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Rhea County Schools |
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Rhea County Curriculum |
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Mathematics - Grade K |
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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 |
Activities |
| Number Sentence |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Number Sentence |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Operations |
Application |
Master |
0.7 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Operations |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Operations |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24 |
Classroom
Home
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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 |
Activities |
| Inequalities |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Algebraic Concepts |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Computation |
Application |
Introduce |
0.7 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Computation |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #11 week tested: 25. |
Classroom
Home
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Bar Graphs: Read
The learner will be able to
read and costruct a given bar graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bar Graphs |
Comprehension, Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 6 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Fractions |
Knowledge |
Introduce |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24 |
Classroom
Home
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Functions: Relationships
The learner will be able to
display comprehension of functional relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functional Relationships |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #16 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Figures |
Analysis |
Introduce |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 12 week tested: 25. |
Classroom
Home
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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 |
Hours |
Source |
Activities |
| Geometric Concepts |
Comprehension |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #14 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Spatial Thinking |
Comprehension, Application |
Introduce |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Spatial Thinking |
Knowledge, Comprehension |
Introduce |
0.3 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 10 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Three-Dimensional Solids |
Application |
Introduce |
0.3 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 6 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Communicating Spatial Sense |
Analysis |
Introduce |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27 |
Classroom
Home
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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 |
Activities |
| Connecting |
Synthesis |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27 |
Classroom
Home
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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 |
Activities |
| Geometric Models |
Application |
Reinforce |
0.7 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27 |
Classroom
Home
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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 |
Activities |
| Transformations |
Application |
Introduce |
0.7 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27: |
Classroom
Home
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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 |
Activities |
| Figures: Classify |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.27 |
Classroom
Home
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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 |
Activities |
| Two-Dimensional Shapes |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 11 week tested: 25. |
Classroom
Home
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Symmetry
The learner will be able to
determine if a given shape is symmetrical.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Symmetry |
Application |
Master |
2.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 9 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Measurement: Estimation |
Application |
Introduce |
0.7 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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Money Concepts
The learner will be able to
identify and understand how money is used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
Knowledge, Comprehension |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 2 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Accuracy |
Knowledge |
Master |
0.3 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Measurement Concepts |
Comprehension, Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #13 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Units |
Application |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, part 1 item 1 week tested: 25. |
Classroom
Home
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Time: Problem Solving
The learner will be able to
solve problems involving time (show hour and half/hour).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 10, part 2 item 17 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Problem Solving |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24 |
Classroom
Home
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Classify Numbers: Characteristics
The learner will be able to
classify numbers according to their characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classify Numbers |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Connecting |
Analysis |
Master |
0.5 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.26 |
Classroom
Home
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Read Numbers
The learner will be able to
read and/or identify numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| 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. |
Classroom
Home
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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 |
Activities |
| Number Theory |
Application |
Introduce |
0.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25. |
Classroom
Home
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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 |
Activities |
| Number Forms: Relationships |
Synthesis |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25. |
Classroom
Home
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Number Sense: Demonstrating
The learner will be able to
display a knowledge of number sense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
2.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25. |
Classroom
Home
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Compare/Order
The learner will be able to
compare and/or order numbers and/or objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| 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. |
Classroom
Home
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Estimation Strategies
The learner will be able to
apply suitable approximation (estimation) methods in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| 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 |
Classroom
Home
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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 |
Activities |
| Numeration |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #10 week tested: 25. |
Classroom
Home
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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 |
Activities |
| 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 |
Classroom
Home
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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 |
Activities |
| Comparison |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Counting |
Comprehension, Application |
Master |
2.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.24 |
Classroom
Home
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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 |
Activities |
| Estimation Strategies |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
Classroom
Home
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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 |
Activities |
| Estimation |
Application |
Master |
1.2 |
TN: Curriculum Framework (K-8), October 11, 1996, Kindergarten - Grade 2, p.25 |
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