Mathematics Grades 6-8 Benchmark Clarification and Content Limits

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Mathematics Grades 6-8 Benchmark Clarification and Content Limits

Mushur - Wini Johnson

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Mathematics Grade 6 Quarter 4 Tested Benchmark Clarification and Content Limits Benchmark Benchmark Clarification Content Limits MA.A.1.3.2 The student understands the relative size of integers, Students will identify, order, Items may compare and order fractions, decimals, and common fractions, and decimals; numbers expressed as percents; numbers and/or compare the relative size percents. with exponents; numbers in scientific notation; radicals; absolute of numbers. Items may compare smaller or larger numbers, or compare the order of value; and ratios. magnitude between numbers. An item may utilize one format or a variety of formats, such as fractions, decimals, and percents. MA.A.1.3.4 The student understands that numbers can be Students will express numbers Items may include the relationships among fractions, decimals, or represented in a variety of equivalent forms, including integers, in equivalent forms. numbers expressed as percents. fractions, decimals, percents, scientific notation, exponents, radicals, The place values of the fractional part of decimal numbers should range and absolute value. from tenths through ten-thousandths. Also assesses MA.A.1.3.1 The student associates verbal names, In items that assess the relationships among fractions, decimals, or written word names, and standard numerals with integers, fractions, numbers expressed as percents, a real-world context should be used. decimals; numbers expressed as percents; ...

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Publié par	Mushur
Nombre de lectures	29
Langue	English

Extrait

Mathematics

Grade 6 Quarter 4

Tested Benchmark Clarification and Content Limits

Benchmark

Benchmark Clarification

Content Limits

MA.A.1.3.2

The student understands the relative size of integers,

fractions, and decimals; numbers expressed as percents; numbers

with exponents; numbers in scientific notation; radicals; absolute

value; and ratios.

Students will identify, order,

and/or compare the relative size

of numbers.

Items may compare and order fractions, decimals, and common

percents.

Items may compare smaller or larger numbers, or compare the order of

magnitude between numbers.

An item may utilize one format or a variety of formats, such as

fractions, decimals, and percents.

MA.A.1.3.4

The student understands that numbers can be

represented in a variety of equivalent forms, including integers,

fractions, decimals, percents, scientific notation, exponents, radicals,

and absolute value.

Also assesses

MA.A.1.3.1

The student associates verbal names,

written word names, and standard numerals with integers, fractions,

decimals; numbers expressed as percents; numbers with exponents;

numbers in scientific notation; radicals; absolute value; and ratios.

Also assesses

MA.A.1.3.3

The student understands concrete and

symbolic representations of rational numbers and irrational numbers

in real-world situations.

Students will express numbers

in equivalent forms.

Items may include the relationships among fractions, decimals, or

numbers expressed as percents.

The place values of the fractional part of decimal numbers should range

from tenths through ten-thousandths.

In items that assess the relationships among fractions, decimals, or

numbers expressed as percents, a real-world context should be used.

Items may contain multiple forms of a given value.

Items will not include repeating decimals.

MA.A.3.3.1

The student understands and explains the effects of

addition, subtraction, multiplication, and division on whole numbers,

fractions, including mixed numbers, and decimals, including the

inverse relationships of positive and negative numbers.

Students will recognize the

appropriate operation for a

stated effect, the effects of

operations, and/or the

relationships between

operations.

Items will assess the effects of the four basic operations on whole

numbers, fractions, mixed numbers, and decimals, and the use of

properties of real numbers (commutative, associative, and distributive

properties and inverse operations) to solve problems.

Items will not include whole numbers with more than two digits,

positive fractions with more than single-digit numerators and

denominators, and/or decimals greater than hundredths.

Items should not involve division by a fraction.

Items should not assess abstract constructs.

MA.A.3.3.2

The student selects the appropriate operation to solve

problems involving addition, subtraction, multiplication, and

division of rational numbers, ratios, proportions, and percents,

including the appropriate application of the algebraic order of

operations.

Students will simplify

mathematical expressions using

the correct order of operations

or identify the correct order of

operations.

Expressions may include parentheses, multiplication, division, addition,

and subtraction.

Items should use whole numbers with no more than two digits and

exponents no larger than three.

MA.A.3.3.3

The student adds, subtracts, multiplies, and divides

whole numbers, decimals, and fractions, including mixed numbers,

to solve real-world problems, using appropriate methods of

computing, such as mental mathematics, paper and pencil, and

calculator.

Students will solve a single- or

multi-step problem using

appropriate computations and

rounding strategies where

appropriate.

Items should involve only whole numbers and decimal numbers.

MA.B.1.3.1

The student uses concrete and graphic models to derive

formulas for finding perimeter, area, surface area, circumference,

and volume of two- and three-dimensional shapes, including

rectangular solids and cylinders.

Students will solve a problem

involving linear measure,

weight, capacity, time,

temperature, perimeter, area,

The number of two- or three-dimensional figures assessed in an item

cannot exceed two.

Items involving area should be limited to triangles, rectangles, and

parallelograms.

SLC Scope & Sequence Companion

May 2006

Mathematics

Grade 6 Quarter 4

Tested Benchmark Clarification and Content Limits

Benchmark

Benchmark Clarification

Content Limits

Also assesses

MA.B.1.2.2

The student solves real-world problems

involving length, weight, perimeter, area, capacity, volume, time,

temperature, and angles.

Also assesses

MA.B.2.3.1

The student uses direct (measured) and

indirect (not measured) measures to compare a given characteristic

in either metric or customary units.

and volume.

Items involving volume/capacity should be limited to rectangular

prisms and measures should not exceed two digits.

MA.B.1.3.2

The student uses concrete and graphic models to derive

formulas for finding rates, distance, time, and angle measures.

At Grade 6

, this benchmark will be assessed with

MA.C.1.3.1

Also assesses

MA.B.1.2.2

The student solves real-world problems

involving length, weight, perimeter, area, capacity, volume, time,

temperature, and angles.

Also assesses

MA.B.2.3.1

The student uses direct (measured) and

indirect (not measured) measures to compare a given characteristic

in either metric or customary units.

MA.B.1.3.3

The student understands and describes how the change

of a figure in such dimensions as length, width, height, or radius

affects its other measurements such as perimeter, area, surface area,

and volume.

Also assesses

MA.C.2.3.1

The student understands the geometric

concepts of symmetry, reflections, congruency, similarity,

perpendicularity, parallelism, and transformations, including flips

(reflections), slides (translations), turns (rotations), and

enlargements.

Students will determine the

effects of changing dimensions

on other measures or solve

problems involving the effects

of changing dimensions.

Items may assess the relationship between the area or perimeter of an

original figure and that of a newly created figure, or how perimeter or

area is affected by changes in the dimensions of the figure.

The changes in dimensions of a figure that are increases should use

scale factors that are whole numbers.

The changes in dimensions of a figure that are decreases should use

scale factors that are common-unit fractions with denominators of 2, 3,

or 4.

MA.B.2.3.2

The student solves problems involving units of measure

and converts answers to a larger or smaller unit within either the

metric or customary system.

Students will solve a problem

involving conversions to other

units.

All conversions of units must be within the same system of

measurement (metric or customary).

Items should involve only one-unit conversions (e.g., converting

seconds to hours) and not mixed units (e.g., converting hours and

minutes to seconds).

MA.C.1.3.1

The student understands the basic properties of, and

relationships pertaining to, regular and irregular geometric shapes in

two and three dimensions.

Also assesses

MA.C.1.2.1

The student, given a verbal description,

draws and/or models two- and three-dimensional shapes and uses

appropriate geometric vocabulary to write a description of a figure

or a picture composed of geometric figures.

Students will identify and/or

analyze two- and three-

dimensional shapes using their

basic properties and

relationships.

Items will assess identifying points, parallel and perpendicular lines,

planes, rays, parts of a circle, diagonals, and types of angles.

Items assessing three-dimensional figures should use rectangular

prisms or right circular cylinders only.

Items should utilize only a single figure, with no comparisons to other

figures or transformations.

MA.C.2.3.1

The student understands the geometric concepts of

symmetry, reflections, congruency, similarity, perpendicularity,

parallelism, and transformations, including flips (reflections), slides

(translations), turns (rotations), and enlargements.

Also assesses

MA.B.1.3.3

The student understands and describes

Students will identify and apply

various geometric concepts,

including symmetry,

congruency, similarity, and

transformations, including

Items should assess only geometric concepts of two-dimensional

figures.

SLC Scope & Sequence Companion

May 2006

Mathematics

Grade 6 Quarter 4

Tested Benchmark Clarification and Content Limits

Benchmark

Benchmark Clarification

Content Limits

how the change of a figure in such dimensions as length, width,

height, or radius affects its other measurements such as perimeter,

area, surface area, and volume.

Also assesses

MA.C.1.2.1

The student, given a verbal description,

draws and/or models two- and three-dimensional shapes and uses

appropriate geometric vocabulary to write a description of a figure

or a picture composed of geometric figures.

Also assesses

MA.C.1.3.

1 The student understands the basic

properties of, and relationships pertaining to, regular and irregular

geometric shapes in two and three dimensions.

Also assesses

MA.C.3.3.1

The student represents and applies

geometric properties and relationships to solve real-world and

mathematical problems.

reflections, translations,

rotations, or dilations.

MA.C.3.3.2

The student identifies and plots ordered pairs in all four

quadrants of a rectangular coordinate system (graph) and applies

simple properties of lines.

Students will identify the

coordinates of a point or

identify a point, given its

coordinates.

Items will assess the first quadrant only, but will allow for the display

of all four quadrants.

MA.D.2.3.1

The student represents and solves real-world problems

graphically, with algebraic expressions, equations, and inequalities.

Also assesses

MA.A.1.3.3

The student understands concrete and

symbolic representations of rational numbers and irrational numbers

in real-world situations.

Students will recognize

representations of or solutions

for real-world problems

presented in words, graphically,

as equations, inequalities,

and/or expressions.

Items involving graphing of functions should be from the first quadrant

and limited to plotting points with whole number coordinates.

Items may include only one variable and no more than two operations.

Values in expressions should be rational numbers.

MA.D.2.3.2

The student uses algebraic problem-solving strategies to

solve real-world problems involving linear equations and

inequalities.

Students will solve problems

involving expressions,

equations, and/or inequalities.

In items containing equations or equalities the equation or inequality

should be linear.

Items may include only one variable and no more than two operations.

SLC Scope & Sequence Companion

May 2006

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