Grade 3
|
2002 |
2003 |
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
Number
Sense |
Number
Sense |
|
T#6Q8 2.1.8 Recognize fractions as parts of a whole or
parts of a group (up to 12 parts) |
|
T#6Q4 2.1.3 Identify numbers up to 100 in various
combinations of tens and ones |
T#6Q1 2.1.5 Compare whole numbers up to 100 and arrange
them in numerical order. 2.1.6
Match the number names (first, second, third, etc.) with an ordered set of up
to 100 items |
T#6Q2 2.1.12 Represent, compare, and interpret data using
data using tables, tally charts, and bar graphs. 2.2.2
Add two whole numbers less than 100 with & w/o regrouping |
|
T#6Q2 2.1.11 Collect and record numerical data in systematic ways |
T#6Q2 2.1.12 Represent, compare, and interpret data using
data using tables, tally charts, and bar graphs |
T#6Q2 2.1.11 Collect and record numerical data in
systematic ways |
T#6Q5 2.1.8 Recognize fractions as parts of a whole or parts
of a group (up to 12 parts) |
T#6Q5
2.1.5 Compare whole numbers up to
100 and arrange them in numerical order |
Grade 4
|
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
|
3.1.3
Use words, models, and expanded form to represent numbers up to 1,000 |
3.1.3
Use words, models, and expanded form to represent numbers up to 1,000 |
3.1.3
Use words, models, and expanded form to represent numbers up to 1000 |
|
3.1.7
Identify odd and even numbers up to 1,000 and describe their characteristics |
3.1.13
Interpret data displayed in a circle graph and answer questions about the
situation |
3.1.1
Count, read, and write whole numbers up to 1000. |
|
3.1.13
Interpret data displayed in a circle graph and answer questions about the
situation |
3.1.15
Record the possible outcomes for a simple probability |
3.1.8
Show equivalent fractions using equal parts |
Grade 5
|
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
|
T#8Q1 4.1.3 Rounding numbers to nearest 10, 100 or 1,000 |
T#8Q1
4.1.2 Identify and write a whole
number given a place value model |
T#8Q6
4.1.2. Identify and write a whole
number given a place value model |
Grade 6
|
2002 |
2003 |
2004 |
2005 |
2006 |
|
Number
Sense |
Number Sense |
Number Sense |
Number Sense |
Number Sense |
|
T#3Q1
5.1.7 Plot common
decimals/fractions on a number line 5.1.4 Interpret %s as part of a hundred; find
decimal and % equivalents for common
fractions |
T#8Q1 5.1.7 Plot common decimals/fractions on a number
line. 5.1.4 Interpret %s as part of a hundred; find decimal and % equivalents for common
fractions |
T#8Q3
5.1.7 Plot common decimals
fractions on number line. 5.1.4
Interpret %s as part of hundred;
find decimal & % equivalents for common fractions |
T#7Q3
5.17 Plot numbers on line graph |
T#7Q2
5.1.4 Interpret %s as part of a hundred; find
decimal & % equivalents for common fractions |
Grade 7
|
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
|
T#8Q1
6.1.3 Represent on a number line
integers, fractions, decimals and mixed numbers (+, -) |
T#7Q6
6.1.3 Represent on a number line
integers, fractions, decimals, and mixed numbers(+, -) |
T#7Q5
6.1.3 Represent on a number line
integers, fractions, decimals, and mixed numbers (+, -) |
Grade 8
|
2002 |
2003 |
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
Number
Sense |
Number
Sense |
|
T#4Q6
7.1.7 Convert terminating decimals
to reduced fractions |
T#7Q1
7.1.4 Understand & compute
whole number powers of numbers |
T#7Q3
7.1.2 Compare & order rational
& common irrational numbers & place them on a number line |
T#7Q5
7.1.1 Read, write, compare & solve
problems using whole numbers in scientific notation 7.1.4
Understand & compute whole number powers of whole numbers |
T#7Q7
7.1.7 Convert terminating decimals
to reduced fractions |
Grade 9
|
2004 |
2005 |
2006 |
|
Number
Sense |
Number
Sense |
Number
Sense |
|
No
questions asked |
No
questions asked |
No
questions asked |