, p.58, VIII.i |
Classroom
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Functions: Problem Solving
The learner will be able to
apply functions and/or patterns in the representation and/or solving of problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 20 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
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Graphing: Different Representations
The learner will be able to
gain an equal understanding of functions presented in either tabular, symbolic, or graphical formats.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing Functions |
|
Introduce |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.c |
Classroom
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Representations: Real-World Phenomena
The learner will be able to
use functions (such as tables, graphs, and expressions) to model real-world phenomena.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Representations of Functions |
Synthesis |
Introduce |
School District of Washington. SG1. PS4-8. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.c |
Classroom
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Angle: Apply Measurement
The learner will be able to
apply the idea of angle measurement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Application |
Introduce |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.45, VI.i |
Classroom
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Angles: Measuring
The learner will be able to
measure angles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Application |
Introduce |
School District of Washington. SG4. PS1-8. MA1-6..; Terra Nova, Complete Battery, 1997, Level 19, Item 26 week tested: 28. |
Classroom
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Congruence/Similarity: Classify Figures
The learner will be able to
classify shapes in terms of their possible congruence and similarity and use these relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence/Similarity/Symmetry |
|
Introduce |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.c |
Classroom
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Figures: 2 and 3 Dimensional/Represent
The learner will be able to
use two- and three-dimensional geometric models to represent problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
Application |
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.b |
Classroom
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Figures: 2 and 3 Dimensional/Solve
The learner will be able to
solve problems using two- and three-dimensional geometric models.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
Application |
Master |
School District of Washington. SG3. PS1-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.b |
Classroom
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Figures: Describe Real World
The learner will be able to
understand that geometric figures can be applied to describe the real world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
Application |
Master |
School District of Washington. SG1. PS10. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.3 |
Classroom
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Figures: Name/Identify
The learner will be able to
identify, name, and/or apply properties of geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.b |
Classroom
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Geometric Concepts
The learner will be able to
understand and/or apply the concepts of solid, coordinate, and/or transformational geometry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
|
Introduce |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.1 |
Classroom
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Geometric Concepts: System Structures
The learner will be able to
understand the structures of geometric systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
Comprehension |
Introduce |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.1 |
Classroom
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Geometric Concepts: Understanding
The learner will be able to
display comprehension of spatial relationship 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 |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #14 week tested: 28. School District of Washington. SG2. PS1-5. SG4. PS1-8. MA1-6. |
Classroom
|
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Geometric Properties and Relationships
The learner will be able to
understand and apply geometric properties and relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 15, 34 week tested: 28. School District of Washington. SG3. PS1-8. SG2. PS1-5. MA1,2,4. week tested: 34.24, III.3, p.64, IX.4 |
Classroom
|
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Inductive/Deductive: Apply
The learner will be able to
apply inductive and deductive reasoning to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG3. PS1-8. MA1,4,5,6. week tested: 34.24, III.4, p.24, III.5 |
Classroom
|
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Points/Lines/Subsets/Planes: Use
The learner will be able to
recognize and use relationships between points, lines and subsets of lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Planes/Points/Lines |
Comprehension |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. American College Test (ACT), Study Guide, 1995-96, ACT, p.162. week tested: 28 |
Classroom
|
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Problem Solving: Figures
The learner will be able to
discover properties of and relationships between figures from given assumptions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Introduce |
School District of Washington. SG1. PS4-8. SG3. PS5. MA2,4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.d |
Classroom
|
|
Properties of Figures: 2D/3D
The learner will be able to
understand the properties and relationships of two and three dimensional figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
|
Master |
School District of Washington. SG1. PS4-8. MA2,4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.2 |
Classroom
|
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Properties of Figures: Deducing
The learner will be able to
use transformational and coordinate methods to deduce the properties of figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
|
Introduce |
School District of Washington. SG3. PS5. MA2,4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.f |
Classroom
|
|
Reasoning: Proportional/Spatial
The learner will be able to
use proportional and spatial reasoning skills.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG4. PS1-8. MA1,4,5,6. |
Classroom
|
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Solids: Draw
The learner will be able to
draw three-dimensional solids.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Application |
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.a |
Classroom
|
|
Spatial Concepts: Manipulatives
The learner will be able to
apply and use manipulatives in the investigation of spatial relationships and/or patterns, and to illustrate geometric problems (paper folding).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exploring Spatial Concepts |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #14 week tested: 28. School District of Washington. SG3. PS1-8. SG2. PS1-5. MA1,2,4. |
Classroom
|
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Spatial Thinking: Apply Concepts
The learner will be able to
use suitable concepts and procedures of spatial reasoning/understanding.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Spatial Thinking |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 12 week tested: 28. School District of Washington. SG2. PS1-5. MA1,2,4. |
Classroom
|
|
Three Dimensional Solids: Interpret
The learner will be able to
interpret three dimensional figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Analysis |
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.a |
Classroom
|
|
Transformations: Apply
The learner will be able to
apply transformations to inspect symmetry, similarity, and/or congruence of geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
|
Introduce |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.45, VI.g |
Classroom
|
|
Integers: Understand Meaning
The learner will be able to
comprehend the meaning of positive and negative integers by applying them to explain real world scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
Comprehension |
Reinforce |
School District of Washington. SG2. PS1-6. MA1,4,5. American College Test (ACT). |
Classroom
|
|
Communication: Language of Mathematics
The learner will be able to
apply the language of mathematics through reading and listening.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Application |
Master |
School District of Washington. SG2. PS1-4. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.1 |
Classroom
|
|
Communication: Mathematical Ideas
The learner will be able to
relate mathematical ideas through speaking, writing, demonstrating, and/or visual illustrations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
School District of Washington. SG2. PS1,2. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.1 |
Classroom
|
|
Math as Reasoning: Apply
The learner will be able to
develop reasoning skills and become an independent mathematical thinker who is able to draw logical conclusions and make generalizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Reinforce |
School District of Washington. SG4. PS1. MA1,4,5. |
Classroom
|
|
Math as Reasoning: Deductive/Inductive
The learner will be able to
identify and employ the concepts of deductive and inductive reasoning in all areas of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
School District of Washington. SG3. PS5. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.d |
Classroom
|
|
Math as Reasoning: Estimating Solutions
The learner will be able to
apply mathematical reasoning to estimate solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Reinforce |
School District of Washington. SG4. PS1. MA1. |
Classroom
|
|
Math Concepts: Identify Equivalent
The learner will be able to
identify equivalent representations of the same mathematical concept.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Analysis |
Master |
School District of Washington. SG1. PS6. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.30, IV.a |
Classroom
|
|
Math Concepts: Relating
The learner will be able to
associate mathematical ideas and/or skills with practical applications.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Analysis |
Reinforce |
School District of Washington. SG1. PS10. MA1. |
Classroom
|
|
Mathematical Concepts: Understanding
The learner will be able to
contemplate and clarify thoughts concerning mathematical concepts, relationships and/or situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Comprehension |
Master |
School District of Washington. SG1. PS6. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.a |
Classroom
|
|
Mathematical Concepts: Understanding
The learner will be able to
understand concepts such as cause-and-effect and/or whole-to-part.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Comprehension |
Master |
School District of Washington. SG3. PS1-5. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.4, p.69, X.5 |
Classroom
|
|
Mathematical Concepts: Using Technology
The learner will be able to
use technology to explore and interpret mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Concepts |
Application |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Mathematical Connections
The learner will be able to
use and know the importance of the interrelationships between mathematics and other areas of study or interest.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
|
Master |
School District of Washington. SG2. PS1-7. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.30, IV.2 |
Classroom
|
|
Mathematical Connections: Apply
The learner will be able to
apply the concepts of one mathematical problem situation to extend understanding of another problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
Application |
Reinforce |
School District of Washington. SG3. PS1-7. MA1-6. |
Classroom
|
|
Mathematical Connections: Real-World
The learner will be able to
make connections between mathematical concepts and real-world situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
|
Master |
School District of Washington. SG1. PS10. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.30, IV.3 |
Classroom
|
|
Mathematics as Communication
The learner will be able to
use speaking, writing, graphical forms, and physical models to communicate mathematics concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Application |
Reinforce |
School District of Washington. SG2. PS1-3. MA1,4,6. |
Classroom
|
|
Mathematics Communication
The learner will be able to
connect common vocabulary to mathematical terminology, and/or connect models, diagrams, and pictures to mathematical ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #18 week tested: 28. School District of Washington. SG2. PS1-5. MA1,2,4. |
Classroom
|
|
Modeling: Math Situations
The learner will be able to
make models of problem scenarios, and make descriptions and evaluations of mathematical concepts and situations either in a graphic or written form and obtain solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #18 week tested: 28. School District of Washington. SG1. PS1-10. SG2. PS1,3,4,5. SG3. PS1-8. MA1-6. |
Classroom
|
|
Modeling: Real World
The learner will be able to
apply mathematical models to real world problem scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
School District of Washington. SG3. PS1-8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.d |
Classroom
|
|
Modeling: Relating
The learner will be able to
relate models to concepts and/or ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 32 week tested: 28. School District of Washington. SG3. PS1-8. SG2. PS1,3-5. SG1. PS1-10. MA1-6. |
Classroom
|
|
Modeling: Symbols
The learner will be able to
apply mathematical symbols as a means of modeling many different scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Comprehension |
Master |
School District of Washington. SG3. PS1-8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.3 |
Classroom
|
|
Models: Represent Ideas
The learner will be able to
represent mathematical concepts through the use of visual models.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Comprehension |
Master |
School District of Washington. SG2. PS1. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.18, II.2 |
Classroom
|
|
Procedural Knowledge: Analyze
The learner will be able to
study and connect procedures in multiple representations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Procedural/Conceptual Knowledge |
Analysis |
Master |
School District of Washington. SG1. PS5. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.30, IV.b |
Classroom
|
|
Procedural Knowledge: Relationships
The learner will be able to
formulate, analyze, and describe procedures for representing and analyzing relationships in tables, verbal rules, equations, and graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Procedural/Conceptual Knowledge |
|
Master |
School District of Washington. SG1. PS8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.a |
Classroom
|
|
Relationships: Represent/Analyze
The learner will be able to
illustrate and analyze relationships through the use of verbal rules, tables, and graphs as instruments to interpret expressions, equations, and inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
|
Master |
School District of Washington. SG1. PS1-10. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.b |
Classroom
|
|
Reasoning: Apply Concepts
The learner will be able to
apply concepts from logic and/or truth tables to identify valid and invalid arguments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Introduce |
School District of Washington. SG3. PS5-7. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.c |
Classroom
|
|
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 |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG1. PS2,4,8. MA1-6. & SG2. PS2,6,7. MA1-6. |
Classroom
|
|
Measurement Concepts: Manipulatives
The learner will be able to
apply manipulatives to investigate shapes, area, and/or perimeter, and display and illustrate measurement problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement Concepts |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG1. PS2,4,8. SG2. PS2,6,7. SG4. PS1-8. MA1-6. |
Classroom
|
|
Measurement Concepts: System Structure
The learner will be able to
understand the structure of measurement systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement Concepts |
Comprehension |
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.44, VI.1 |
Classroom
|
|
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 |
Bloom's |
Scope |
Source |
Activities |
| Measurement Concepts |
Application |
Master |
School District of Washington. SG1. PS4-8. MA2. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.45, VI.i |
Classroom
|
|
Measurement Processes: Compare/Describe
The learner will be able to
compare and describe measurement methods.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement Processes |
Analysis |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG1. PS2,4,8. SG2. PS2,6,7. SG4. PS1,4,5. MA1-6. |
Classroom
|
|
Measurement: Estimation
The learner will be able to
apply measurement approximations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Estimation |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Problem Solving: Indirect Measures
The learner will be able to
solve problems involving indirect measures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 16 week tested: 28. School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Problem Solving: Measurement
The learner will be able to
solve problems involving measurement concepts, rate, and scale.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Units of Measurement: Scale
The learner will be able to
understand the concept of scale in relation to a ratio in regards to a scale drawing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scale Drawings |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 17, 28 week tested: 28. School District of Washington. SG4. PS1-8. SG1. PS1-10. MA1-6. |
Classroom
|
|
Equivalent Forms
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 |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #10 week tested: 28. School District of Washington. SG1. PS1-10. SG2. PS1-6. MA1-6. |
Classroom
|
|
Equivalent Forms: Understanding
The learner will be able to
know that equivalent forms of the same number allow it to be represented in a variety of ways.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 8, 19 week tested: 28. School District of Washington. SG2. PS1-10. MA1-6. |
Classroom
|
|
Mathematical Systems: Investigate
The learner will be able to
explore and determine similarities and differences between mathematical systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Systems |
Analysis |
Introduce |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.c |
Classroom
|
|
Number Forms: Relationships
The learner will be able to
recognize relationships, and understand and/or use numbers and number ideas in a real world setting.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Relationships |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #10 week tested: 28. School District of Washington. SG4. PS1-8. MA1-3,5,6. |
Classroom
|
|
Number Forms: Represent/Translate
The learner will be able to
represent numbers in multiple forms and translate between equivalent representations of numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Representing |
Analysis |
Master |
School District of Washington. SG1. PS4-8. MA1. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.2 |
Classroom
|
|
Number Sense: Understanding
The learner will be able to
display, illustrate, and/or relate to others a comprehension of number and/or number relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #10 week tested: 28. School District of Washington. SG2. PS1-10. MA1-6. |
Classroom
|
|
Number Theory: Extend Understanding
The learner will be able to
extend comprehension and application of number theory concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Theory |
Application |
Introduce |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.d |
Classroom
|
|
Proportion Story Problems
The learner will be able to
use proportional reasoning to solve story problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 28, 33 week tested: 28. School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Ratios/Percents/Decimals/Fractions
The learner will be able to
write comparisons as ratios, percents, decimals, and fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Synthesis |
Reinforce |
School District of Washington. SG4. PS1-8. MA1,2,4,5. |
Classroom
|
|
Scientific Notation: Applying
The learner will be able to
understand and apply the use and significance of scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 22 week tested: 28. School District of Washington. SG2. PS1-6. MA1,5. |
Classroom
|
|
Compare/Order
The learner will be able to
compare and/or order numbers and/or objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparing/Ordering |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 14 week tested: 28. School District of Washington. SG2. PS1-10. MA1,3. |
Classroom
|
|
Computing: In Context
The learner will be able to
perform computations in the context of given problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 4 week tested: 28. School District of Washington. SG1. PS1-10. MA1,4,5. |
Classroom
|
|
Counting: Explore Applications
The learner will be able to
investigate applications from counting methods such as Pascal's Triangle, permutations, combinations, and Fibonacci sequence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Counting |
Analysis |
Introduce |
School District of Washington. SG1. PS4-8. MA6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.d |
Classroom
|
|
Estimation Strategies
The learner will be able to
apply and explain suitable approximation methods in problem solving situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation Strategies |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #11 week tested: 28. School District of Washington. SG4. PS1-8. MA1. |
Classroom
|
|
Estimation Strategies: Explain
The learner will be able to
relate estimation methods to others.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation Strategies |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #11 week tested: 28. School District of Washington. SG3. PS1-8. SG4. PS1-8. SG2. PS2,6. MA1. |
Classroom
|
|
Estimation: Appropriateness
The learner will be able to
use estimation where appropriate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 9 week tested: 28. School District of Washington. SG3. PS1-8. SG4. PS1-8. MA1. |
Classroom
|
|
Number Uses
The learner will be able to
demonstrate an understanding that numbers are used for counting, measuring, ordering, and estimating.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Numeration |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #10 week tested: 28. School District of Washington. SG2. PS1-6. MA1,2. |
Classroom
|
|
Ordering Numbers
The learner will be able to
order a sequence of numbers which may include whole numbers, decimals, fractions, percents, and integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ordering Numbers |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #10 week tested: 28. School District of Washington. SG2. PS1-10. MA1,5,6. |
Classroom
|
|
Pattern: Problem Solving
The learner will be able to
solve problems using number patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 13, 23 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
|
|
Pattern: Problem Solving
The learner will be able to
use pattern recognition to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns |
Application |
Master |
School District of Washington. SG3. PS1-6. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.1 |
Classroom
|
|
Patterns: Relationships
The learner will be able to
apply, create, continue, describe, and apply patterns and relationships in the evaluation of various scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Relationships |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG2. PS1-10. MA1-6. |
Classroom
|
|
Patterns: Relationships
The learner will be able to
make and/or illustrate patterns and/or functional relationships and apply algebraic representations to illustrate problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Relationships |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #16 week tested: 28. School District of Washington. SG2. PS1-10. SG2. PS1,3-5. MA1-6. |
Classroom
|
|
Patterns: Relationships
The learner will be able to
understand that mathematical patterns and relationships can be illustrated in many different forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Relationships |
|
Master |
School District of Washington. SG1. PS6. MA4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.1 |
Classroom
|
|
Patterns: Relationships
The learner will be able to
organize data into many different forms to seek out patterns and relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Relationships |
Application |
Master |
School District of Washington. SG1. PS5-8. MA3,4. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.1 |
Classroom
|
|
Percent/Percentage/Symbol
The learner will be able to
identify the definition of percent (one out of a hundred), percentage (part of a whole), and the percent symbol (%).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Percent Representations |
Comprehension |
Reinforce |
School District of Washington. SG2. PS1-6. MA1,3,5. |
Classroom
|
|
Problem Solving: Discount/Interest/Tax
The learner will be able to
determine the operations necessary to solve problems with discounts, interest, and sales tax.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Knowledge |
Master |
School District of Washington. SG4. PS1-3,5,6. MA1-6. |
Classroom
|
|
|
Perspective/Role in Society
|
Assessment Outcomes: Errors
The learner will be able to
attempt to use errors as learning experiences and apply new learning so as to not repeat errors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Assessment Outcomes |
Analysis |
Reinforce |
School District of Washington. SG3. PS1-7. MA1-6. |
Classroom
|
|
Attitude: Appreciation
The learner will be able to
develop an appreciation for the value of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Synthesis |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Attitude: Confidence
The learner will be able to
become confident in solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Synthesis |
Reinforce |
School District of Washington. SG3. PS1-8. SG4. PS5. MA1-6. |
Classroom
|
|
Attitude: Mathematics/Language Arts
The learner will be able to
understand and appreciate that discussing, listening, reading, and writing are vital parts of learning and using mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Comprehension |
Reinforce |
School District of Washington. SG2. PS1-3. MA1-6. |
Classroom
|
|
Learning Objective
The learner will be able to
learn to accept responsibility for his/her own learning in mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Learning Mathematics |
Application |
Reinforce |
School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Mathematical Perspective
The learner will be able to
see mathematics as a connected whole as opposed to an isolated set of topics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Analysis |
Reinforce |
School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Mathematical Perspective
The learner will be able to
understand mathematics as integral to the development of all cultures and civilizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Attitude/Perspective |
Comprehension |
Reinforce |
School District of Washington. SG4. PS1-8. MA1-6. |
Classroom
|
|
Mathematics: Careers/Proficiency
The learner will be able to
understand that many careers require proficiency in mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Careers |
Comprehension |
Reinforce |
School District of Washington. SG1. PS1-10. SG4. PS1-8. MA1-6. |
Classroom
|
|
Data Analysis
The learner will be able to
study the influence of data transformations on the idea of variability and on measures of central tendency.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.d |
Classroom
|
|
Data Analysis: Conclusions
The learner will be able to
draw conclusions from data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 29 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Data Analysis: Inferences
The learner will be able to
gather information and develop inferences based on the analysis of this information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 7 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Data Analysis: Maximum/Minimum
The learner will be able to
find and interpret maximum and minimum values in a data set, on a graph, or in a problem scenario.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Introduce |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.52, VII.k |
Classroom
|
|
Data Analysis: Process
The learner will be able to
understand the process necessary to analyze and present data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
Comprehension |
Master |
School District of Washington. SG1. PS8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.4 |
Classroom
|
|
Data Analysis: Real World Applications
The learner will be able to
apply data analysis concepts in real world scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
Application |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #15 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Data: Evaluate
The learner will be able to
evaluate bias, accuracy, and validity of data in real-world situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #15 week tested: 28. School District of Washington. SG4. PS1-8. MA1-3,5,6. |
Classroom
|
|
Data: Evaluate Conclusions
The learner will be able to
make evaluations of conclusions and/or conjectures that may be drawn from a set of data using mean, median, mode, and range.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 31 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Data: Interpretation/Evaluation
The learner will be able to
interpret and evaluate given data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #15 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Data: Represent/Interpret
The learner will be able to
illustrate and/or analyze data, illustrate probability situations, relate trends and/or evaluate or create arguments founded on data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #15 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Experiments: Probability
The learner will be able to
have an understanding of experimental probability.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
Comprehension |
Master |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.2 |
Classroom
|
|
Experiments: Process
The learner will be able to
understand the process necessary to design and conduct an experiment or survey.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
|
Master |
School District of Washington. SG1. PS1-3. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.3 |
Classroom
|
|
Probability
The learner will be able to
identify the probability of a given situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
Knowledge |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 21 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Probability/Statistics: Application
The learner will be able to
interpret a real-world problem situation and solve it using probability and statistics concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability/Statistics |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #15 week tested: 28. School District of Washington. SG4. PS1,3,7. MA1-3,6. |
Classroom
|
|
Probability/Statistics: Problem Solving
The learner will be able to
understand and use basic probability and statistics concepts to solve both real-world and theoretical problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability/Statistics |
|
Master |
School District of Washington. SG3. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.2 |
Classroom
|
|
Random Variable: Investigate Concepts
The learner will be able to
explore the idea of a random variable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Randomness |
Analysis |
Master |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.52, VII.e |
Classroom
|
|
Simulations: Design
The learner will be able to
design simulations to approximate probabilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Event Simulation |
Synthesis |
Master |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.52, VII.f |
Classroom
|
|
Statistics: Apply
The learner will be able to
use suitable statistical measures such as central tendency, variability, and correlation in a given situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Statistics |
|
Introduce |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.c |
Classroom
|
|
Statistics: Understanding
The learner will be able to
have an understanding of statistical measures of central tendency, randomness, variability, and correlation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Statistics |
|
Master |
School District of Washington. SG1. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.1 |
Classroom
|
|
Theoretical Probability: Real-World
The learner will be able to
apply theoretical probability to solve real-world problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Theoretical Probability |
Application |
Master |
School District of Washington. SG3. PS1-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.52, VII.g |
Classroom
|
|
Theoretical Probability: Understanding
The learner will be able to
have an understanding of theoretical probability.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Theoretical Probability |
Comprehension |
Master |
School District of Washington. SG1. PS4-8. MA3. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.51, VII.2 |
Classroom
|
|
Analyzing Problems: Conjectures
The learner will be able to
create and/or test conjectures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
School District of Washington. SG1. PS1-3. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.a |
Classroom
|
|
Analyze Problems: Multiple Views
The learner will be able to
analyze problems from more than one point of view.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
Analysis |
Master |
School District of Washington. SG3. PS6. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.30, IV.1 |
Classroom
|
|
Investigations: Explore/Describe
The learner will be able to
investigate problems and express the nature of results by using a variety of different methods individually and as a member of a cooperative group.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Investigations |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #13 week tested: 28. School District of Washington. SG1. PS2,4,8. SG2. PS2,6,7. MA1-6. |
Classroom
|
|
Necessary Information
The learner will be able to
identify the information needed to solve a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrelevant/Necessary Information |
Analysis |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG3. PS1-8. MA1,4. |
Classroom
|
|
Problem Solving Effort: Analyze/Evaluate
The learner will be able to
analyze, evaluate, and reflect on the processes applied to obtain problem solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving Effort |
|
Master |
School District of Washington. SG3. PS1-7. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.e |
Classroom
|
|
Problem Solving: Concepts
The learner will be able to
obtain problem solutions and/or relate concepts to practical applications, as well as other ideas, through the use of tools and/or technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
School District of Washington. SG1. PS4. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.3 |
Classroom
|
|
Problem Solving: Evaluate/Justify
The learner will be able to
create problems, make and solve evaluations of mathematical arguments, judge and/or make generalizations of solutions, and justify answers and solutions methods.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
|
|
Problem Solving: Model/Act Out/Picture
The learner will be able to
apply images, act out, and/or model to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
School District of Washington. SG3. PS1-7. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.1, p.14, I.3 |
Classroom
|
|
Problem Solving: Tools
The learner will be able to
explore tree, Venn, or student-developed diagrams as organizational tools for solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
School District of Washington. SG3. PS1-7. MA6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.69, X.b |
Classroom
|
|
Solution: Reasonableness/Verify
The learner will be able to
evaluate the reasonableness and verify the solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #11, Item 29 week tested: 28. School District of Washington. SG3. PS1-8. MA1,4. |
Classroom
|
|
Solutions: Communicate
The learner will be able to
convey the solutions to problems using appropriate, accurate, and precise mathematical language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Comprehension |
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 34 week tested: 28. School District of Washington. SG3. PS1,3-5. SG1. PS2,4,8. SG2. PS2,6,7. MA1-6. |
Classroom
|
|
Solutions: Justifying
The learner will be able to
justify a solution within a problem solving situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
School District of Washington. SG3. PS7. SG4. PS1. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.2 |
Classroom
|
|
Strategies: Applying
The learner will be able to
solve routine and non-routine problems using a variety of strategies, such as usage of drawings, diagrams, and organized lists, models and "act out", spatial visualization, logical thinking, estimation, patterns, and the guess and check strategy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Objective Statement #17 week tested: 28. School District of Washington. SG3. PS1-8. MA1-6. |
Classroom
|
|
Strategies: Charts/Graphs
The learner will be able to
know that charts and graphs may be used as parts of problem solving strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Comprehension |
Master |
School District of Washington. SG3. PS7. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.3 |
Classroom
|
|
Strategies: Defend Validity
The learner will be able to
defend the validity of their conclusions through the use of mathematical strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Comprehension |
Master |
School District of Washington. SG4. PS1. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.24, III.b |
Classroom
|
|
Strategies: Develop/Apply
The learner will be able to
solve a wide variety of problems by both developing and applying appropriate strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
Terra Nova, Complete Battery, 1997, Level 19, Item 30 week tested: 28. School District of Washington. SG1. PS2,4,8. SG2. PS2,6,7. MA1-6. |
Classroom
|
|
Strategies: Exploring Concepts
The learner will be able to
use problem solving strategies to explore and interpret mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
School District of Washington. SG3. PS1-8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.a |
Classroom
|
|
Strategies: Knowledge
The learner will be able to
have a knowledge of strategies such as organizing data, creating a picture, and researching.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Comprehension |
Master |
School District of Washington. SG1. PS1-8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.1 |
Classroom
|
|
Strategies: Organize/Develop/Apply
The learner will be able to
organize, formulate, and use integrated mathematical problem solving methods to obtain solutions to problems within and outside of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
School District of Washington. SG3. PS1-8. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.c |
Classroom
|
|
Strategies: Other Disciplines/Real World
The learner will be able to
understand that mathematical problem solving strategies may be applied in other disciplines as well as real world scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
School District of Washington. SG3. PS6. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.4 |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
Coordinate System: Applying
The learner will be able to
apply an understanding of the coordinate system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
|
Reinforce |
Terra Nova, Complete Battery, 1997, Level 19, Item 10, 24 week tested: 28. School District of Washington. SG1. PS1-10. MA1-6. |
Classroom
|
|
Real Numbers: Classify
The learner will be able to
classify real numbers into correct subsets of real numbers (natural numbers, whole numbers, integers, etc.).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
Comprehension |
Master |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.5 |
Classroom
|
|
Real Numbers: Compare/Contrast
The learner will be able to
compare and contrast the system of real numbers as well as its many subsystems with regard to their structural characteristics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
|
Master |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.57, VIII.a |
Classroom
|
|
Real Numbers: Compare/Contrast System
The learner will be able to
compare and contrast the real number system, as well as its many subsystems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
|
Master |
School District of Washington. SG1. PS4-8. MA5. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.a |
Classroom
|
|
Real Numbers: Operations
The learner will be able to
add, subtract, multiply, and/or divide with real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
Synthesis |
Master |
School District of Washington. SG1. PS4-8. MA1. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.1 |
Classroom
|
|
Real Numbers: Operations
The learner will be able to
compute with real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
Comprehension |
Master |
School District of Washington. SG1. PS4-8. MA1. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.14, I.2 |
Classroom
|
|
Calculator Operations: Understand
The learner will be able to
understand procedures for calculator and/or computer use.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calculator Operations |
Comprehension |
Master |
School District of Washington. SG1. PS4. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.2 |
Classroom
|
|
Problem Solving: Technology
The learner will be able to
appropriately use technology to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
School District of Washington. SG1. PS4. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.38, V.3, p.51, VII.5 |
Classroom
|
|
Technology as a Tool: Select/Apply
The learner will be able to
choose and apply suitable technology as a problem solving tool to understand the logic of algebraic and geometric procedures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Technology as a Tool |
|
Master |
School District of Washington. SG1. PS4. MA1-6. MO: Curriculum Framework - Assessment, 1996, Week tested: 28, Grade 10, p.64, IX.b |
Classroom
|
|
|
