content shifts. kindergarten - geometry analyze, compare, create, and compose shapes. 20. analyze...
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2010 Alabama Course of Study: Mathematics
College- and Career-Ready Standards
Content Shifts
Content Correlation…KINDERGARTEN - GEOMETRYAnalyze, compare, create, and compose shapes.20. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/’corners’) and other attributes (e.g., having sides of equal length.) [K-G4]21. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5] 22. Compose simple shapes to form larger shapes. [K-G6]
2003 ACOS Kindergarten6. Create combinations of rectangles, squares, circles, and triangles using shapes or drawings.
2010 ACOS Kindergarten21. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5] 22. Compose simple shapes to form larger shapes. [K-G6]
CORRELATES WITH
KINDERGARTEN - GEOMETRYAnalyze, compare, create, and compose shapes.20. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/’corners’) and other attributes (e.g., having sides of equal length.) [K-G4]21. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5] 22. Compose simple shapes to form larger shapes. [K-G6]
2003 ACOS First Grade1.8.B.1 Describing similarities and differences between plane and solid shapes
2010 ACOS Kindergarten20. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/’corners’) and other attributes (e.g., having sides of equal length.) [K-G4]
CORRELATES WITH
Content Correlation Document
2003 ACOS 2010 ACOS
CURRENT ALABAMA CONTENT PLACEMENT 2010 GRADE 1 CONTENT
1.1 Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number.
1.9. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1-NBT1]
1.1.B.1 Identifying position using the ordinal numbers 1st through 10th
CONTENT NO LONGER ADDRESSED IN GRADE 1
1.1.B.2 Using vocabulary, including the terms equal, all, and none, to identify sets of objects
1.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7]
1.1.B.3 Recognizing that the quantity remains the same when the spatial arrangement changes
CONTENT NOW ADDRESSED IN KINDERGARTEN:1.4.b. Understand that the last number name said tells
the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
Content Correlation Document
2003 ACOS 2010 ACOSCONTENT MOVED TO GRADE 1 IN 2010 ACOS
2.6 Solve problems using the associative property of addition.
1.3. Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1-OA3] (Associative property of addition)
3.1.B.1 Comparing numbers using the symbols >, <, =, and
1.11. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1-NBT3]
4.10 Complete addition and subtraction number sentences with a missing addend or subtrahend.
1.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8]
Content Correlation Document
NEW GRADE 1 CONTENT IN 2010 ACOSNone
Grade 1 Content
Correlation
• Which 2010 standard(s) correlates to standard 13 from the 2003 ACOS?
• Is there any additional content related to standard 13 that should be addressed in the upcoming school year?
• What content has been moved from Grade 3 to Grade 1?• Is there any content that is no longer addressed in Grade 1?
How many standards?• Is there any content that is new to Alabama in Grade 1 in the
2010 ACOS?
How can I be sure my students are prepared for the
implementation of the 2010 ACOS in the 2012-2013
school year?
First Grade Mathematics CurriculumFirst Nine Weeks
2003 COS # DESCRIPTION CONTENT TO BE ADDED 1.5.B.1 1.5.B.2
1.5.B.3
Create repeating patterns. Describing characteristics of patterns Extending patterns including number patterns Identifying patterns in the environment
1.12 1.12.B.1
Locate days, dates, and months on a calendar. Using vocabulary associated with a calendar
1.1 1.1.B.2
Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number.
Using vocabulary, including the terms equal, all, and none, to identify sets of objects
1.1
1.1.B.3
1.1.B.4
1.1.B.5
Demonstrate concepts of number sense by counting forward and backward by ones, twos, fives, and tens up to 100; counting forward and backward from an initial number other than 1; and using multiple representations for a given number.
Recognizing that the quantity remains the same when the spatial arrangement changes
Determining the value of the digit in the ones place and the value of the digit in the tens place in a numeral
Determining the value of a number given the number of tens and ones
NO NEW CONTENT
NO NEW CONTENT
1.9. Count to 120, starting at any no. less than 120; Read & write numerals. Represent a number of objects with a numeral [1-NBT1]
1.7. Understand meaning of equal sign (=); Determine if addition & subtraction equation are true or false. [1-OA7]
1.10. a.10 can be thought of as a bundle of ten ones. [1-NBT2a]
1.10.c.The numbers 10, 20, 30, 40, 50, 60,70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones) [1-NBT2c]
Fourth Grade Pacing GuideThird Nine Weeks
2003COS # DESCRIPTION CONTENT TO BE ADDED FROM 20104.3 Rename improper fractions as mixed numbers and mixed
numbers as improper fractions.
4.4 Demonstrate addition and subtraction of fractions with common denominators.
4.8 Recognize equivalent forms of commonly used fractions and decimals.
4.16 Determine if outcomes of simple events are likely, unlikely, certain, equally likely, or impossible.
4.11 Identify triangles, quadrilaterals, pentagons, hexagons, or octagons based on the number of sides, angles, and vertices.
4.12 Find locations on a map or grid using ordered pairs.
4.154.17
Represent categorical and numerical data using tables and graphs, including bar graphs, and line plots.
4.14 Measure length, width, weight, and capacity using metric and customary units, and temperature in degrees Fahrenheit and degrees Celsius.
4.14.c. Add and subtract mixed numbers with like denominators [4-NF3c]
4.13. Compare two fractions with different numerators and different denominators [4-NF2]
NO NEW CONTENT
NO NEW CONTENT
NO NEW CONTENT
4.22. Solve problems inv. addition & subtraction of fractions using information presented in line plots [4-MD4]
4.26. Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two dimensional figures. [4-G1]4.27. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or angles of a specified size. [4-G2]
4.19. 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. [4-MD1]
What about the
assessments?
2011-2012 2012-20132003 ACOS +
Identified Content from 2010 ACOS
2010 ACOS + Identified Content from
2003 ACOS
?? Questions ??
ALSDE Office of Student LearningCurriculum and Instruction Section
Cindy Freeman, Mathematics SpecialistPhone: 334.353.5321
E-mail: [email protected]
Contact Information