Mathematics Grade K

Rhea County Schools
Rhea County Curriculum

Mathematics - Grade K

Mathematics

calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts Algebra I is the Tennessee End-of-course test that must be passed before graduation to earn a high school diploma.

Grade K

The Terra Nova Complete Battery assess students in Kindergarten (Level 10). The Tennessee Mathematics Curriculum Framework identifies the learning expectations for Grades K-2.

Number Sentences: Open/Solving
The learner will be able to obtain solutions to open sentences through the application of informal methods (example - using manipulataives, class discussions, etc.).

Strand	Bloom's	Scope	Hours	Source
Number Sentence	Application	Introduce	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Number Sentences: Understanding
The learner will be able to show a comprehension of number sentences presented in any format (example - includes many styles such as paper/pencil, board, workbooks, etc.).

Strand	Bloom's	Scope	Hours	Source
Number Sentence	Comprehension	Master	2.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Operations: Language/Symbolism
The learner will be able to make connections among the symbolism and/or mathematical language of operations and problem scenarios (example - given 3 sets of objects, the student will choose the correct group from an oral or written direction).

Strand	Bloom's	Scope	Hours	Source
Operations	Application	Master	0.7	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Operations: Modeling/Discussion
The learner will be able to show the meaning of operations through the uses of models and/or by talking about many different problem types (example - informal methods by discussing the operations of groupings of numbers or sets such as 2+3 being the same as 3+2).

Strand	Bloom's	Scope	Hours	Source
Operations	Knowledge	Master	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Operations: Relationships/Apply
The learner will be able to apply relationships among operations and properties of operations ((This is a comprehension skill to see if student can apply the operations of skills such as plus and minus).

Strand	Bloom's	Scope	Hours	Source
Operations	Comprehension	Master	2.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Inequalities: Concept
The learner will be able to understand the concepts of inequalities (example - Student will decide if two groups of objects have equal amounts or not and state which groups have more and less).

Strand	Bloom's	Scope	Hours	Source
Inequalities	Comprehension	Master	1.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25.

Algebraic Concepts: Problem Solving
The learner will be able to understand and use algebraic methods to solve mathematical problems ( example - The student will be able to match, choose, write, etc. solutions to a given math problem).

Strand	Bloom's	Scope	Hours	Source
Algebraic Concepts	Application	Master	0.5	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25.

Computation: Real World Problems
The learner will be able to obtain solutions to real world problems that involve computations (example - I have 8 students at this table and I want to give each student a paper. I only have 5 papers so how many more papers will I need?) This skill enforces the concept of an unknown variable.

Strand	Bloom's	Scope	Hours	Source
Computation	Application	Introduce	0.7	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 25.

Computation: Proficiency
The learner will be able to exhibit proficiency when performing computational procedures ( This skill will be checking to see if the student has mastered skills using computation such as adding, groupiing, etc.).

Strand	Bloom's	Scope	Hours	Source
Computation	Application	Master	3.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 25.

Bar Graphs: Read
The learner will be able to read and costruct a given bar graph.

Strand	Bloom's	Scope	Hours	Source
Bar Graphs	Comprehension, Application	Master	1.0	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 6 week tested: 25.

Fractions: Represent
The learner will be able to illustrate and identify fractions in many different ways, such as concretely, pictorially, and/or symbolically.

Strand	Bloom's	Scope	Hours	Source
Fractions	Knowledge	Introduce	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Functions: Relationships
The learner will be able to display comprehension of functional relationships.

Strand	Bloom's	Scope	Hours	Source
Functional Relationships	Comprehension	Master	1.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25.

Figures: Join/Separate
The learner will be able to investigate breaking up and putting together various shapes to make new shapes and/or tessellations.

Strand	Bloom's	Scope	Hours	Source
Figures	Analysis	Introduce	0.5	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 12 week tested: 25.

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	Hours	Source
Geometric Concepts	Comprehension	Introduce	1.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #14 week tested: 25.

Spatial Thinking: Apply Concepts
The learner will be able to use suitable concepts and procedures of spatial reasoning/understanding (example - have student estimate how many steps it would take to go a distance and then actually measure it).

Strand	Bloom's	Scope	Hours	Source
Spatial Thinking	Comprehension, Application	Introduce	0.5	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 25.

Spatial Thinking: Visualization
The learner will be able to visualize and describe the outcome of folding geometric figures a variety of ways (example - Ask student what would happen if I fold this paper in the middle?).

Strand	Bloom's	Scope	Hours	Source
Spatial Thinking	Knowledge, Comprehension	Introduce	0.3	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 25.

Solids: Classify/Discuss
The learner will be able to classify and discuss solid figures and their attributes (example - student will use terms to describe figures such as sphere, cube, etc.).

Strand	Bloom's	Scope	Hours	Source
Three-Dimensional Solids	Application	Introduce	0.3	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 6 week tested: 25.

Communicate: Spatial Sense
The learner will be able to relate descriptions that involve geometry and/or direction to others correctly.

Strand	Bloom's	Scope	Hours	Source
Communicating Spatial Sense	Analysis	Introduce	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27

Connecting: Geometry/Real World
The learner will be able to discuss the relationships that exists among geometric ideas and things in the real world.

Strand	Bloom's	Scope	Hours	Source
Connecting	Synthesis	Master	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27

Figures: Modeling
The learner will be able to make models of geometric figures through the application of a variety of substances (have student make shapes from paper, clay, etc. to check for understanding of concept).

Strand	Bloom's	Scope	Hours	Source
Geometric Models	Application	Reinforce	0.7	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27

Transformation: Models
The learner will be able to apply physical representations in justifying the results of translations, reflections, and turns (example - using mirrors for patterning or having student copy a given task).

Strand	Bloom's	Scope	Hours	Source
Transformations	Application	Introduce	0.7	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27:

Figures: Classify/Properties
The learner will be able to classify figures according to their geometric properties (use terms to describe a given shape such as square, circle, etc.).

Strand	Bloom's	Scope	Hours	Source
Figures: Classify	Comprehension	Master	1.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27

Shapes: Classify
The learner will be able to classify 2 dimensional geometric shapes by their similarities and differences (grouping and sorting).

Strand	Bloom's	Scope	Hours	Source
Two-Dimensional Shapes	Application	Master	0.5	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 11 week tested: 25.

Symmetry
The learner will be able to determine if a given shape is symmetrical.

Strand	Bloom's	Scope	Hours	Source
Symmetry	Application	Master	2.5	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 9 week tested: 25.

Measurement: Estimation
The learner will be able to apply measurement approximations (estimate the length, height, etc. of a given object).

Strand	Bloom's	Scope	Hours	Source
Measurement: Estimation	Application	Introduce	0.7	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Money Concepts
The learner will be able to identify and understand how money is used.

Strand	Bloom's	Scope	Hours	Source
Money	Knowledge, Comprehension	Master	1.5	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 2 week tested: 25.

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	Hours	Source
Accuracy	Knowledge	Master	0.3	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 25.

Measurement Concepts: Understanding
The learner will be able to demonstrate an understanding and comprehension of standard units of measurement such as time, weight, length, money, and temperature by solving problems.

Strand	Bloom's	Scope	Hours	Source
Measurement Concepts	Comprehension, Application	Master	2.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 25.

Units: Nonstandard
The learner will be able to apply nonstandard units in measurement situations (measure a given object by using paper clips, unifiix cubes, etc.).

Strand	Bloom's	Scope	Hours	Source
Units	Application	Master	0.5	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 1 week tested: 25.

Time: Problem Solving
The learner will be able to solve problems involving time (show hour and half/hour).

Strand	Bloom's	Scope	Hours	Source
Time	Application	Master	2.0	Terra Nova, Complete Battery, 1997, Level 10, part 2 item 17 week tested: 25.

Problem Solving: Reasonableness
The learner will be able to exhibit an understanding of reasonableness of results when working with numbers and/or measurement.

Strand	Bloom's	Scope	Hours	Source
Problem Solving	Comprehension	Master	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Classify Numbers: Characteristics
The learner will be able to classify numbers according to their characteristics.

Strand	Bloom's	Scope	Hours	Source
Classify Numbers	Comprehension	Master	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Connecting: Number/Geometry
The learner will be able to relate mathematical relationships that may exist between number and geometric objects.

Strand	Bloom's	Scope	Hours	Source
Connecting	Analysis	Master	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Read Numbers
The learner will be able to read and/or identify numbers.

Strand	Bloom's	Scope	Hours	Source
Read Numbers	Knowledge	Master	2.5	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 2, part 1 item13, part 2 item 15 week tested: 25.

Number Theory: Application
The learner will be able to show an ability to correctly use concepts and/or ideas related to number theory.

Strand	Bloom's	Scope	Hours	Source
Number Theory	Application	Introduce	0.5	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25.

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	Hours	Source
Number Forms: Relationships	Synthesis	Introduce	1.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25.

Number Sense: Demonstrating
The learner will be able to display a knowledge of number sense.

Strand	Bloom's	Scope	Hours	Source
Number Sense	Comprehension	Master	2.5	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25.

Compare/Order
The learner will be able to compare and/or order numbers and/or objects.

Strand	Bloom's	Scope	Hours	Source
Comparing/Ordering	Comprehension, Application	Master	3.0	Terra Nova, Complete Battery, 1997, Level 10, part 1 items 11, 12, part 2 item 7 week tested: 25.

Estimation Strategies
The learner will be able to apply suitable approximation (estimation) methods in problem solving situations.

Strand	Bloom's	Scope	Hours	Source
Estimation Strategies	Application	Master	1.5	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 25..; TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

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	Hours	Source
Numeration	Comprehension	Master	2.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25.

Patterns: Describe/Analyze/Extend
The learner will be able to make, study, continue, and/or describe many different patterns.

Strand	Bloom's	Scope	Hours	Source
Patterns: Identify/Describe/Continue	Comprehension	Introduce	2.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25..; TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Comparison: Sorting
The learner will be able to make comparisons and/or sort things in accordance with their physical properties.

Strand	Bloom's	Scope	Hours	Source
Comparison	Application	Master	2.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Counting: Sets of Objects
The learner will be able to make a count of sets of elements singly and/or through the use of grouping.

Strand	Bloom's	Scope	Hours	Source
Counting	Comprehension, Application	Master	2.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Estimation Strategies: Quantities
The learner will be able to use methods of approximation (estimation) in dealing with quantities (guess by sight which group has more/less).

Strand	Bloom's	Scope	Hours	Source
Estimation Strategies	Comprehension	Introduce	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Estimation: Real Numbers
The learner will be able to choose and apply suitable real number estimation and computation in solving problems.

Strand	Bloom's	Scope	Hours	Source
Estimation	Application	Master	1.2	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Numeration: Relationships
The learner will be able to apply previously learned number relationships in the discovery of new number relationships.

Strand	Bloom's	Scope	Hours	Source
Numeration	Synthesis	Introduce	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Numeration: Use/Study
The learner will be able to connect the use of number in their environment to the study of number.

Strand	Bloom's	Scope	Hours	Source
Numeration	Synthesis	Introduce	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Counting: Problem Solving
The learner will be able to solve problems using counting.

Strand	Bloom's	Scope	Hours	Source
Counting	Application	Master	3.0	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 4 week tested: 25.

Ordering Numbers
The learner will be able to order a sequence of whole numbers.

Strand	Bloom's	Scope	Hours	Source
Ordering Numbers	Comprehension	Master	2.0	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25.

Computing: In Context
The learner will be able to perform computations in the context of given problems.

Strand	Bloom's	Scope	Hours	Source
Computing/Estimating	Application	Master	4.0	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 10, part 2 item 1 week tested: 25.

Greater Than/Less Than
The learner will be able to determine which of two numbers is greater than or less than the other.

Strand	Bloom's	Scope	Hours	Source
Comparison	Comprehension	Master	1.5	Rhea County Department of Education

Positions: Above/Under
The learner will be able to identify an object in terms of relative position (above, under, right, left, behind, etc.).

Strand	Bloom's	Scope	Hours	Source
Change	Knowledge	Master	1.0	Rhea County Department of Education

Probability/Statistics

Data Analysis: Problem Solving
The learner will be able to use methods of data analysis to solve problems (example - physical objects, tallies, pictographs, and bar graphs).

Strand	Bloom's	Scope	Hours	Source
Data Analysis	Application	Introduce	0.5	Terra Nova, Complete Battery, 1997, Level 10, part 1 item 8, part 2 item 5 week tested: 25.

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	Hours	Source
Probability/Statistics	Analysis	Introduce	0.5	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #15 week tested: 25.

Data Collection: Different Methods
The learner will be able to gather data through observation, measurement, and/or counting methods.

Strand	Bloom's	Scope	Hours	Source
Data Collection	Application	Master	1.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Data: Interpretation
The learner will be able to interpret, analyze, and/or make comparisons in data through the identification of patterns and relationships, by considering causes and effects, and/or by determining conclusions.

Strand	Bloom's	Scope	Hours	Source
Data	Comprehension, Application	Master	1.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Probability: Determine/Justify
The learner will be able to find and/or justify the comparative likelihood of simple events.

Strand	Bloom's	Scope	Hours	Source
Probability	Comprehension	Introduce	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Data: Questions
The learner will be able to pose questions to be answered before and after data is collected.

Strand	Bloom's	Scope	Hours	Source
Data	Analysis	Introduce	0.2	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26

Data Analysis: Real World Applications
The learner will be able to apply data analysis concepts in real world scenarios.

Strand	Bloom's	Scope	Hours	Source
Data Analysis	Application	Introduce	0.2	Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #15 week tested: 25.

Strategies: Demonstrate
The learner will be able to show a variety of thinking strategies involving elementary number facts, and/or select and apply suitable operations and means for calculating.

Strand	Bloom's	Scope	Hours	Source
Strategies	Application	Master	1.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Solutions: Evaluating Reasonableness
The learner will be able to evaluate a problem and given solution for reasonableness, and justify or discount the solution.

Strand	Bloom's	Scope	Hours	Source
Solution	Evaluation	Introduce	0.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25

Number Sense: Counting/Grouping
The learner will be able to describe counting, grouping, and/or place-value ideas as they pertain to whole numbers.

Strand	Bloom's	Scope	Hours	Source
Number Sense	Comprehension	Master	1.5	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Number Sense: Representing
The learner will be able to display whole numbers in many different forms.

Strand	Bloom's	Scope	Hours	Source
Number Sense	Application	Master	3.0	TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24

Add Whole Numbers
The learner will be able to show and state that when objects are added to a set, the set becomes larger.

Strand	Bloom's	Scope	Hours	Source
Add Whole Numbers	Application	Master	4.0	Rhea County Department of Education

Subtract Whole Numbers
The learner will be able to show and state that when objects are taken from a set, the set becomes smaller.

Strand	Bloom's	Scope	Hours	Source
Subtract Whole Numbers	Application	Master	4.0	Rhea County Department of Education