4th Transition Alignment Guide Cscope
4th Transition Alignment Guide Cscope
4th Transition Alignment Guide Cscope
As districts build their mathematics curriculum for 2013-14, it is important to remember the implementation schedule for new mathematics TEKS. In 2012, the Texas State Board of Education (SBOE) adopted and approved new mathematics standards for Kindergarten through High School. Implementation dates for Kindergarten through Grade 8 will begin in 2014-15, and implementation for High School will begin in 2015-16. Both implementation dates are contingent upon SBOE approval of instructional materials. For the purpose of this document, standards are referred to in the following manner: new standards = newly adopted 2012 mathematics standards that will be implemented in K 8 (2014-15) and high school (2015-16) current standards = mathematics standards that are currently required by law in the classroom With new mathematics standards on the horizon, teachers will begin to study the new standards and consider how the changes impact their current mathematics curriculum and instruction. To prepare for new standard implementation, TCMPC suggests the following:
Step 1: Teachers examine the new standards in relation to the current standards. Contact your local Education Service Center for facilitating this Side-by-Side standard study. The state's Sideby-Side resource may be found at the following URL:
http://projectsharetexas.org/resource/revisedmathematics-teks-side-side-tekscomparison?field_resource_keywords_tid=side%20by% 20side&sort_by=title&sort_order=DESC&items_per_pag e=50
Step 2: After teachers have studied the standards through the Side-bySide, they determine if the changes between new standards and current standards produce potential gaps that affect current mathematics curriculum and instruction.
Step 3: The TCMPCs newly developed Transition Alignment Guide (TAG) Tools will guide teachers through a process of determining the most significant potential curriculum gaps and how those gaps might be addressed in current TEKS Resource System curriculum documents.
The TCMPC TAG Tools are designed for K-12 Mathematics and outline the following: 1.) the grade level and school year affected by the gap, 2.) the actual curricular gaps that exist between current and new standards, and 3.) the locations within the current TEKS Resource System Unit IFDs where each potential gap could be addressed. The development of the TAG Tools focused on students moving from one grade level to the next during the transition years (2013-14 for K 8, and 2013-14 and 2014-15 for high school). The two gap considerations addressed in these tools include: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these possible situations by identifying new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity for all grade levels.
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Component #1: How do I read the YAG Pacing Considerations? Current TEKS Resource System Unit IFD lists the Unit IFD in which new mathematics standards may be infused. Suggestions for Addressing New Mathematics Standards and Additional Time identifies the new mathematics standards that may be infused in the Unit IFD, along with the possible number of days that may be needed to address these new standards. NOTE: When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.
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Component #3: How do I read the TAG Tool: Gap Identification At-a-Glance? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps (Student Expectation number only). Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.
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Grade 4
2014-15 TEKS (Adopted Standards 2012)
3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: 3.7D Determine when it is appropriate to use measurements of liquid volume (capacity) or weight. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2A Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2C Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =. 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2D Round whole numbers to a given place value through the hundred thousands place. 2013, TCMPC 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
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Grade 4
2014-15 TEKS (Adopted Standards 2012)
4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3A Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3B Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3C Determine if two given fractions are equivalent using a variety of methods. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3E Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. 4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: 4.3F Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The 2013, TCMPC 06/01/13 page 7 of 35 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
Grade 4
2014-15 TEKS (Adopted Standards 2012)
student is expected to: 4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4D Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4E Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4F Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor. 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 2013, TCMPC 06/01/13 page 8 of 35 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
Grade 4
2014-15 TEKS (Adopted Standards 2012)
4.4H Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5C Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. 4.6 Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: 4.6C Apply knowledge of right angles to identify acute, right, and obtuse triangles. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7A Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. 2013, TCMPC 06/01/13 1 Six Weeks
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nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
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Grade 4
2014-15 TEKS (Adopted Standards 2012)
4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7B Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7C Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7D Draw an angle with a given measure. 4.7 Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: 4.7E Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8B Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. 2013, TCMPC 06/01/13 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
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Grade 4
2014-15 TEKS (Adopted Standards 2012)
4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: 4.9A Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. 4.9 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: 4.9B Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
NOTE: New standards listed reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate.
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Grade 4
2014-15 TEKS (Adopted Standards 2012)
3.7D 4.2A 4.2B 4.2C 4.2D 4.3A 4.3B 4.3C 4.3E 4.3F 4.4A 4.4D 4.4E 4.4F 4.4H 4.5A 4.5C 4.5D 4.6C 4.7A 4.7B 4.7C 4.7D 4.7E 4.8B 4.8C 4.9A 4.9B x x x x x x x x x x x x x x x x x x x x x x x x x x x x 1 Six Weeks
st
nd
Six Weeks
3 Six Weeks
rd
4 Six Weeks
th
5 Six Weeks
th
6 Six Weeks
th
U01 IFD
U02 IFD
U03 IFD
U04 IFD
U05 IFD
U06 IFD
U07 IFD
x
U08 IFD
U09 IFD
U10 IFD
New Unit A
U11 IFD
New Unit B
NOTE: New standards listed reflect two gap considerations: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these situations by identifying new standards that reflect potential gaps in comparison to current standards and in comparison to current TEKS Resource System VAD specificity for all grade levels. Districts are encouraged to examine their implemented curriculum and their prior implementation of all VAD specificity to determine additional potential gaps.
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Represent the value of the digit in whole numbers through 1,000,000,000 using expanded notation and numerals. Introduce the billions period. Understand the magnitude of a billion. Ex: 1,000,000,000 can be represented as 10 hundred millions. Ex: 1,000,000,000 can be represented as 100 ten millions. Represent the value of the digit in decimals to the hundredths using expanded notation and numerals. Relate expanded notation for whole numbers to expanded notation for decimals to the hundredths. Ex: 1,783.25 = 1,000 + 700 + 80 + 3 + 0.20 + 0.05 Ex: 0.19 = 0.10 + 0.09 Ex: 1.09 = 1 + 0.09 Compare and order whole numbers to 1,000,000,000.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Grade 4 Unit 02 IFD Addition and Subtraction with Whole Numbers and Decimals
(no additional days may be needed) Grade 4 2014-15 Standard(s) 4.2 Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: 4.2D Round whole numbers to a given place value through the hundred thousands place. 201314 School Year Grade 4 Teacher Round whole numbers to a given place value through the hundred thousands place. Relate rounding whole numbers to the nearest tens, hundreds, or thousands place to rounding whole numbers to the nearest ten thousands or hundred thousands place. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: 4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. 201314 School Year Grade 4 Teacher Add and subtract decimals to the hundredths place using the standard algorithm. Relate adding and subtracting decimals to the hundredths place using concrete objects and pictorial models to the standard algorithm for adding and subtracting decimals. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented 201415 School Year NEW K 8 Mathematics Standards Implemented
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Relate the standard algorithm for adding and subtracting whole numbers to the standard algorithm for adding and subtracting decimals to the hundredths place.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Solve with fluency one- and two-step problems involving multiplication. Perform multiplication operations with fluency, meaning efficient application of procedures with accuracy.
NOTE: Division, including interpreting remainders, is included in Grade 4 Unit 04 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Solve with fluency one- and two-step problems involving division, including interpreting remainders. Perform division operations, including interpreting remainders, with fluency, meaning efficient application of procedures with accuracy. Interpret remainders in problem situations. Ex: The fourth grade is taking a field trip. They need to rent minivans to get there. There are 125 people going. Each minivan can only hold 8 people.
Add 1 to the quotient: How many minivans does the school need to rent? (They will need to rent 16 minivans for the trip.) Use only the quotient: How many minivans will be completely full? (There will be 15 minivans completely full.) Use only the remainder: How many people will not fit in the full minivans? (The remainder is 5. So, 5 people will not fit in the full minivans.)
NOTE: Multiplication is included in Grade 4 Unit 03 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Hudsons Pages
34
25
93
34 + 25 + w = 93
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations. Ex:
OR
OR
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OR
Determine if two given fractions are equivalent using a variety of methods. Ex:
Process/ Rule
Process/ Rule
OR
x2 x2
2 2
Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. Relate addition of fractions with equal denominators to objects and pictorial models. Ex:
1 3 8 8
1 3 5 1 8 8 8 8
1 3 5 1 8 8 8 8
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13 2 4 8 8 8
Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Ex: Cora has
5 7 of a bag of dog food in the pantry and of a bag of dog food in the garage. If Cora combines the bags of dog food into a 8 8
3 5 bags of dog food, will all the dog food Cora has fit in the container? (Yes, it will fit because is a little more 4 8 1 1 3 7 than and is a little less than 1. So, the estimated sum, 1 , is less than 1 .) 2 2 4 8 5 10 Ex: Carla lives 2 miles from her school. She walked of a mile home and stopped to talk with a friend. Then she walked of a mile 12 12 3 home and stopped to tie her shoe. About how much farther will Carla have to walk to be home? (Carla will have to walk about of a mile to 4 5 1 5 1 10 3 is a little less than , so the estimated difference between 2 and is 1 . is a little more than , so the estimated be home. 12 2 12 2 12 4 1 10 3 difference between 1 and is .) 2 12 4
large container that holds 1
NOTE:
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NOTE: Suggest Grade 3 teachers infuse new standards 3.7D into their current curriculum. (See Grade 3 TAG Tool.) Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: 4.5C Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. 201314 School Year Grade 4 Teacher Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special formula for perimeter of a square (4s) and the area of a rectangle (l x w). Ex: Perimeter is equal to the length plus the width plus the length plus the width.
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P=l+w+l+w
Perimeter is equal to the sum of the length, the width, the length, and the width.
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P = 4s
Perimeter of a square is equal to four times the length of the side. Area of a rectangle is equal to the length times the width.
A=lxw
Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Use formulas to solve problems involving perimeter and area of rectangles.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 4 2014-15 Standard(s) 4.8 Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. 201314 School Year Grade 4 Teacher Solve problems that deal with intervals of time using addition, subtraction, multiplication, or division as appropriate. Solve problems that deal with intervals of time without the use of tools. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented
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NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. Connect the protractor, a tool used to determine the measure of an angle, to a semi-circle, 180. Use a protractor to measure angles with a ray aligned at zero degrees (right and/or left). Use a protractor to measure angles where a ray of the angle does not lie on zero degrees. Ex:
Angle Measure: 80
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Angle Measure: 90
Use angle classifications (acute, obtuse, and right) to determine reasonableness of angle measures. Draw an angle with a given measure. Ex: Use a protractor to draw a 150 angle.
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How could you find the value of z? 180 72 What is the value of z? 108
How could you find the value of a and b? 124 2 What is the value of a? 62 What is the value of b? 62
Complementary angles two angles whose sum of angle measures equals 90 degrees (right angle) Supplementary angles two angles whose sum of angle measures equals 180 degrees (straight angle) Angle congruency marks angle marks indicating angles of the same measure
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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1 4 1 6 2
7
2 5
3 4 1 9 2
10
8.75 3 9.5 2 1 10
Dot plot a graphical representation usually used when there is one small group of data. The graph consists of a horizontal axis. One dot (or X) for each element in the data set is placed above the corresponding category or numerical value on the horizontal axis. When categorical data is used, it is orderly and not arbitrary. Ex:
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1 2
1 2
1 2
1 2
1 2
5.5
6.5
7.5
8.5
9.5
Stem-and-leaf plot a graphical representation used to analyze and compare groups or clusters of numerical data by separating one place value from another place value from a data set. The larger of the two place values is called the stem and the smaller of the two place values is called the leaf. Each leaf represents one piece of data in the set. Ex: Number of Miles Martin Rode His Bike Each Day LEAVES 3 3 3 4 4 4 0 0 3 4 1 2 0 5 0 0 3 4 1 2 0 0 3 4
STEM 5 6 7 8 9 10 Key:
3 4 1 4 0
1 4 0
1 4
1 4
1 4
1 4
1 4
1 2
1 2
STEM 5 6 7 8 9 10 Key:
LEAVES 75 75 0 0 0 0 75 75 50 50 0 5
75 0 0 75
75 25 0
25 0
25
25
25
25
25
50
50
75 means 5.75
3 3 means 5 4 4
Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.
NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
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