2019-2020
MATH AND ENGLISH LANGUAGE ARTS
VERTICAL ALIGNMENT
Purposeful, focused, consistent, and student-centered lesson planning is an
essential component for student academic success. This vertical alignment is
based on the Texas Essential Knowledge and Skills established by the Texas
Education Agency. Even though our campus is in a Catholic setting, we must
prepare our students to meet these academic expectations.
Consequently, all teachers PreK through 8th grade are to effectively plan engaging
lessons that implement these standards which are the instructional foundation
from grade level to grade level. This consistent adherence to teaching each grade
level’s respective TEKS will ensure that the students experience ongoing academic
progress throughout the year and from grade level to grade level.
CREATED MAY 2, 2019
CIT
BENJAMIN VILLARREAL PRINCIPAL
ELAINE RANDOLPH MUSIC
CHERYL BROOKS 7TH GRADE
ANNA MILLER 4TH GRADE
JANIE RODRIGUEZ 4TH GRADE
DORA MARTINEZ 3RD GRADE
MARIA BUSTILLOS KINDER
2019-2020
Prekinder Math
PK.V.A Counting Skills
PK.V.A.1 Child knows that objects, or parts of an object, can be counted.
PK.V.A.2 Child uses words to rote count from 1 to 30.
Names of numbers - up to 10 (K-C.23)
Count forward - up to 20 (K-D.11)
Names of numbers - up to 20 (K-D.13)
PK.V.A.3 Child counts 1-10 items, with one count per item.
Learn to count - up to 3 (P-A.1)
Count objects - up to 3 (P-A.2)
Count dots - up to 3 (P-A.3)
Count shapes - up to 3 (P-A.4)
Learn to count - up to 5 (P-B.1)
Count objects - up to 5 (P-B.2)
Count dots - up to 5 (P-B.3)
Count shapes - up to 5 (P-B.4)
Learn to count - up to 10 (P-C.1)
Count objects - up to 10 (P-C.2)
Count dots - up to 10 (P-C.3)
Count shapes - up to 10 (P-C.4)
PK.V.A.4 Child demonstrates that the order of the counting sequence is always the same,
regardless of what is counted.
Count objects - up to 3 (P-A.2)
Count shapes - up to 3 (P-A.4)
Count objects - up to 5 (P-B.2)
Count shapes - up to 5 (P-B.4)
Count objects - up to 10 (P-C.2)
Count shapes - up to 10 (P-C.4)
PK.V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many
items were counted.
2019-2020
Learn to count - up to 3 (P-A.1)
Learn to count - up to 5 (P-B.1)
Learn to count - up to 10 (P-C.1)
PK.V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any
order.
PK.V.A.7 Child uses the verbal ordinal terms.
Ordinal numbers (1-A.21)
PK.V.A.8 Child verbally identifies, without counting, the number of objects from 1 to 5.
Represent numbers - up to 3 (P-A.8)
Represent numbers - up to 5 (P-B.8)
PK.V.A.9 Child recognizes one-digit numerals, 0-9.
Represent numbers - up to 3 (P-A.8)
Represent numbers - up to 5 (P-B.8)
Represent numbers - up to 10 (P-C.8)
Names of numbers - up to 10 (K-C.23)
PK.V.B Adding To/Taking Away Skills
PK.V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5
objects.
Add with pictures - sums up to 5 (K-I.1)
Addition sentences - sums up to 5 (K-I.2)
PK.V.B.2 Child uses concrete models or makes a verbal word problem for subtracting 1-5
objects from a set.
Subtract with pictures - numbers up to 5 (K-K.1)
Subtraction sentences - numbers up to 5 (K-K.2)
PK.V.B.3 Child uses informal strategies to share or divide up to 10 items equally.
PK.V.C Geometry and Spatial Sense Skills
PK.V.C.1 Child names common shapes.
2019-2020
Circles (P-K.2)
Squares (P-K.3)
Triangles (P-K.4)
Rectangles (P-K.5)
Circles, squares, and triangles (P-K.6)
PK.V.C.2 Child creates shapes.
PK.V.C.3 Child demonstrates use of location words (such as "over", "under", "above", "on",
"beside", "next to", "between", "in front of", "near", "far", etc.).
Inside and outside (P-F.1)
Left and right (P-F.2)
Left, middle, and right (P-F.3)
Top and bottom (P-F.4)
Top, middle, and bottom (P-F.5)
Above and below (P-F.6)
Beside and next to (P-F.7)
PK.V.C.4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.
Flip, turn, and slide (1-V.6)
PK.V.D Measurement Skills
PK.V.D.1 Child recognizes and compares heights or lengths of people or objects.
Long and short (P-I.1)
Tall and short (P-I.2)
PK.V.D.2 Child recognizes how much can be placed within an object.
Holds more or less (P-I.4)
PK.V.D.3 Child informally recognizes and compares weights of objects or people.
Light and heavy (P-I.3)
PK.V.D.4 Child uses language to describe concepts associated with the passing of time.
A.M. or P.M. (K-O.5)
Seasons (K-O.7)
PK.V.E Classification and Patterns Skills
PK.V.E.1 Child sorts objects that are the same and different into groups and uses language to
describe how the groups are similar and different.
2019-2020
Different (P-G.1)
Same (P-G.2)
Same and different (P-G.3)
Classify shapes by color (P-G.4)
Classify and sort by color (P-G.5)
Classify and sort by shape (P-G.6)
PK.V.E.2 Child collects data and organizes it in a graphic representation.
Making graphs (K-Q.1)
PK.V.E.3 Child recognizes and creates patterns.
Color patterns (P-H.1)
Size patterns (P-H.2)
Shape patterns (P-H.3)
2019-2020
Kinder Math
The student uses mathematical processes to acquire and demonstrate mathematical
understanding.
A . apply mathematics to problems arising in everyday life, society, and the workplace;
Addition word problems - sums up to 5 (K-I.6)
Addition word problems - sums up to 10 (K-J.8)
Subtraction word problems - numbers up to 5 (K-K.5)
Coin names - penny through quarter (K-T.1)
Shapes of everyday objects I (K-W.9)
Shapes of everyday objects II (K-W.10)
B. use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problem-
solving process and the reasonableness of the solution;
Complete the addition sentence - sums up to 5 (K-I.5)
Addition word problems - sums up to 5 (K-I.6)
Add with pictures - sums up to 10 (K-J.1)
Make a number using addition - sums up to 10 (K-J.4)
Complete the addition sentence - make ten (K-J.5)
Complete the addition sentence - sums up to 10 (K-J.6)
Addition word problems - sums up to 10 (K-J.8)
Subtract with pictures - numbers up to 5 (K-K.1)
Complete the subtraction sentence - numbers up to 5 (K-K.4)
Subtraction word problems - numbers up to 5 (K-K.5)
Subtract with pictures - numbers up to 10 (K-L.1)
Make a number using subtraction - numbers up to 10 (K-L.4)
Complete the subtraction sentence - numbers up to 10 (K-L.5)
Subtraction word problems - numbers up to 10 (K-L.7)
Different (K-P.1)
Same (K-P.2)
Same and different (K-P.3)
C. select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate,
to solve problems;
Count to fill a ten frame (K-C.17)
Add with pictures - sums up to 5 (K-I.1)
2019-2020
Add with pictures - sums up to 10 (K-J.1)
Subtract with pictures - numbers up to 5 (K-K.1)
Subtract with pictures - numbers up to 10 (K-L.1)
Long and short (K-S.1)
Tall and short (K-S.2)
Light and heavy (K-S.3)
Holds more or less (K-S.4)
Compare size, weight, and capacity (K-S.5)
Introduction to symmetry (K-V.8)
Identify pictures with symmetry (K-V.9)
Midpoint formula - find the endpoint (G-B.8)
D. communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
Add with pictures - sums up to 5 (K-I.1)
Addition sentences - sums up to 5 (K-I.2)
Add with pictures - sums up to 10 (K-J.1)
Addition sentences - sums up to 10 (K-J.2)
Subtract with pictures - numbers up to 5 (K-K.1)
Subtraction sentences - numbers up to 5 (K-K.2)
Subtraction sentences - numbers up to 10 (K-L.2)
Sort shapes into a Venn diagram (K-P.9)
Making graphs (K-Q.1)
Name the two-dimensional shape (K-V.1)
Select two-dimensional shapes (K-V.5)
Two-dimensional and three-dimensional shapes (K-W.1)
Select three-dimensional shapes (K-W.7)
Identify shapes traced from solids (K-W.8)
E. create and use representations to organize, record, and communicate mathematical ideas;
Count on ten frames - up to 3 (K-A.4)
Show numbers on ten frames - up to 3 (K-A.5)
Represent numbers - up to 3 (K-A.6)
Show numbers on ten frames - up to 5 (K-B.5)
Represent numbers - up to 5 (K-B.6)
Count blocks - up to 10 (K-C.4)
Count on ten frames - up to 10 (K-C.6)
Show numbers on ten frames - up to 10 (K-C.7)
2019-2020
Represent numbers - up to 10 (K-C.8)
Count on ten frames - up to 20 (K-D.3)
Show numbers on ten frames - up to 20 (K-D.4)
Represent numbers - up to 20 (K-D.5)
Count blocks - up to 20 (K-D.15)
Count blocks - up to 30 (K-E.6)
Count blocks - up to 100 (K-E.9)
Subtraction word problems - numbers up to 5 (K-K.5)
Making graphs (K-Q.1)
Interpreting graphs (K-Q.2)
F. analyze mathematical relationships to connect and communicate mathematical ideas; and
One more - up to 5 (K-B.7)
Count one more - up to 5 (K-B.8)
One less - up to 5 (K-B.9)
Count one less - up to 5 (K-B.10)
Count up - with numbers (K-C.15)
Count up and down - with numbers (K-C.16)
Before, after, and between - up to 10 (K-C.20)
Count forward - up to 10 (K-C.21)
Count forward and backward - up to 10 (K-C.22)
Count up - up to 20 (K-D.6)
Count up and down - up to 20 (K-D.7)
Before, after, and between - up to 20 (K-D.10)
Count forward - up to 20 (K-D.11)
Count forward and backward - up to 20 (K-D.12)
Fewer and more - compare by matching (K-G.2)
Fewer and more - compare by counting (K-G.3)
Fewer and more - compare in a mixed group (K-G.4)
Fewer, more, and same (K-G.5)
Compare two numbers - up to 10 (K-G.6)
Identify shapes traced from solids (K-W.8)
G. display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Fewer and more - compare by matching (K-G.2)
Fewer and more - compare by counting (K-G.3)
Fewer and more - compare in a mixed group (K-G.4)
2019-2020
Fewer, more, and same (K-G.5)
Write addition sentences (K-J.7)
Write subtraction sentences (K-L.6)
Name the two-dimensional shape (K-V.1)
Squares and rectangles (K-V.3)
Select two-dimensional shapes (K-V.5)
Introduction to symmetry (K-V.8)
Identify pictures with symmetry (K-V.9)
Name the three-dimensional shape (K-W.2)
Select three-dimensional shapes (K-W.7)
The student applies mathematical process standards to understand how to represent and compare
whole numbers, the relative position and magnitude of whole numbers, and relationships within
the numeration system.
A. count forward and backward to at least 20 with and without objects;
Count to 20 (K-D.1)
Count dots - 0 to 20 (K-D.2)
Count on ten frames - up to 20 (K-D.3)
Count up - up to 20 (K-D.6)
Count up and down - up to 20 (K-D.7)
Count forward - up to 20 (K-D.11)
Count forward and backward - up to 20 (K-D.12)
Count blocks - up to 20 (K-D.15)
Count on ten frames - up to 30 (K-E.1)
Count groups of ten (K-E.2)
Count to 100 (K-E.3)
Count blocks - up to 30 (K-E.6)
Count blocks - up to 100 (K-E.9)
B. read, write, and represent whole numbers from 0 to at least 20 with and without objects or
pictures;
Count to 20 (K-D.1)
Count dots - 0 to 20 (K-D.2)
Show numbers on ten frames - up to 20 (K-D.4)
Represent numbers - up to 20 (K-D.5)
Names of numbers - up to 20 (K-D.13)
2019-2020
C. count a set of objects up to at least 20 and demonstrate that the last number said tells the
number of objects in the set regardless of their arrangement or order;
Count to 20 (K-D.1)
Count on ten frames - up to 20 (K-D.3)
Tally marks - up to 20 (K-D.8)
Count blocks - up to 20 (K-D.15)
Count blocks - up to 30 (K-E.6)
Count blocks - up to 100 (K-E.9)
Count money - pennies only (K-T.3)
D. recognize instantly the quantity of a small group of objects in organized and random
arrangements;
Count to 3 (K-A.2)
Count using stickers - up to 3 (K-A.3)
Count on ten frames - up to 3 (K-A.4)
Represent numbers - up to 3 (K-A.6)
Count to 5 (K-B.2)
Count on ten frames - up to 5 (K-B.4)
Represent numbers - up to 5 (K-B.6)
Count to 10 (K-C.2)
Count dots - up to 10 (K-C.3)
Count blocks - up to 10 (K-C.4)
Count on ten frames - up to 10 (K-C.6)
Represent numbers - up to 10 (K-C.8)
E. generate a set using concrete and pictorial models that represents a number that is more
than, less than, and equal to a given number up to 20;
Count using stickers - up to 3 (K-A.3)
Show numbers on ten frames - up to 3 (K-A.5)
Count using stickers - up to 5 (K-B.3)
Show numbers on ten frames - up to 5 (K-B.5)
One more - up to 5 (K-B.7)
One less - up to 5 (K-B.9)
Count using stickers - up to 10 (K-C.5)
Show numbers on ten frames - up to 10 (K-C.7)
One less - up to 10 (K-C.11)
One more and one less - up to 10 (K-C.13)
2019-2020
F. generate a number that is one more than or one less than another number up to at least 20;
Count one more - up to 5 (K-B.8)
Count one less - up to 5 (K-B.10)
Count one more - up to 10 (K-C.10)
Count one less - up to 10 (K-C.12)
Count one more and one less - up to 10 (K-C.14)
Count up and down - with numbers (K-C.16)
Before, after, and between - up to 10 (K-C.20)
Count up and down - up to 20 (K-D.7)
Before, after, and between - up to 20 (K-D.10)
G. compare sets of objects up to at least 20 in each set using comparative language;
Fewer and more - compare by matching (K-G.2)
Fewer and more - compare by counting (K-G.3)
Fewer and more - compare in a mixed group (K-G.4)
Fewer, more, and same (K-G.5)
H. use comparative language to describe two numbers up to 20 presented as written numerals;
Compare two numbers - up to 10 (K-G.6)
I. compose and decompose numbers up to 10 with objects and pictures.
Represent numbers - up to 3 (K-A.6)
Represent numbers - up to 5 (K-B.6)
Represent numbers - up to 10 (K-C.8)
Count to fill a ten frame (K-C.17)
3. The student applies mathematical process standards to develop an understanding of addition
and subtraction situations in order to solve problems.
A. model the action of joining to represent addition and the action of separating to represent
subtraction;
Add with pictures - sums up to 5 (K-I.1)
Add with pictures - sums up to 10 (K-J.1)
Subtract with pictures - numbers up to 5 (K-K.1)
2019-2020
Subtract with pictures - numbers up to 10 (K-L.1)
B. solve word problems using objects and drawings to find sums up to 10 and differences within
10; and
Addition word problems - sums up to 5 (K-I.6)
Addition word problems - sums up to 10 (K-J.8)
Subtraction word problems - numbers up to 5 (K-K.5)
Subtraction word problems - numbers up to 10 (K-L.7)
C. explain the strategies used to solve problems involving adding and subtracting within 10 using
spoken words, concrete and pictorial models, and number sentences.
Addition sentences - sums up to 5 (K-I.2)
Make a number using addition - sums up to 5 (K-I.4)
Complete the addition sentence - sums up to 5 (K-I.5)
Addition sentences - sums up to 10 (K-J.2)
Make a number using addition - sums up to 10 (K-J.4)
Complete the addition sentence - make ten (K-J.5)
Complete the addition sentence - sums up to 10 (K-J.6)
Write addition sentences (K-J.7)
Subtraction sentences - numbers up to 5 (K-K.2)
Complete the subtraction sentence - numbers up to 5 (K-K.4)
Subtraction sentences - numbers up to 10 (K-L.2)
Make a number using subtraction - numbers up to 10 (K-L.4)
Complete the subtraction sentence - numbers up to 10 (K-L.5)
Write subtraction sentences (K-L.6)
4. The student applies mathematical process standards to identify coins in order to recognize the
need for monetary transactions. The student is expected to identify U.S. coins by name, including
pennies, nickels, dimes, and quarters.
Coin names - penny through quarter (K-T.1)
5. The student applies mathematical process standards to identify the pattern in the number word
list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with
any given number.
Learn to skip-count by tens (K-F.6)
2019-2020
6. The student applies mathematical process standards to analyze attributes of two-dimensional
shapes and three-dimensional solids to develop generalizations about their properties.
A. identify two-dimensional shapes, including circles, triangles, rectangles, and squares as
special rectangles;
Name the two-dimensional shape (K-V.1)
Circles (K-V.2)
Squares and rectangles (K-V.3)
Hexagons (K-V.4)
Select two-dimensional shapes (K-V.5)
B. identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real
world;
Name the three-dimensional shape (K-W.2)
Spheres (K-W.3)
Cubes (K-W.4)
Cones (K-W.5)
Cylinders (K-W.6)
Select three-dimensional shapes (K-W.7)
Shapes of everyday objects I (K-W.9)
Shapes of everyday objects II (K-W.10)
C. identify two-dimensional components of three-dimensional objects;
Two-dimensional and three-dimensional shapes (K-W.1)
Identify shapes traced from solids (K-W.8)
D. identify attributes of two-dimensional shapes using informal and formal geometric language
interchangeably;
Count sides and corners (K-V.6)
Compare sides and corners (K-V.7)
Introduction to symmetry (K-V.8)
Identify pictures with symmetry (K-V.9)
Identify shapes traced from solids (K-W.8)
E. classify and sort a variety of regular and irregular two- and three-dimensional figures
regardless of orientation or size; and
Classify and sort by shape (K-P.6)
2019-2020
Two-dimensional and three-dimensional shapes (K-W.1)
F. create two-dimensional shapes using a variety of materials and drawings.
7. The student applies mathematical process standards to directly compare measurable attributes.
A. give an example of a measurable attribute of a given object, including length, capacity, and
weight; and
Long and short (K-S.1)
Tall and short (K-S.2)
B. compare two objects with a common measurable attribute to see which object has more
of/less of the attribute and describe the difference.
Light and heavy (K-S.3)
Holds more or less (K-S.4)
Compare size, weight, and capacity (K-S.5)
8. The student applies mathematical process standards to collect and organize data to make it
useful for interpreting information.
A collect, sort, and organize data into two or three categories;
Different (K-P.1)
Same (K-P.2)
Same and different (K-P.3)
Classify shapes by color (K-P.4)
Classify and sort by color (K-P.5)
Classify and sort by shape (K-P.6)
Classify and sort (K-P.7)
Sort shapes into a Venn diagram (K-P.9)
B. use data to create real-object and picture graphs; and
Making graphs (K-Q.1)
C. draw conclusions from real-object and picture graphs.
Interpreting graphs (K-Q.2)
2019-2020
9. The student applies mathematical process standards to manage one's financial resources
effectively for lifetime financial security.
identify ways to earn income;
differentiate between money received as income and money received as gifts;
list simple skills required for jobs; and
distinguish between wants and needs and identify income as a source to meet one's
wants and needs.
2019-2020
1st Math Standard
1.2 Place Value (whole #’s)
Hundreds
Round to 10’s place
Number Line
Recite #’s 1-120
1.3 Problem Solving
Single Adding and Subtracting
Double Adding and Subtracting
Triple Digit Adding and Subtracting
Money Problem Solving
Determine wants and needs charitable giving
Working basic word problems
Determine odd and even
1.4 Geometry
Review Plane Figures/ Geometrical Figures
Distinguish Properties
1.5 Patterns
Recognize Name and Create # Patterns
1.6 Measurement
Time Hour and half hour
Know tools of measurement and how to use tools inches and centimeters
Length, liquid time and weight
2019-2020
2nd
Grade Math Standard
1.2 Place Value (whole #’s) Continued to Second
Hundreds, Thousands
Round to 10’s place
Number Line
Recite #’s 1-120
Use expanded form and standard
1.3 Problem Solving Continued to Second
Single Adding and Subtracting
Double Adding and Subtracting
Triple Digit Adding and Subtracting
Money Problem Solving
Determine wants and needs charitable giving
Working basic word problems
Determine odd and even
4 Plus digit Adding and Subtracting
X's
<,>, = up to 4 digits
One/multistep word problems
1.4 Fractions
Review and Construct Fractions
Parts and whole
1.5 Money
Count
Balance Budget
Make change
Income
Expenses
1.6 Geometry
Review
Construct 2 and 3 dimensional shapes with properties and attributes such a side, vertices
etc.
1.7 Data Graphs
2019-2020
Construct complex graphs/charts
Interpret complex graphs/charts
1.8 Measurement
Review/ Practice
1.9 Patterns
Interpret / Recognize simple and complex patterns
2019-2020
3rd
Grade Math Standards
3.2 Place Value (whole #’s)
Hundreds/Thousands/Hundred Thousands
Round to 10,000’s place
Number Line
Recite #’s 1-10,000
3.3 Fractional Units
Denominators 2,3,4,6,8
Decompose equivalent divisibility ½ ¼
3.4 Problem Solving
Whole number
Division
Money
3.5 Patterns
Recognize Name and Create # Patterns
Fact Families
X Expression
3.6 Geometry
2 dimensional figures properties
Area
Quadrilaterals
Rhombus, parallelograms, trapezoids, rectangles, squares
3.7 Measurement (customary metric)
Time 15, 30, 45 minutes intervals
Liquid, Volume, capacity, weight
3.8 Data/ Graphs
Collecting, organizing, interpreting graphs and data
3.9 Personal Financial Literacy
2019-2020
Human Capital
Income
Labor
Surplus, Demand
Credit
Interest
Savings
2019-2020
4th
Grade Math Standards
4.2 Place Value (whole #’s)
Hundreds/Thousands/Hundred Thousands/millions
Round to 100,000’s place
Number Line
Recite #’s 1-100,000
4.3 Fractional Units
Denominators 2,3,4,6,8
Decompose equivalent divisibility ½ ¼
Mixed Number
Decompose equivalent on number line
4.4 Problem Solving
Whole number
Division
Money
4.5 Expressions Equations
Mathematical Processes (+-x/)
Formulate these expression equations
4.6 Geometry
2 dimensional figures properties
Area
Quadrilaterals
Rhombus, parallelograms, trapezoids, rectangles, squares
Symmetry
Acute right obtuse right triangles
Points lines line segments rays angles perpendicular parallel lines
4.7 Problem Solving
Angles less than or = to 180’
Draw angles with given measurement
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4.8 Solve Problems
Customary metric systems
Conversion from large unit to small unit
4.9 Whole Numbers
Decimals
Fraction Forms
Frequent Tables
Dot
Plots
Stem and leaf plots
4.10 Personal Financial Literacy
Human Capital
Income
Labor
Surplus, Demand
Credit
Interest
Savings
Types of expense fixed and variable
Purpose of financial institutions
2019-2020
5th
Grade Math Standards
5.2 Place Value (whole #’s)
Hundreds/Thousands/Hundred Thousandths/millions
Round to 100,000’s place
Number Line
Recite #’s 1-100,000
Multiply 4 digit by 2 digit
Division of decimals to 100ths
X3 digit by 2 /4digit 2
5.4 Fractional Units (Continued)
Denominators 2,3,4,6,8
Decompose equivalent divisibility ½ ¼
Mixed Number
Decompose equivalent on number line
Multiply and divide
Division of fraction and whole number
5.5 Geometry
2 dimensional figures properties
5.6 Measurement
Volume and cubic units rectangular prism
3-d figues
5.7 Solve Problems
Measurement converting within customary and metric
5.7 Problem Solving
Angles less than or = to 180’
Draw angles with given measurement
5.8 Identify locations or coordinate plane
X
Y
Graphing ordered pairs
2019-2020
4.9 Bar Graphs
Frequency tables
Numerical data fractions/decimals
Dot plots
Stem and leaf plots
5.10 Personal Financial Literacy
Human Capital
Income
Labor
Surplus, Demand
Credit
Interest
Savings
Types of expense fixed and variable
Purpose of financial institutions
Payroll
2019-2020
MIDDLE SCHOOL MATH STANDARD 6TH 7TH ALGEBRA
order classify identify locate and extend rational number 6.2 7.2
apply previous knowledge of rational expressions 6.1 7.1
applies math standard process to solve problems 6.4 7.4
make forms of fractions decimals and percents 6.7 7.3
make numerical expressions using order of ops, whole
numbers and prime factors 6.7 7.3
make number expressions uing properties of operations 6.3 7.3
add subtract multiply divide intergers fluently 6.3 7.4
apply qualitative and quantitative reasoning to ratios and
rates and percents 6.4 6.5 7.7
represent a given situation using verbal expressions tables
graphs and equations 6.6 7.11
model and solve one variable one step equations and
inequalities that represent problems including geo concepts 6.10a 7.4
convert units within a measurement system using
proportions and unit rates 6.4 7.9
detemine solutions involving area and volume 6.8 7.7
graph points in all four quadrants using ordered pairs of
rational numbers 6.11 7.6
summarize numeric data including mean median range mode
and percents 6.12 7.12
interpret numer data in dot plots stem and leaf plots
histograms and box plots 6.13 7.4
represent constant rate of change 7.5
solev mathematical and real world problems 7.6
solve problems using data in graphs 6.12 7.12
compare two groups of numeric data using comparative dot
plots and box plots
6.12
7.7
use properties of graphs stas relationship and slove linear
functions equations and inequalities 6.12
2019-2020
use properties of graphs and solve quadratic functions and
equations 6.12
use properties of write solve analyze and evaluate
exponential funcations polynomial expressions and algebraic
expressions
6.7
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