Educational Technology - (Grades 3-5)
Course Preface Printable Version (pdf) Course Description Core Standards of the CourseStandard 1 Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)Standard 2 Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)Standard 3 Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)Standard 4 Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum. (3)Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)Standard 6 Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. (4)Standard 7 Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)Standard 8 Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)Standard 9 Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)Standard 10 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)College and Career Readiness Anchor Standards for K-5 ReadingThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Key Ideas and DetailsReading: Literature Standard 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Literature Standard 2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.Reading: Literature Standard 3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Craft and StructureReading: Literature Standard 4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Reading: Literature Standard 5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.Reading: Literature Standard 6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.Integration of Knowledge and IdeasReading: Literature Standard 7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Range of Reading and Complexity of TextReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Continue to develop fluency when reading documents written in cursive.Key Ideas and DetailsReading: Informational Text Standard 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Reading: Informational Text Standard 2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.Reading: Informational Text Standard 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Reading: Informational Text Standard 5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Reading: Informational Text Standard 6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Reading: Informational Text Standard 8 Explain how an author uses reasons and evidence to support particular points in a text.Reading: Informational Text Standard 9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Continue to develop fluency when reading documents written in cursive.The reading foundational skills standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.FluencyReading: Foundational Skills Standard 4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.College and Career Readiness Anchor Standards for K-5 WritingThe following writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented.Writing Standard 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.Production and Distribution of WritingWriting Standard 4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)Writing Standard 5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.Writing Standard 6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.Research to Build and Present KnowledgeWriting Standard 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.Writing Standard 8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).Range of WritingWriting Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.College and Career Readiness Anchor Standards for K-5 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.Speaking and Listening Standard 2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Speaking and Listening Standard 3 Identify the reasons and evidence a speaker provides to support particular points.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Speaking and Listening Standard 5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.Speaking and Listening Standard 6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.College and Career Readiness Anchor Standards for K-5 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Fluently, independently, and legibly write all upper and lower case cursive letters.b. Produce grade-appropriate text using legible cursive writing.c. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).d. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.e. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.f. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).g. Form and use prepositional phrases.h. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*i. Correctly use frequently confused words (e.g., to, too, two; there, their).*Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use correct capitalization.b. Use commas and quotation marks to mark direct speech and quotations from a text.c. Use a comma before a coordinating conjunction in a compound sentence.d. Spell grade-appropriate words correctly, consulting references as needed.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Language Standard 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB)Core Standards of the CourseHealthy SelfStandard 1 The students will learn ways to improve mental health and manage stress.Objective 1 Demonstrate effective decision making based on positive self-worth. *PDIdentify characteristics of positive self-worth; e. g., ability to set goals, self-efficacy and values, physical, social, mental health.Apply the decision-making process; i. e. , identify the problem, gather information, identify alternatives, predict the immediate and long-term consequences, make the best choice, act, evaluate results.Identify factors that may influence decision making; e. g., media, peers, environment, self-worth.Objective 2 Practice constructive application of assertiveness.Describe assertiveness.Predict the results of assertive communication.Use assertive communication in role play.Objective 3 Set goals to enhance personal health.Recognize how physical, mental, and social health interrelate.Evaluate personal health in each of these areas.Objective 4 Explore positive options for managing stress. *PDDefine stress.Identify behaviors or situations that may cause conflict or stress.Create a personal stress management plan.Substance Abuse PreventionStandard 2 The students will adopt health-promoting and risk-reducing behaviors to prevent substance abuse.Objective 1 Discover personal strengths and talents that make one unique. *PDIdentify strengths and talents in classmates.Identify personal strengths and talents.Summarize how a variety of strengths and talents contribute to the uniqueness of people.Objective 2 Identify the qualities of positive role models. *PDName role models or people who are admired.Compare characteristics of role models.Differentiate between behaviors that reflect a positive attitude and those that may indicate a negative attitude.Identify characteristics to be incorporated into life.Objective 3 Predict the possible consequences of substance use. *PDAnalyze how social messages regarding the use of alcohol, tobacco, and other drugs may misrepresent the negative effects of each. Identify a variety of social, health, and economic problems associated with the abuse of alcohol, tobacco, and other drugs.Objective 4 Model responsible decision making. *PDList and explain the steps for decision-making and Refusal Skills.Demonstrate decision-making and Refusal Skills in responding to negative influences.Human Development and RelationshipsStandard 3 The students will understand and respect self and others related to human development and relationships.Objective 1 Summarize the functions of the cardiovascular and respiratory systems.Review the major body systems and their basic functions.Describe the cardiovascular and respiratory systems.Demonstrate ways to strengthen the cardiovascular and respiratory systems.Objective 2 Develop skills for building healthy interpersonal relationships.Show respect for the uniqueness of others, regardless of gender; e. g., abilities, talents, strengths, characteristics, and hopes for the future.Demonstrate assertive communication.Respect personal boundaries.Objective 3 Exhibit qualities associated with healthy body image.Identify hereditary influences on body types.Recognize the physical changes associated with development.Model ways to show care and acceptance of the body; e. g., posture, hygiene, exercise, balanced diet.Disease Prevention and HIV/AIDS EducationStandard 4 The students will understand concepts related to health promotion and disease prevention.Objective 1 Determine how communicable diseases are spread.Compare modes of transmission of diseases.List ways that people cannot contract HIV.Objective 2 Demonstrate personal hygiene and universal precautions.Demonstrate proper hand washing.List reasons to avoid contact with blood and other body fluids.Describe procedures to follow in the event of a blood spill.Demonstrate decision-making and Refusal Skills for HIV prevention.Objective 3 Demonstrate ways to help people living with HIV and other diseases.Identify ways to show compassion for others.Identify needs of people who are living with long-term illnesses.Plan an activity promoting compassion for people living with long-term illnesses.Safety and Injury/Violence PreventionStandard 5 The students will adopt behaviors to maintain personal health and safety and develop appropriate strategies to resolve conflict.Objective 1 Determine how to participate safely in recreational activities. (SC)List recreational and athletic activities and potential injuries.Identify safety equipment and procedures needed for various recreational and athletic activities.Practice safety precautions associated with changes in weather.Objective 2 Make decisions about taking appropriate risks. Analyze dares, risks, and challenges.Predict the outcomes of taking reasonable and unreasonable risks.Apply decision-making skills to dares, risks, and challenges.Objective 3 Demonstrate basic first aid procedures.Identify procedures for responding to minor injuries; e. g., animal and insect bites, bleeding, burns, cuts, and scratches.Know the general emergency number to call for a more severe injury or situation; i. e. , 911 phone number.Objective 4 Model various nonviolent ways to resolve conflict. *PDIdentify situations that cause anger or frustration.List ways to deal effectively with anger or frustration.Identify how destructive behavior can cause conflict.Predict how constructive behavior might reduce conflict.Nutrition and FitnessStandard 6 The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness.Objective 1 Specify key vitamins and minerals and their functions. *NUName vitamins and minerals vital to a healthy body; e. g., vitamins B and C, minerals calcium and iron.Determine the functions of key vitamins and minerals.Name foods rich in key vitamins and minerals.Identify nutritional problems related to vitamin and/or mineral deficiencies.Objective 2 Determine the relation between food intake and activity. (PE) *NUDefine calories.Estimate the number of calories needed for growth and body function.Predict the change in caloric requirements due to participation in activities.Plan a balanced food intake for one day.Objective 3 Summarize how and why bodies differ in shape and size.Recognize individual growth patterns.Explain the role that heredity plays in growth and development.Describe the role of nutrition in growth and development.Consumer and Community HealthStandard 7 The students will understand the value of service and effective consumer practices.Objective 1 Participate in service-learning that benefits Utah. (SS)Identify needs of Utah and/or its citizens.Examine situations when people or groups assist Utah.Plan, implement, and report on service benefiting Utah.Objective 2 Analyze how media strategies and techniques affect consumer practices. (LA)(LM)Identify the strategies and techniques used in a variety of media. Demonstrate the various strategies and techniques used by media.Compare effectiveness of various strategies and techniques.Objective 3 Identify the role of health professionals in the school.List various health professionals within the school system and the services provided.Define the role of each health professional within the school system.Identify situations in which the services can and should be accessed. Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate, formulating an opinion with supporting evidence).Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).Speak using simple and compound sentences with appropriate subject-verb agreement and verb tense.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, to gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation’s accuracy).Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.See Kindergarten and First Grade.Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.See Kindergarten and First Grade.Standard 4 (Phonics and Spelling): Students apply understanding of phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.See Kindergarten, First Grade and Second Grade.Objective 2 Use knowledge of structure analysis to decode words.See Kindergarten, First Grade and Second Grade.Objective 3 Spell words correctly.Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words. Spell words with roots, inflectional endings, prefixes, and suffixes (e.g., faster, disapprove, celebration).Spell an increasing number of high-frequency and irregular words correctly (e.g., explain, course, several).Learn the spellings of irregular and difficult words (e.g., triangle, volcanoes, minerals, county).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Visualize words while writing.Associate spelling of new words from known words and word patterns.Use spelling generalities to assist spelling of new words.Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read grade level text at a rate of approximately 120-150 wpm.Read grade level text with an accuracy rate of 95-100%.Objective 2 Read aloud grade level text effortlessly with clarity.Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.Read grade level words with automaticity.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).Objective 2 Use multiple resources to learn new words by relating them to known words and/or concepts.Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., settlers: Indians, pioneers, farmers).Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using roots and affixes (e.g., disrespectfully).Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes and idioms.Use context to determine meanings of synonyms, antonyms, homonyms (e.g., there/their/they’re), and multiple-meaning words (e.g., rock).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Identify purpose for reading.Identify author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Generate questions about text (e.g., factual, inferential, evaluative).Form mental pictures to aid understanding of text.Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.Make inferences and draw conclusions from text.Identify theme/topic/main idea from text; note details.Summarize important ideas/events; summarize supporting details in sequence.Monitor and clarify understanding applying fix-up strategies while interacting with text.Compile, organize, and interpret information from text. Objective 3 Recognize and use features of narrative and informational text.Identify characters, setting, sequence of events, problem/resolution.Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction.Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, tables of contents, index, and glossaries.Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect).Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, other resources).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.Select and narrow a topic from generated ideas.Identify audience, purpose, and form for writing.Use a variety of graphic organizers to organize information.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).Use voice to fit the purpose and audience.Use strong verbs and precise and vivid language to convey meaning.Identify and use effective leads and strong endings.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences (i.e., sentence length, simple and complex sentences).Revise writing, considering the suggestions of others.Objective 4 Edit written draft for conventions.Edit writing for correct capitalization and punctuation (i.e., words in a series, dialogue, complex sentences, singular possessives, abbreviations).Edit for spelling of grade level-appropriate words.Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives, superlatives, pronouns).Edit for appropriate formatting features (e.g., margins, indentations, titles).Objective 5 Use fluent and legible handwriting to communicate.Write using upper- and lower-case cursive letters with proper form, proportions, and spacing.Increase fluency with cursive handwriting.Produce legible documents with cursive handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses).Produce traditional and imaginative stories, narrative and formula poetry.Produce informational text (e.g., book reports, compare and contrast essays, observational reports, research reports, content area reports, biographies, summaries).Produce writing to persuade (e.g., response to newspaper and magazine articles).Produce functional texts (e.g. newspaper and newsletter articles, e-mails, simple PowerPoint presentations).Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.Publish 6-8 individual products. Core Standards of the CourseScience BenchmarkMatter on Earth cycles from one form to another. The cycling of matter on Earth requires energy. The cycling of water is an example of this process. The sun is the source of energy for the water cycle. Water changes state as it cycles between the atmosphere, land, and bodies of water on Earth.Standard 1 Students will understand that water changes state as it moves through the water cycle.Objective 1 Describe the relationship between heat energy, evaporation and condensation of water on EarthIdentify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water).Identify the sun as the source of energy that evaporates water from the surface of Earth.Compare the processes of evaporation and condensation of water.Investigate and record temperature data to show the effects of heat energy on changing the states of water.Objective 2 Describe the water cycle.Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).Construct a model or diagram to show how water continuously moves through the water cycle over time.Describe how the water cycle relates to the water supply in your community.Language science students should use: vapor, precipitation, evaporation, clouds , dew, condensation, temperature, water cycleScience BenchmarkWeather describes conditions in the atmosphere at a certain place and time. Water, energy from the sun, and wind create a cycle of changing weather. The sun's energy warms the oceans and lands at Earth's surface, creating changes in the atmosphere that cause the weather. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time. Weather affects many aspects of people's lives.Standard 2 Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.Objective 1 Observe, measure, and record the basic elements of weather.Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured).Compare the components of severe weather phenomena to normal weather conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).Objective 2 Interpret recorded weather data for simple patterns.Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).Graph recorded data to show daily and seasonal patterns in weather.Infer relationships between wind and weather change (e.g., windy days often precede changes in the weather; south winds in Utah often precede a cold front coming from the north).Objective 3 Evaluate weather predictions based upon observational data.Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).Describe how weather and forecasts affect people's lives.Predict weather and justify prediction with observable evidence.Evaluate the accuracy of student and professional weather forecasts.Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).Language science students should use: atmosphere, meteorologist, freezing, cumulus, stratus, cirrus, air pressure, thermometer, air temperature, wind speed, forecast, severe, phenomena, precipitation, seasonal, accuracy, barometer, rain gauge, componentsScience BenchmarkEarth materials include rocks, soils, water, and gases. Rock is composed of minerals. Earth materials change over time from one form to another. These changes require energy. Erosion is the movement of materials and weathering is the breakage of bedrock and larger rocks into smaller rocks and soil materials. Soil is continually being formed from weathered rock and plant remains. Soil contains many living organisms. Plants generally get water and minerals from soil.Standard 3 Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.Objective 1 Identify basic properties of minerals and rocks.Describe the differences between minerals and rocks.Observe rocks using a magnifying glass and draw shapes and colors of the minerals.Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary-rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous-with or without observable crystals that are not in layers or with or without air holes or glass like; metamorphic -crystals/minerals, often in layers).Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).Objective 2 Explain how the processes of weathering and erosion change and move materials that become soil.Identify the processes of physical weathering that break down rocks at Earth's surface (i.e., water movement, freezing, plant growth, wind). Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area).Investigate layers of soil in the local area and predict the sources of the sand and rocks in the soil.Objective 3 Observe the basic components of soil and relate the components to plant growth.Observe and list the components of soil (i.e., minerals, rocks, air, water, living and dead organisms) and distinguish between the living, nonliving, and once living components of soil.Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition.Relate the components of soils to the growth of plants in soil (e.g., mineral nutrients, water).Explain how plants may help control the erosion of soil.Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).Language science students should use: mineral, weathering, erosion, sedimentary, igneous, metamorphic, topsoil, subsoil, bedrock, organism, freeze, thaw, profile, nonliving, structural support, nutrientsScience BenchmarkFossils are evidence of living organisms from the past and are usually preserved in sedimentary rocks. A fossil may be an impression left in sediments, the preserved remains of an organism, or a trace mark showing that an organism once existed. Fossils are usually made from the hard parts of an organism because soft parts decay quickly. Fossils provide clues to Earth's history. They provide evidence that can be used to make inferences about past environments. Fossils can be compared to one another, to living organisms, and to organisms that lived long ago.Standard 4 Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.Objective 1 Describe Utah fossils and explain how they were formed.Identify features of fossils that can be used to compare them to living organisms that are familiar (e.g., shape, size and structure of skeleton, patterns of leaves).Describe three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).Research locations where fossils are found in Utah and construct a simple fossil map.Objective 2 Explain how fossils can be used to make inferences about past life, climate, geology, and environments.Explain why fossils are usually found in sedimentary rock.Based on the fossils found in various locations, infer how Utah environments have changed over time (e.g., trilobite fossils indicate that Millard County was once covered by a large shallow ocean; dinosaur fossils and coal indicate that Emery and Uintah County were once tropical and swampy).Research information on two scientific explanations for the extinction of dinosaurs and other prehistoric organisms.Formulate questions that can be answered using information gathered on the extinction of dinosaurs.Language science students should use: infer, environments, climate, dinosaur, preserved, extinct, extinction, impression, fossil, prehistoric, mineral, organism, replacement, trilobite, sedimentary, tropicalScience BenchmarkUtah has diverse plant and animal life that is adapted to and interacts in areas that can be described as wetlands, forests, and deserts. The characteristics of the wetlands, forests, and deserts influence which plants and animals survive best there. Living and nonliving things in these areas are classified based on physical features.Standard 5 Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.Objective 1 Describe the physical characteristics of Utah's wetlands, forests, and deserts.Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.Describe Utah's wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment) forests (e.g., oak, pine, aspen, juniper areas where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provided an environment where plants needing little water are a major feature of the environment).Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts.Create models of wetlands, forests, and deserts.Objective 2 Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.Find examples of endangered Utah plants and animals and describe steps being taken to protect them.Objective 3 Use a simple scheme to classify Utah plants and animals.Explain how scientists use classification schemes.Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).Objective 4 Observe and record the behavior of Utah animals.Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter).Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration).Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained).Compare the structure and behavior of Utah amphibians and reptiles.Use simple classification schemes to sort Utah's common insects and spiders.Language science students should use: wetland, forest, desert, adaptation, deciduous, coniferous, invertebrate, vertebrate, bird, amphibian, reptile, fish, mammal, insect, hibernation, migrationCommon plants: sagebrush, pinyon pine, Utah juniper, spruce, fir, oak brush, quaking aspen, cottonwood, cattail, bulrush, prickly pear cactusCommon animals: jackrabbit, cottontail rabbit, red fox, coyote, mule deer, elk, moose, cougar, bobcat, deer mouse, kangaroo rat, muskrat, beaver, gopher snake, rattlesnake, lizard, tortoise, frog, salamander, red–tailed hawk, barn owl, lark, robin, pinyon jay, magpie, crow, trout, catfish, carp, grasshopper, ant, moth, butterfly, housefly, bee, wasp, pill bug, millipede Core Standards of the CourseDomain: Operations and Algebraic ThinkingUse the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.13. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.Gain familiarity with factors and multiples. 4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.Generate and analyze patterns. 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.Domain: Number and Operations in Base Ten 2Generalize place value understanding for multi-digit whole numbers. 1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.3. Use place value understanding to round multi-digit whole numbers to any place.Use place value understanding and properties of operations to perform multi-digit arithmetic. 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.Domain: Number and Operations - Fractions 3Extend understanding of fraction equivalence and ordering. 1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/bUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.Domain: Measurement and DataSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.Represent and interpret data. 4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.Geometric measurement: understand concepts of angle and measure angles. 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.An angle that turns through n one-degree angles is said to have an angle measure of n degrees.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.Domain: GeometryDraw and identify lines and angles, and classify shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.1 See Glossary, Table 2.2 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.3 Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.4 Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. Core Standards of the CourseStandard 1 Students will acquire number sense and perform operations with whole numbers, simple fractions, and decimals.Objective 1 Demonstrate multiple ways to represent whole numbers and decimals, from hundredths to one million, and fractions.Read and write numbers in standard and expanded form.Demonstrate multiple ways to represent whole numbers and decimals by using models and symbolic representations (e.g., 36 is the same as the square of six, three dozen, or 9 x 4).Identify the place and the value of a given digit in a six-digit numeral, including decimals to hundredths, and round to the nearest tenth.Divide regions, lengths, and sets of objects into equal parts using a variety of models and illustrations.Name and write a fraction to represent a portion of a unit whole, length, or set for halves, thirds, fourths, fifths, sixths, eighths, and tenths.Identify and represent square numbers using models and symbols.Objective 2 Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths.Compare the relative size of numbers (e.g., 475 is comparable to 500; 475 is small compared to 10,000 but large compared to 98).Order whole numbers up to six digits, simple fractions, and decimals using a variety of methods (e.g., number line, fraction pieces) and the symbols <, >, and = to record the relationships. Identify a number that is between two given numbers (e.g., 3.2 is between 3 and 4; find a number between 0.1 and 0.2). Identify equivalences between fractions and decimals by connecting models to symbols. Generate equivalent fractions and simplify fractions using models, pictures, and symbols. Objective 3 Model and illustrate meanings of multiplication and division of whole numbers and the addition and subtraction of fractions.Model multiplication (e.g., equal-sized groups, rectangular arrays, area models, equal intervals on the number line), place value, and properties of operations to represent multiplication of a one- or two-digit factor by a two-digit factor and connect the representation to an algorithm. Use rectangular arrays to interpret factoring (e.g., find all rectangular arrays of 36 tiles and relate the dimensions of the arrays to factors of 36). Demonstrate the mathematical relationship between multiplication and division (e.g. 3 x =12 is the same as 12 ÷ 3 = and = 4) and use that relationship to explain that division by zero is not possible. Represent division of a three-digit dividend by a one-digit divisor, including whole number remainders, using a variety of methods (e.g., rectangular arrays, manipulatives, pictures), and connect the representation to an algorithm. Use models to add and subtract simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4; 3/4 - 1/8). Objective 4 Solve problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals.Use estimation, mental math, paper and pencil, and calculators to perform mathematical calculations and identify when to use each one appropriately. Select appropriate methods to solve a single operation problem and estimate computational results or calculate them directly, depending on the context and numbers involved in a problem. Write a story problem that relates to a given multiplication or division equation, and select and write a number sentence to solve a problem related to the environment. Solve problems involving simple fractions and interpret the meaning of the solution (e.g., A pie has been divided into six pieces and one piece is already gone. How much of the whole pie is there when Mary comes in? If Mary takes two pieces, how much of the whole pie has she taken? How much of the pie is left?) Objective 5 Compute problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals.Demonstrate quick recall of basic multiplication and division facts. Multiply up to a three- digit factor by a two-digit factor with fluency, using efficient procedures. Divide up to a three-digit dividend by a one-digit divisor with fluency, using efficient procedures. Add and subtract decimals and simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4 = 3/4; 1/3 - 1/6 = 1/6). Mathematical Language and Symbols Students Should Use: sum, difference, expanded form, standard form, square number, dividend, divisor, quotient, factor, product, array, multiple, numerator, denominator, sixths, eighths, tenths, equivalent, estimate, <, >, =, ≠Exploratory Concepts and Skills:Use concrete objects and visual models to add and subtract common decimals.Explore numbers less than zero by extending the number line and by using familiar applications such as temperature.Investigate the concept of ratio (e.g., the number of students to the number of teachers).Standard 2 Students will use patterns and relations to represent mathematical problems and number relationships.Objective 1 Identify, analyze, and determine rules for describing numerical patterns involving operations and nonnumerical growing patterns.Analyze growing patterns using objects, pictures, numbers, and tables to determine a rule for the pattern. Recognize, represent, and extend simple patterns involving multiples and other number patterns (e.g., square numbers) using objects, pictures, numbers, and tables. Identify simple relationships in real-life contexts and use mathematical operations to describe the pattern (e.g., the number of legs on a given number of chairs may be determined by counting by fours or by multiplying the number of chairs by 4). Objective 2 Use algebraic expressions, symbols, and properties of the operations to represent, simplify, and solve mathematical equations and inequalities.Use the order of operations to evaluate, simplify, and compare mathematical expressions involving the four operations, parentheses, and the symbols <, >, and = (e.g., 2x (4 - 1) + 3; of the two quantities 7 - (3 - 2) or (7 - 3) - 2, which is greater?). Express single-operation problem situations as equations and solve the equation. Recognize that a symbol represents the same number throughout an equation or expression (e.g., + = 8; thus, = 4). Describe and use the commutative, associative, distributive, and identity properties of addition and multiplication, and the zero property of multiplication. Mathematical Language and Symbols Students Should Use: growing pattern, order of operations, parentheses, inequality, expression, equation, associative property, commutative property, distributive property, zero property of multiplication, >, <, =Exploratory Concepts and Skills:Use concrete materials to build an understanding of equality and inequality.Explore properties of equality in number sentences (e.g., when equals are added to equals, then the sums are equal; when equals are multiplied by equals, then the products are equal).Standard 3 Students will understand attributes and properties of plane geometric objects and spatial relationships.Objective 1 Identify and describe attributes of two-dimensional geometric shapes.Name and describe lines that are parallel, perpendicular, and intersecting. Identify and describe right, acute, obtuse, and straight angles. Identify and describe the radius and diameter of a circle. Identify and describe figures that have line symmetry and rotational symmetry. Objective 2 Specify locations using grids and maps.Locate coordinates in the first quadrant of a coordinate grid. Give the coordinates in the first quadrant of a coordinate grid. Locate regions on a map of Utah. Give the regions on a map of Utah. Objective 3 Visualize and identify geometric shapes after applying transformations.Identify a translation, rotation, or a reflection of a geometric shape. Recognize that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns. Mathematical Language and Symbols Students Should Use: parallel, perpendicular, intersecting lines, right angle, acute angle, obtuse angle, straight angle, circle, radius, diameter, line symmetry, rotational symmetry, coordinate, first quadrant, degree, translate, rotate, reflect, transformationExploratory Concepts and Skills:Analyze results of transformations (e.g., translations, rotations, reflections) on two-dimensional shapes.Investigate two-dimensional representations of three-dimensional objects.Standard 4 Students will describe relationships among units of measure, use appropriate measurement tools, and use formulas to find area measurements.Objective 1 Describe relationships among units of measure for length, capacity, and weight, and determine measurements of angles using appropriate tools.Describe the relative size among metric units of length (i.e., millimeter, centimeter, meter), between metric units of capacity (i.e., milliliter, liter), and between metric units of weight (i.e., gram, kilogram). Describe the relative size among customary units of capacity (i.e., cup, pint, quart, gallon). Estimate and measure capacity using milliliters, liters, cups, pints, quarts, and gallons, and measure weight using grams and kilograms. Recognize that angles are measured in degrees and develop benchmark angles (e.g., 45°, 60°, 120°) using 90° angles to estimate angle measurement. Measure angles using a protractor or angle ruler. Objective 2 Recognize and describe area as a measurable attribute of two-dimensional shapes and calculate area measurements.Quantify area by finding the total number of same-sized units of area needed to fill the region without gaps of overlaps. Recognize that a square that is 1 unit on a side is the standard unit for measuring area. Develop the area formula for a rectangle as the number of unit squares that fit in the rectangle, and identify the unit of measure as square units. Develop and use the area formula for a right triangle by comparing with the formula for a rectangle (e.g., two of the same right triangles makes a rectangle). Develop the formulas and justify the relationships among area formulas of triangles and parallelograms by decomposing and comparing with areas of right triangles and rectangles. Determine possible perimeters, in whole units, for a rectangle with a fixed area, and determine possible areas when given a rectangle with a fixed perimeter. Mathematical Language and Symbols Students Should Use millimeter, centimeter, meter, milliliter, liter, gram, kilogram, cup, pint, quart, gallon, area, perimeterExploratory Concepts and Skills:Investigate perimeter of rectangles and squares.Investigate area of trapezoids.Standard 5 Students will interpret and organize collected data to make predictions, answer questions, and describe basic concepts of probability.Objective 1 Collect, organize, and display data to answer questions.Identify a question that can be answered by collecting data. Collect, read, and interpret data from tables, graphs, charts, surveys, and observations. Represent data using frequency tables, bar graphs, line plots, and stem and leaf plots. Identify and distinguish between clusters and outliers of a data set. Objective 2 Describe and predict simple random outcomes.Describe the results of investigations involving random outcomes as simple ratios (e.g., 4 out of 9, 4/9). Conduct simple probability experiments, with and without replacement, record possible outcomes systematically, and display results is an organized way. Use the results of simple probability experiments, with and without replacement, to describe the likelihood of a specific outcome in the future. Mathematical Language and Symbols Students Should Use: data, line plot, line graph, bar graph, stem and leaf plot, cluster, outlier, frequency table, probabilityExploratory Concepts and Skills:Explore minimum and maximum values for a set of data.Explore mean, median, mode, and range.Core Standards of the CourseDomain: Operations and Algebraic ThinkingUse the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.13. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.Gain familiarity with factors and multiples. 4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.Generate and analyze patterns. 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.Domain: Number and Operations in Base Ten 2Generalize place value understanding for multi-digit whole numbers. 1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.3. Use place value understanding to round multi-digit whole numbers to any place.Use place value understanding and properties of operations to perform multi-digit arithmetic. 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.Domain: Number and Operations - Fractions 3Extend understanding of fraction equivalence and ordering. 1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/bUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.Domain: Measurement and DataSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.Represent and interpret data. 4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.Geometric measurement: understand concepts of angle and measure angles. 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.An angle that turns through n one-degree angles is said to have an angle measure of n degrees.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.Domain: GeometryDraw and identify lines and angles, and classify shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.1 See Glossary, Table 2.2 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.3 Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.4 Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.
