We believe that all students can achieve success in Mathematics which is an integral part of all curriculum areas.  Mathematical instruction is a part of everyday routines and should involve real-life situations, current technology, and hands-on experiences.  We believe that Mathematical instruction should cultivate creative problem solving and critical thinking skills and should be differentiated to accommodate individual learning styles.

Standard 1.  Uses a variety of strategies
in the problem-solving process

Benchmark 1. Draws pictures to represent problems

Knowledge/skill statements
    1. Knows that pictures can represent problems  

Benchmark 2. Uses discussions with teachers and other students to understand problems
 
Knowledge/skill statements
    1. Discusses with peers to understand a numerical problem

Benchmark 3. Explains to others how she or he went about solving a numerical problem
 
Knowledge/skill statements
    1. Communicates the steps of a problem–solving process

Benchmark 4. Makes organized lists or tables of information necessary for solving a problem

Knowledge/skill statements
    1. Constructs table to solve a numerical problem 
    2. Makes organized lists to solve a numerical problem 
    3. Makes a chart to solve a numerical problem 

Benchmark 5. Uses whole number models (e.g., pattern blocks, tiles, or other manipulative materials) to represent problems

Knowledge/skill statements
    1. Understands that manipulatives (e.g., tiles, blocks) can be used to
        model problems

Standard 2 : Understands and applies basic and advanced properties of the concepts of numbers

Benchmark 1. Understands that numerals are symbols used to represent quantities or attributes of real-world objects
Knowledge/skill statements
    1. Knows that a number represents how many of something there is

Benchmark 2. Counts whole numbers (i.e., both cardinal and ordinal numbers)

Knowledge/skill statements
    1. Understands concept of cardinal number  
    2. Understands concept of ordinal number  
    3. Counts ordinal numbers 
    4. Counts cardinal numbers

Benchmark 3. Understands symbolic, concrete, and pictorial representations of numbers (e.g., written numerals, objects in sets, number lines)

Knowledge/skill statements
    1. Represents numbers in concrete fashion   
    2. Represents numbers in pictorial fashion   
    3. Represents numbers in symbolic fashion  
    4. Organizes objects into sets  
    5. Recognizes written numerals  
    6. Understands the concept of a number line 
    7. Knows that numbers are represented symbolically by numerals 
    8. Knows that numbers can be represented concretely in sets 
    9. Knows that numbers can be represented pictorially on a number line 

Benchmark 4. Understands basic whole number relationships (e.g., 4 is less than 10, 30 is 3 tens)

Knowledge/skill statements
    1. Understands the whole number relationship of "less than" 
    2. Understands the whole number relationship of "greater than"

Benchmark 5. Understands the concept of a unit and its subdivision into equal parts (e.g., one object, such as a candy bar, and its division into equal parts to be shared among four people)

Knowledge/skill statements
    1. Understands the concept of a unit 
    2. Understands that a unit can be subdivided  
    3. Understands the concept of equal parts

Standard 3 : Uses basic and advanced procedures while performing the processes of computation

Benchmark 1. Adds and subtracts whole numbers
 
Knowledge/skill statements
    1. Understands the concept of addition   
    2. Adds whole numbers 
    3. Subtracts whole numbers  
    4. Understands the concept of subtraction

Benchmark 2. Solves real-world problems involving addition and subtraction of whole numbers

Knowledge/skill statements
    1. Determines whether a problem can be solved by subtracting whole               numbers 
    2. Determines whether a problem can be solved by adding whole               numbers

Benchmark 3. Understands basic estimation strategies (e.g., using reference sets, using front-end digits) and terms (e.g., "about," "near," "closer to," "between," "a little less than")

Knowledge/skill statements
    1. Understands the term "about" 
    2. Understands the term "near" 
    3. Understands the term "closer to" 
    4. Understands the term "between" 
    5. Understands the term "a little less than" 
    6. Understands the concept of reference sets in estimation 
    7. Understands the concept of front-end estimation  
    8. Understands the concept of estimation as a strategy

Benchmark 4. Understands the inverse relationship between addition and subtraction

Knowledge/skill statements
    1. Understands that addition and subtraction are inverse relationships 

Standard 4 : Understands and applies basic and advanced properties of the concepts of measurement

Benchmark 1. Understands the basic measures length, width, height, weight, and temperature

Knowledge/skill statements
    1. Understands the concept of length  
    2. Understands the concept of temperature 
    3. Understands the concept of weight   
    4. Understands the concept of height 
    5. Understands the concept of width

Benchmark 2. Understands the concept of time and how it is measured

Knowledge/skill statements
    1. Understands the concept of measuring time   
    2. Understands the features of a digital clock  
    3. Understands the features of an analog clock   
    4. Understands the concept of a second 
    5. Understands the concept of a minute  
    6. Understands the concept of an hour 
    7. Understands the concept of a calendar 
    8. Understands the concept of a day 
    9. Understands the concept of a week 
    10. Understands the concept of a month 
    11. Understands the concept of a year 
    12. Understands how to measure time  

Benchmark 3. Knows processes for telling time, counting money, and measuring length, weight, and temperature, using basic standard and non-standard units

Knowledge/skill statements
    1. Measures weight using standard units 
    2. Measures temperature using standard units 
    3. Measures time using standard units
    4. Measures width using standard units 
    5. Measures height using standard units 
    6. Measures length using standard units 
    7. Understands the concept of elapsed time 
    8. Measures elapsed time  
    9. Measures weight using non-standard units 
    10. Measures temperature using non-standard units 
    11. Measures time using non-standard units 
    12. Measures width using non-standard units 
    13. Measures height using non-standard units 
    14. Measures length using non-standard units 
    15. Counts money 

Benchmark 4. Makes quantitative estimates of familiar linear dimensions, weights, and time intervals and checks them against measurements
 
Knowledge/skill statements
    1. Estimates length   
    2. Estimates temperature 
    3. Estimates height 
    4. Estimates width 
    5. Estimates time intervals 
    6. Estimates weight

Standard 5 : Understands and applies basic and advanced properties of the concepts of geometry

Benchmark 1. Understands basic properties of (e.g., number of sides, corners, square corners) and similarities and differences between simple geometric shapes

Knowledge/skill statements
    1. Understands the concept of sides
    2. Understands the concept of a triangle 
    3. Understands the concept of a square 
    4. Understands the differences between basic shapes 
    5. Understands the concept of a circle 
    6. Understands the concept of corners 
    7. Understands the concept of square corners 
    8. Understands the concept of a rectangle 
    9. Understands the similarities among basic shapes

Benchmark 2. Understands the common language of spatial sense (e.g., "left," "right," "horizontal," "in front of")

Knowledge/skill statements
    1. Understands the concept of "left" 
    2. Understands the concept of "right" 
    3. Understands the concept of "horizontal" 
    4. Understands the concept of "in front of" 

Benchmark 3. Understands that geometric shapes are useful for representing and describing real world situations

Knowledge/skill statements
    1. Understands that geometric shapes are useful in representing the         world 

Benchmark 4. Understands that patterns can be made by putting different shapes together or taking them apart

Knowledge/skill statements
    1. Understands that patterns can be made by putting shapes together 
    2. Understands that patterns can be made by taking shapes apart 

Standard 6 : Understands and applies basic and advanced concepts of statistics and data analysis

Benchmark 1. Collects and represents information about objects or events in simple graphs

Knowledge/skill statements
    1. Understands the basic concept of a graph 
    2. Understands that information can be represented in graphs 
    3. Understands that information about objects or events can be collected

Benchmark 2. Understands that one can find out about a group of things by studying just a few of them
 
Knowledge/skill statements
    1. Understands that a few members of a group can show what is common         to the group

Standard 7 : Understands and applies basic and advanced concepts of probability

Benchmark 1. Understands that some events are more likely to happen than others

Knowledge/skill statements
    1. Understands the basic concept of chance 
    2. Understands that some events are more likely to happen than others

Benchmark 2. Understands that some events can be predicted fairly well but others cannot because we do not always know everything that may affect an event

Knowledge/skill statements
    1. Understands that the more that is known about something the better the         prediction 
    2. Understands that some things can be predicted better than others 

Standard 8 : Understands and applies basic and advanced properties of functions and algebra

Benchmark 1. Recognizes regularities in a variety of contexts (e.g., events, designs, shapes, sets of numbers)
 
Knowledge/skill statements
    1. Recognizes patterns in events 
    2. Understands the concept of a pattern 
    3. Recognizes patterns in designs 
    4. Recognizes patterns in shapes 
    5. Recognizes patterns in sets of numbers 

Benchmark 2. Extends simple patterns (e.g., of numbers, physical objects, geometric shapes)

Knowledge/skill statements
    1. Extends simple patterns in numbers 
    2. Extends simple patterns in geometric shapes 
    3. Extends simple patterns in objects

Standard 9 : Understands the general nature and uses of mathematics

    Not appropriate at this level