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Course of Study
Mathematics Department
I. Mathematics
A. Courses Offered;
1. Mathematics, Early Education – 12
2. Math 7
3. Pre-algebra
4. Algebra I
5. Algebra II
6. Geometry
7. Integrated Math
8. High School Personal Finance
9. Transition to College Math
10. Pre-Calculus (PSO)
11. Calculus
II. Philosophy of Mathematics
The universe in which man has been placed is a precise and orderly creation of God (Psalms 19:1-6),
and since the beginning of time, man has used the language of mathematics to help describe and
understand this universe. We believe that the study of mathematics is a tool by which man can learn,
explain, and use the laws of operation of God‘s creation. Mathematics provides a means to facilitate
transactions and logically solve problems that are a part of living together in society.
III. Major Objectives of Mathematics
1. Number, Number Sense and Operations Standard
Students demonstrate number sense, including an understanding of number systems and
operations and how they relate to one another. Students compute fluently and make reasonable
estimates using paper and pencil, technology-supported and mental methods.
2. Measurement Standard
Students estimate and measure to a required degree of accuracy and precision by selecting and
using appropriate units, tools and technologies.
3. Geometry and Spatial Sense Standard
Students identify, classify, compare and analyze characteristics, properties and relationships of
one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning,
properties of geometric objects, and transformations to analyze mathematical situations and solve
problems.
4. Patterns, Functions and Algebra Standard
Students use patterns, relations and functions to model, represent and analyze problem situations
that involve variable quantities. Students analyze, model and solve problems using various
representations such as tables, graphs and equations.
2
5. Data Analysis and Probability Standard
Students pose questions and collect, organize, represent, interpret and analyze data to answer
those questions. Students develop and evaluate inferences, predictions and arguments that are
based on data.
6. Mathematical Processes Standard
Students use mathematical processes and knowledge to solve problems. Students apply problem-
solving and decision-making techniques, and communicate mathematical ideas.
3
Mansfield Christian School
Early Education
Math Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
Circle Time Resource Person Presentation Individual Book Recess
Experiment Flannel Graph Field Trip Story Time Snack Time
Centers Whole Group Service Project Show N‘ Tell Small Group Work
Daily Calendar Homework Dramatic Play Class Tour
Standard
Indicator &
Objectives
Performance
Scale
Time
Frame
Instructional
Method
Instructional/
Activities &
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
1. Count to 10 in the
context of daily
activities and play
(e.g., number
songs).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week 2
Week 3
Week4
Week 5
Week 6
Week 8
Circle Time
Song
Center/
Worksheet
Circle Time
Song
Center
Center
Circle Time
Song
Sing the 10 Campers
Song
Count dot pattern
1-4 and match with
the numeral on
apple pattern
(scissors & glue)
Sing the Ten Little
Bear Song
Arrange numbers
1-10 in order
(manipulatives –
numbers 1-10)
Dig in dirt to find 10
dimes
(dirt & dimes)
Sing the Elephant
Went Out to Play
Student
Participation
Observation of
ability to match
Student
Participation
Observation of
ability to put in
order
Observation of
finding all 10
dimes
Student
Participation
God cares about
numbers
Genesis 5:1-32
Genesis
11:10-30
Genesis
25: 12-17
Genesis 7,8
Psalm 147:4
―He counts the
stars and calls
them all by
name.‖
Refer to parable
of king and 3
servants – one
buried his riches
(talent) in the
ground
4
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
10
Week
11
Week
11
Week
14
Week
18
Week
18
Week
19
Week
19
Center/
Worksheet
Center
Circle Time
Circle Time
Song
Center Game
Circle Time
Fingerplay
Center
Circle Time
Song
Construct a drawing
of Goliath by
connecting a dot to
dot of 1-10
Hop on the
hopscotch mat on the
numbers 1-10
alternating one
foot/two feet
Draw a heart out of
the basket and hop
the number of times
stated
Sing 10 Little Indian
Song
Play mitten folder
game with a partner
by rolling dice and
moving
―decorations‖ that
number of spaces
5 Little Snowman
Fingerplay
Place the correct
number of dots on
the ladybug with the
matching #s (1-10).
Ten Little Ladybug
Sing/Read together
Observation of
ability to form
Goliath picture
Observation of
student
participation
Observation of
ability to recognize
and count numbers
1-17
Student
Participation
Observation of
student ability to
move correct
number of spaces
Student
Participation
Observation of
students‘ ability to
match and count to
ten
Observation of
student
Numbers in
order make
sense
God wants us
to exercise and
care for our
bodies
God wants us
to exercise and
care for our
bodies
They rolled
a dice and
gambled for
Jesus clothes
when He died
on the cross
5
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
20
Week
20
Week
21
Week
21
Week
24
Week
25
Science
Night
Center
Freeplay
Circle Time
Center
Center
Center/
Worksheet
Experiment
Match the number on
the mouse‘s cheese
with the number of
holes on each slice
Play store with play
money, cash register,
and food
Song: Can You
Count to Nine?
Students individually
sing and count to
nine and say their
name
Count out nine
noodles and string
them on a necklace
Match pennies to the
piggy bank with the
corresponding
numeral
Construct a drawing
of a quail by
connecting the dots
1-10
Grapes and Raisins
Families count out
participation
Observation of
students‘ ability to
recognize numbers
1-10 and count out
the corresponding
number of ―holes‖
Student
Participation
Student
Participation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Family
Participation
Don‘t be like the
ant, sluggard.
You need to
work to eat
God knows our
name
Don‘t forget to
give your money
to Jesus
Grapes change
to raisins, but
6
2. Touch objects
and say the number
names when
counting in the
context of daily
activities and play
(e.g., cookies on a
plate, steps on a set
of stairs).
Introduced
Introduced
Introduced
Introduced
Introduced
Science
Night
Weeks
1-38
Week 5
Week
10
Week
11
Experiment
Circle Time
Center
Center
Circle Time
the number of grapes
on one side of a scale
and raisins on the
other side of the
scale to make them
balance
Surface Tension of
Water Families
experiment with the
number of water
droplets that they can
fit on a penny
Count the number of
students in
attendance and
determine the
number absent
Students count
different object to
determine the
number in the set
Students match
correct number of
―gumballs‖ to the
gumball machine of
corresponding
number
Student chooses a
heart with a number
and class hops that
Family
Participation
Student
Participation
Accuracy in
Counting
Teacher
Evaluation
Student
Participation
Jesus never
changes
God cares when
we are sick
Take care of
your body and
exercise
7
3. Demonstrate one-
to-one
correspondence
when counting
objects (e.g., give
one cookie to each
child in group).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
13
Week
18
Week
20
Week
27
Week
27
Weeks
1-38
Week 3
Week 6
Center/
Worksheet
Center/
Folder Game
Whole Group
Activity
Center
Center
Snack Time
Center/
Worksheet
Center/
Worksheet
number of times
Find and count the
number of hidden
Indians
Student rolls dice
and moves
decorative piece that
number to the mitten
Student sort and
count M&Ms on
graph
Student ―plants‖
correct number of
seeds in flower pot
with corresponding
number
Student places the
correct number of
flies in the spider
web with the
corresponding
number
Snack provider gives
each student a napkin
Student matches the
animal with its home
Student matches
connects matching
Oral Evaluation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Student
Participation
Written Evaluation
Written Evaluation
We all look
different
God made plants
We are to
share with
others
God cares for
His creation
8
4. Determine ―how
many‖ in sets of 5
or fewer objects.
Introduction
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week 7
Week
11
Week
20
Week
23
Week
24
Weeks
(several)
Week 9
Week
10
Center/
Worksheet
Center/
Worksheet
Circle Time/
Game
Center/
Worksheet
Center/
Worksheet
Center/
Folder Games
Center
Center/
Worksheet
ducks
Student matches
parallel dots to
connect the fireman‘s
ladder steps
Student
cut/paste/match the
hippo‘s hat to the
correct hippo
Musical Chairs
Student matches the
Valentine gift that
the animal would
desire
Student
cut/paste/match the
missing part to the
bird
Student rolls dice to
determine number of
spaces to move
Student matching
two sets of pumpkins
(number and dot
pattern)
Student matches
number with the dot
pattern of choc. chips
on Grandma‘s
Written Evaluation
Teacher
Observation
Student
Participation
Written Evaluation
Teacher
Observation
Teacher
Observation
Self – Evaluation
(color dot)
Teacher
Observation
God gave us all
a job to do for
Him
God made us
all sizes and
shapes
God cares for
His creation
God cares for
the birds, but
loves you more
They rolled dice
for Jesus‘
clothes when He
died
9
5. Construct two
sets of objects, each
containing the same
number of objects
(e.g., 5 crayons and
5 blocks).
6. Compare sets of
equal, more and
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
24
Week 4
Week 9
Week
20
Week
24
Week
24
Week
27
Week
29
Week
13
Center
Center
Center
Whole Group
Activity
Circle Time
Circle Time
Circle Time
Circle Time
Center
cookies
Student places equal
number of ants on
red and blue
tablecloths
Sort buttons and
beans and compare
sets
Sort gourds and
pumpkins and
compare sets
Sort M&Ms and
place on bar graph
and compare each
color
Compare number of
ants on two
tablecloths
Student graphs
favorite
(peanut/popcorn) and
compare class results
Student graphs shoes
type and compare the
class results
Compare raindrop
size and discuss
results
Student match turkey
to addition picture
Teacher
Observation
Oral Evaluation
Oral Evaluation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Simulation
God made us all
different
God made us
different with
different likes
God made us all
different
God made the
rain
God is fair
10
fewer and use the
language of
comparison (e.g.,
equal, more and
fewer).
7. Group and
regroup a given set
in the context of
daily activities and
play (e.g., 5 blocks
can be 2 blue and 3
green or 1 blue and
4 green).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
24
Week
28
Weeks
1-38
Week
28
Week
28
Week
31
Center
Center
Centers
Whole Group
Center
Individual and
Whole Group
Activity
card to form math
problems
Student creates
addition problems
with ants on two
colored ―picnic
tablecloths‖
Student match
transportation
markers to addition
picture cards to form
math addition
problems
Students roll dice to
create math problems
determine most/least
using dominoes, bear
counters, etc.
Students participate
in a taste test and the
teacher uses tally
marks to determine
likes
Students play Tic
Tac Toe with another
and they keep a tally
of the games won
and lost
Students vote by
coloring their
favorite and then
come together as a
Simulation
Simulation
Simulation
Student
Participation
Student
Participation
Student
Participation
We all have
different likes
and dislikes
Be fair – Don‘t
cheat
We all have
different likes
and dislikes
11
8. Represent
quantity using
invented forms
(e.g., child‘s marks
to represent a
quantity of objects).
9. Write numerical
representations
(e.g.,
scribbles, reversals)
or numerals in
meaningful context
(e.g., play
situations).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
10
Week
18
Week
30
Weeks
1-38
Week 5
Week 6
Center
Individual
Work
Individual
Work
Centers
Whole Group
Individual
Work
class to tally results
of favorites
Student ―write‖ the
number of chocolate
chips in Grandma‘s
cookies
Students sequence
the melting of a
snowman in winter,
numbering the
pictures 1-4
Students write below
each carrot the
number of dots in the
dot pattern
Students use flannel
pieces, magnets, and
other manipulatives
to match the number
chosen
Students count
together as teacher
holds up flash cards
Students color the
number of crayons or
pencils indicated at
the beginning for the
row (2-6) needed for
each dog‘s backpack
Written Evaluation
Written Evaluation
Written Evaluation
Student
Participation
Student
Participation
Written Evaluation
God
commanded
man to count
and measure.
Exodus
30:11-16
Exodus
38:24-26
Numbers
1:1-46
Deuteronomy
21:1-9
God is a God of
order
12
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
10
Week
11
Week
13
Week
17
Week
19
Week
21
Week
24
Individual
Work
Whole Group
Work
Individual
Work
Individual Work/
Center
Center
Whole Group/
Circle Time
Center
Students form a
picture of David and
Goliath connecting
the dots
Students hop the
number on the heart
chosen
Students form an
Indian picture by
connecting the dots
Students simulate
taking a census by
counting and writing
the number of the
people contained in
the box
Students match the
number with the
correct number of
dots on the ladybug
Students take their
turn in counting to
nine and saying their
name
Students place the
correct number of
ants on the tablecloth
with the number
chosen
Written Evaluation
Student
Participation
Written
Evaluation
Written
Evaluation
Simulation
Student
Participation
Teacher
Observation
Mary and
Joseph traveled
for a census at
the time of
Jesus‘ birth
Jesus knows our
name
13
10. Identify and
name numerals 0-9.
11. Compare and
order whole
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
27
Week
27
Week
28
Weeks
1-38
Week 5
Week
19
Week 6
Center
Center
Whole Group
Activity
Centers
Whole Group
Activity
Center
Center
Students match the
correct number of
seeds to the number
on the pot (1-5)
Students count out
the correct number of
flies and spiders with
the number chosen
The class plays
Telephone Bingo
with their individual
telephone number
using their phone
card and cheerios
Students place the
numbered flannel
pieces, numbered
turkeys, magnets,
dominoes, etc. in
order 1-5
Class counts and
places number flash
cards in order
Students place the
numbered ladybugs
in numerical order
1-5
Students dig for
dimes in dirt
Teacher
Observation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Jesus hears us
when we pray.
We don‘t need
to call Him
God is a God of
order
God is a God of
order
Give to the poor
14
numbers up to 5.
12. Identify penny,
nickel, dime and
quarter. Recognize
coins have different
values.
13. Construct sets
with more or fewer
objects than a given
set.
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
20
Week
21
Week
24
Week
24
Week
25
Weeks
1-38
Weeks
1-38
Week 6
Center
Center
Whole Group
Game
Whole Group
Game
Individual
Work
Centers
Circle Time
Center
Students sort and
match money
(different coins)
Students sort out
nickels from other
money
Student pass the
penny to play penny
in pocket game
Students play a relay
game with penny on
their shoe
Students fill in the
letter Q with quarter
rubbings
Students use bear
counters, folder
games, etc. to
determine most, least
While waiting for
students arrive to
school, students in
attendance count the
number here and
determine the
number yet to come
Students become
comfortable with
dominoes and the dot
Teacher
Observation
Teacher
Observation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Give to the poor
Give what you
have to God
even if you think
it‘s only a little
Don‘t be selfish
God cares when
we are sick
15
Introduced
Introduced
Introduced
Introduced
Introduced
Week
18
Week
21
Week
23
Week
27
Week
30
Center
Center
Center
Center
Center
patterns
Students get a
partner to play the
mitten and snowman
folder games. They
roll dice and move
that number of
spaces
Students get a
partner and play the
Noah‘s Ark folder
game moving spaces
by rolling dice
Students get a
partner and play the
folder game of
decorating the heart
by rolling the dice
and moving the
appropriate number
of spaces
Students get a
partner and play the
shamrock folder
game. They move
spaces by rolling a
dice and move the
appropriate number
of spaces.
Students match the
dot pattern on the
carrot with the
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
God saved the
animals from the
flood
16
14. Count on
(forward) using
objects such as
cards, number cubes
or dominoes that
have familiar dot
patterns (e.g., when
selecting 5 apples
from a bag, takes
out two and
continues counting
3, 4, 5).
15. Join two sets of
objects to make one
large set in the
context of daily
routines and play
(e.g., combining 2
bags of raisins, each
containing 3 pieces;
combining 2 groups
of blocks, each
containing 3
blocks).
16. Distribute
equally a set of
objects into 2 or
more smaller sets
(e.g., shares 6
crackers with 3
friends equally).
Introduced
Introduced
Introduced
Introduced
Weeks
1-38
Week
16
Weeks
1-38
Weeks
1-38
Circle Time,
Centers, etc.
Individual and
Group Work
Snack Time
Freeplay/
Centers
numeral
Students have a
variety of activities
throughout the year
using the dot pattern
on the dot spinner,
felt dice, and other
game dice.
Students sort keys
individual and then
combine their set
with the group.
The student that
provided the snack
distributes the snack
equally to classmates
Students problem
solve regularly
during freeplay and
centers as they learn
to share toys and
manipulatives with
others
Student
Participation
Student
Participation
Student
Participation
Student
Participation
God made us all
different, but we
are all part of
His family
Share with
others
17
Measurement 1. Begin to identify
and use the
language of units of
time. For example:
a. Day, night, week;
b. Yesterday, today,
tomorrow.
2. Recognize that
various devices
measure time
(e.g., clock, timer,
calendar).
Introduced
Introduced
Introduced
Introduced
Weeks
1-38
Week
20
Week
34
Weeks
1-38
Circle Time
Story Time
Circle Time/
Song
All Day
Students determine
the day of the week
as well as the day
tomorrow and
yesterday
Students listen to the
reading of the book
Miserable Monday
and become familiar
with the days of the
week
Students sing the
Months of the Year
song and stand on
their birth month
Students are familiar
with the use of a
timer to take equal
turns using the
computer, playing a
game, etc.
Time is discussed as
Student
Participation
Student
Attention
Student
Participation
Student
Participation
God
commanded
man to count
and measure.
Genesis 1:5
―God called the
light ‗day‘ and
the darkness
‗night.‘‖
Genesis 6: 14-16
Exodus 25: 8-9
Exodus 30:
11-16
Exodus 38:
24-28
18
3. Sequence or order
events in the context
of daily activities
and play (e.g., wash
your hands before
and after snacks,
who‘s next for the
computer).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
28
Week
33
Weeks
1-38
Week
27
Week 7
Week 9
Week
Teacher Guided
Group Work/
Center
Art Project
Center
Center
Center
Center
to what ―special‖ is
today and when it
will occur. (Match
the clock)
Student learn how to
tell time to the hour
and half hour using
their own individual
clock
Student create their
own watch and talk
about its use
Student use the
sequence cards
throughout the year
placing them in
sequential order (1-4)
Students place the
picture cards in
sequential order of
the firefighter getting
ready to fight a fire
Students place the
picture cards in
sequential order of
the tree losing it‘s
leaves in the fall
Students place the
Student
Participation/
Teacher
Observation
Student
Participation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures, and
numbers.
Exodus 31:
1-6
Exodus 38:
34-38
19
4. Begin to use
terms to compare
the attributes
of objects (e.g.,
bigger, smaller,
lighter, heavier,
taller, shorter, more
and less).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
18
Week
23
Week 2
Week 6
Week
10
Week
10
Week
11
Center
Center
Individual
Work
Center
Individual
Work
Individual
Work
picture cards in
sequential order
showing the steps of
a melting snowman
Students place the
picture cards in
sequential order
showing the boy
making a valentine
for his friend
Students sort bugs
according to what
they determine to be
the common
characteristic
Students color the
big and little
dinosaurs with the
appropriately
determined color
Students guess the
number of objects in
the guessing jar
Students measure
and compare David
and Goliath and
determine taller and
shorter
Student cut out hats
and attach them to
Observation
Teacher
Observation
Teacher
Observation
Written
Evaluation
Student
Participation and
Improvement
throughout the
week
Written
Evaluation
Teacher
Observation
God wants us to
show kindness
to others
God made each
―animal‖ after
its own kind
God made us
different and
unique
With God
anything is
possible
20
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
18
Week
18
Week
18
Week
20
Week
26
Week
28
Individual/Center
Work
Whole
Group
Whole
Group
Whole
Group
Individual
Work
Individual
Work
the appropriate hippo
according to the size
Student match
snowflakes
according to size and
other common
attributes
Student guess the
number of
―snowballs‖ in the
jar
Teacher directs the
class in recording the
outdoor and indoor
temperatures for a
week
(AM and PM)
Students sort
M & M‘s by color
and place them on
their own individual
chart and then
determine most,
least, etc.
Students cut out
rabbits and place
them in the
appropriate size cage
Students follow
teacher‘s oral
Teacher
Observation
Student
Participation
Student
Participation
Teacher
Observation
Teacher
Observation
Teacher
Observation
God makes
every snowflake
different
God is in charge
of the weather
God made us all
different (size,
shape, looks,
etc.)
21
5. Order a set of
objects according to
size, weight or
length (e.g., cups of
different sizes).
6. Measure length
and volume
(capacity) using
non-standard units
of measure (e.g.,
how many paper
clips long is a
pencil, how many
small containers it
takes to fill one big
container using
sand, rice, or beans)
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
4
Week 6
Week
11
Week
26
Week 3
Week
8, 12,
26, etc.
Week
10
Center
Individual
Work
Individual
Work
Individual
Work
Center
Center
Individual/
Center Work
directions to
determine tallest,
shortest, etc.
Students sort bear
counter according to
size
Students determine
the biggest dog
Students determine
which hippo matches
what hat and which
is biggest, smallest,
etc.
Students determine
the size of the rabbit
in relation to the
other rabbits to
determine which
cage fits them best
Students use a scale
to determine the
weight of an apple
with bear counters
Students experience
the rice table using
many different sized
containers to fill
containers, etc.
Students measure
David and Goliath
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Student
Participation
Teacher
Observation
22
using ―non-standard
measurement tools
Geometry
and Spatial
Sense
1. Match identical
two-and three-
dimensional objects
found in the
environment in play
situations (e.g., 2
squares of same
size, 2 stop signs).
2. Sort and classify
similar two-and
three dimensional
objects in the
environment and
play situations (e.g.,
paper shapes, 2 balls
of different size).
3. Identify, name,
create and describe
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
27
Week
27
Week
27
Week
17
Week
27
Week
27
Center Game
Whole Group
Game
Center
Individual
Work
Centers
Centers
Students get a
partner and play the
Oreo Cookie game
which involves
memory and
matching shapes
Students play Shape
Bingo as a class
Students use pattern
blocks to make
designs and other
shape manipulatives
Students match the
gift with its shape
Students experience
shape sponges and
paint and shape
stamps and ink pads
Students form
triangles of a variety
of sizes using rubber
bands and the
geoboards
Student
Participation
Student
Participation
Student
Participation
Teacher
Observation
Student
Participation
Student
Participation
Geometry:
God cares about
man‘s ability to
understand and
work with
shapes and
realizes it is a
gift from Him.
Exodus 38:
24-29
Nehemiah 7:
68-72
Genesis 6: 14-16
(Noah‘s ark)
Spatial:
Jeremiah 31:7
―Now this is
what the Lord
says, ―Sing with
joy for the
greatest of
nations! Shout
out with praise
and joy: Save
your people, O
Lord, the
remnant of
Israel!‖
23
common two
dimensional
shapes in the
environment and
play situations (e.g.,
circles, triangles,
rectangles and
squares).
4. Identify, name
and describe three
dimensional
objects using the
child‘s own
vocabulary (e.g.,
sphere-―ball,‖ cube-
―box,‖ cylinder –
―can‖ or ―tube,‖ and
cone-―ice cream
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Weeks
1-38
Week
18
Week
19
Week
22
Week
27
Week
27
Week
27
Week
27
Week
27
Centers/
Freeplay
Individual
Work
Center
Whole Group
Circle Time
Song
Whole Group
Activity
Game
Center
Individual
Work
Circle Time
Song
Students put together
shape puzzles
Students identify and
count the shapes that
make up the
snowman (circles,
triangles, rectangles,
and squares)
Students lace the
shape
Students locate the
shapes on the Ohio
flag (triangle, circle)
Students learn shapes
with the interactive
shape song
As a class students
play shape bingo
Students play the
shape match game
Students enjoy shape
stamps and paint
sponges
Students color the
cubes
Students sing and do
the motions for the
Student
Participation
Teacher
Observation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Teacher
Observation
24
cone‖).
5. Demonstrate and
begin to use the
language of the
relative position of
objects in the
environment and
play situations (e.g.,
up, down, over,
under, top, bottom,
inside, outside, in
front, behind,
between, next to,
right side up and
upside down).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Weeks
1-38
Week 4
Week
9
Week
18
Week
18
Week
19
Circle Time
Poem
Circle Time
Song
Circle Time
Poem
Circle Time
Song
Whole Group
Activity
Circle Time
Song
song Letter Hokey
Pokey
Students recite and
do the motions for
the Teddy Bear poem
Students will practice
positions with the
Leaf Falling song
Students help recite
and practice
positions in the
Snowball Poem
Students join in the
Snowkey Pokey song
As a class students
march around the
room chanting and
stepping in time,
―left, left, left, right,
left…‖
Students will sing
Looby Loo and do
what the song says in
relation to position
words
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
God made
seasons
25
Introduced
Week
29
Individual
Worksheet
Students cut and
paste placing things
―under‖ the ______.
Student
Participation
Patterns,
Functions
and Algebra
1. Sort, order and
classify objects by
one attribute (e.g.,
size, color, shape,
use).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week 2
Week 4
Week 6
Week 6
Week 9
Week
11
Center
Center
Individual
Worksheet
Individual
Worksheet
Center
Contest
Students sort bug
according to a certain
attribute of their
choosing
Students sort beans
and buttons
according to the
attribute of their
choosing
Students match the
duck in one column
to the look-alike
duck in the second
column
Students match
Father to Son
according to similar
attributes
Student sort leaves
according to the
attribute of their
choosing
Students wear their
favorite hat to school
and the class chooses
an attribute and/or
use for each
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Student
Participation
The consistency
of mathematical
truths
demonstrates the
orderliness and
precision of
God.
Leviticus 19:
35-36
Ark/Tabernacle
Ezekiel 45:
10-12
God made each
after its own
kind
26
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
12
Week
13
Week
16
Week
20
Week
20
Week
26
Week
28
Week
28
Center
Center
Center
Whole Group
Center
Individual
Activity
Whole Group
Activity
(Snack)
Center
Students sort insects
according to the
attribute of their
choosing
Students sort gourds,
pumpkins, etc.
according to the
attribute of their
choosing
Students sort keys
according to the
attribute of their
choosing
Students sort
M&M‘s according to
their color
Students sort money
according to its value
Student cut and sort
rabbits according to
the size
Students sort foods
according to sweet,
sour, and salty
Students sort shells
according to the
attribute of their
choosing
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Student
Participation
Teacher
Observation
God gave us
senses to enjoy
God made the
rain
27
2. Identify, copy,
extend and create
simple patterns or
sequences of sound,
shapes and motions
in the context of
daily activities and
play (e.g., creates
red, blue, red, blue
pattern with blocks).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
29
Week 4
Week 8
Week 9
Week
13
Week
17
Week
19
Week
Whole Group
Activity
Center
Whole Group
Activity
Center
Center
Whole Group
Activity
Center
Center
Together as a class
the students
determine the size of
their raindrop as
small, medium or
large
Student strings a
bead pattern to match
example and create
one of their own
Students color the
eggs the pattern
stated on each page
as directed by the
teacher
Students sequence
leaves to match
pattern cards
Students sequence
the colored turkeys
to match the pattern
card
Students follow the
red, white, red, white
pattern in making a
candy cane ornament
for the Christmas
tree
Students sequence
the linking cubes to
follow the pattern on
each individual card
Students create a
Student
Participation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Student
Participation
Teacher
Observation
Teacher
28
3. Use play,
physical materials
of drawings to
model a simple
problem (e.g., Six
cookies to be shared
by 3 children. How
many cookies can
each child receive?).
Introduced
Introduced
21
Week
21
Weeks
1-38
Craft
Activity
Freeplay
noodle necklace
making a pattern of
multi-colored and
multi-shaped
noodles
Students color a
pattern on their
individual necktie
Students learn to
equally divided and
share toys and
supplies in
housekeeping, art
centers, and other
play areas
Observation
Student
Participation
Student
Participation
Treat others
with kindness
and share
Data
Analysis and
Probability
1. Gather, sort and
compare objects by
similarities and
differences in the
context of daily
activities and play
(e.g., leaves, nuts,
socks).
Introduced
Introduced
Introduced
Introduced
Week 2
Week 9
Week
10
Week
26
Whole Group
Activity
Whole Group
Activity
Center
Center
Students go on a
nature walk around
the school campus
gathering, collecting
and comparing
Student compare
collected leaves
Students sort mitten
and gloves according
to common
characteristics
Students sort
collected rocks
according to
Student
Participation
Student
Participation
Teacher
Observation
Teacher
Observation
God has at
various times
commanded
men to count,
measure, and
record their
findings.
Nehemiah 7:
68-72
29
2. Place information
or objects in a floor
or table graph
according to one
attribute (e.g., size,
color, shape or
quantity).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
27
Week 3
Week 5
Week
10
Week
19
Week
19
Center
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
common
characteristics
Students sort shells
according to
common
characteristics
Student taste an
apple, apple juice,
and applesauce and
their favorite is
graphed and
compared as a class
Students taste 3 types
of wafers (vanilla,
chocolate, and berry)
and their favorite is
graphed and the class
results are compared
Students use a bar
graph similarities of
mittens among the
class
Students use a circle
graph to categorized
liquids, solids, and
gases
Students graph items
according to the
ability of light to
Teacher
Observation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Respect others
ideas – Treat
others with
kindness
God made the
light
30
3. Select the
category or
categories that have
the most or fewest
objects in a floor or
table graph (e.g.,
favorite ice cream).
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Introduced
Week
20
Week
24
Week
26
Week 3
Week 5
Week
18
Week
20
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
pass through
Students use a bar
graph to sort their
M & M‘s according
to color
Students graph their
favorite snack,
peanuts or popcorn
Students use a bar
graph to show their
type of shoe for the
day
The results of the
class favorite apple
food is discussed
The results of the
class favorite cookie
is discussed
As a class we used a
bar graph to display
―like‖ mittens of
students and
determine the results
of most, least, etc.
Students graph the
M & M‘s that they
receive according to
color on a bar graph
and then discuss
most, least, etc.
Teacher
Observation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
Student
Participation
31
Introduced
Introduced
Introduced
Week
25
Week
26
Week
28
Whole Group
Activity
Whole Group
Activity
Whole Group
Activity
Students use a bar
graph their favorite
(peanuts or popcorn)
and discuss the
favorite and least
favorite
Students use a bar
graph their type of
shoe (Velcro, buckle,
tie, etc.) and the
results of most/least
are discussed
Students participate
in a taste test and
tally marks are
recorded and
favorites and least
favorites are
discussed
Student
Participation
Student
Participation
Student
Participation
32
Mansfield Christian School
Kindergarten
Math Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
songs drama demonstrate sort identify participate observe order
relate explain construct count recognize classify discuss estimate
measure describe model add subtract compare combine separate
build copy trade write illustrate manipulatives join arrange
Standard Indicator/
Objective
erformance
Scale
Time
Frame
Instructional
Method
Instructional
Activity &
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
Number and
Number Systems
1. Compare and
order whole
numbers up to 10.
2. Explain rules of
counting, such as
each object should
be counted once and
that order does not
change the number.
3.Count to twenty;
e.g., in play
situations or
whilereading
number books.
Introduced/
Developed
Introduced/
Developed
Introduced/
Developed
Week
4-16
Week
1-14
Week
12-37
Count, compare
and order
Explain
Participate
Number line
counting, count
objects at centers,
count children in
order, flash cards
Count buttons, dots,
Children, animals
and etc… in a line
Count to 20 during
calendar each day
using 1-20 number
line.
Observe
Observe
Observe
God cares
about numbers.
He knows them
all. He has
recorded many
for our
information.
Genesis 5:1-32
Numbers 1
Psalm 147:4
Genesis 25:
12-17
33
4. Determine ―how
many‖ in sets
(groups) of 10 or
fewer objects.
5. Relate, read and
write numerals for
single-digitnumbers
(0 to 9).
6. Construct
multiple sets of
objects each
containing the same
number of objects.
7. Compare the
number of objects in
two or more sets
when one set has
one or two more, or
one or two fewer
objects.
8. Represent and use
whole numbers in
flexible ways,
including relating,
composing and
decomposing
numbers; e.g., 5
Introduced/
Developed
Introduced/
Developed
Introduced
Introduced/
Developed/
Reinforced
Introduced
Week
7-15
Week
1-10
Week
9
Week
9-38
Week
27-38
Count and
compare
Count, compare
and write
Construct
Recognize and
compare
Combine and
separate
Count cubes, circles,
bears at desks and
magnet shapes on
board.
Read counting
books, point and
count # line with
calendar. Center
time count and wipe
off board games.
Unifix cubes, bear
counters, boxes,
magnet circles for
board
Red and yellow
counters, one to one
correspondence
Use dominoes to
relate numbers,
paper plates and
beans or macaroni
Observe
Observe/Written
Evaluation
Observe
Observe
Observe
34
marbles can be 2 red
and 3 green or 1 red
and 4 green.
9. Identify and state
the value of a
penny, nickel and
dime.
Meaning of
Operations
10. Model and
represent addition as
combining setsand
counting on, and
subtraction as take-
away and
comparison. For
example:
.
a. Combine and
separate small sets
of objects
incontextual
situations; e.g., add
or subtract one, two,
or another small
amount.
b. Count on
(forward) and count
back (backward) on
a number line
between 0 and 10.
Introduced
Introduced/
Developed
Introduced
Introduced
Week
34-36
Week
25-38
Week
25-38
Week
1-10
Songs, model
and identify
Participate
Model, combine
separate, add and
subtract
Songs and count
Use real and play
coins and money
picture chart
Tell orally using
children coming and
going to play. Use
circles to place
counters in to
add/subtract. Use
goldfish in pond to
demonstrate
subtraction.
Use unifix cubes,
goldfish, m&m‘s and
magnet animals.
Role play with
children.
Classroom number
line used during
calendar each
morning.
Observe
Observe and
simulation
Observe
Observe
Lev. 5:16
Lev. 6:5
Lev. 27:13-31
35
11. Demonstrate
joining multiple
groups of objects,
each containing the
same number of
objects; e.g.,
combining 3 bags of
candy, each
containing 2 pieces
12. Partition or
share a small set of
objects into groups
of equal size;e.g.,
sharing 6 stickers
equally among 3
children.
Computation and
Estimation
13. Recognize the
number or quantity
of sets up to 5
without
counting;e.g.,
recognize without
counting the dot
arrangement on a
domino as 5.
Introduced
Introduced
Introduced/
Developed/
Reinforced
Week
4-10
Week
4-10
Week
4-38
Demonstrate/
Manipulatives
Model/Participate
Recognize
Manipulatives-
share cubes,
goldfish, stickers,
crayons
Center time
Domino Cards
Observe
Observe
Observe
Measurement
Standard
Measurement
Units
1. Identify units of
time (day, week,
month and year) and
compare calendar
elements: e.g.;
weeks are longer
Introduced/
Developed/
Reinforced
Week 1-
38
Songs,
Participation
Daily Calendar
Activities
Observe
God commands
man to count
and measure.
Genesis
1:5,6:14-16,
Exodus 25:8-9
36
than days.
Use Measurement
Techniques and
Tools
2. Compare and
order objects of
different lengths,
areas, weights, and
capacities; and use
relative terms, such
as longer, shorter,
bigger, smaller,
heavier, lighter,
more and less.
3. Measure length
and volume
(capacity) using
uniform objects in
the environment.
Find example, find:
a. how many paper
clips long is a
pencil;
b. how many small
containers it takes to
fill one big
container using
sand, rice, and
beans.
Introduced/
Developed
Introduced
Introduced
Introduced/
Developed
Week 4-
38
Week
36-38
Week
36-38
Week
36-38
Order, Compare,
and participate
Participate and
Measure
Participate and
Measure
Observe, discuss,
and participate
Use paper strips,
pencils, crayons,
linking cubes to
compare length.
Use balance scale for
100 day snack mix
for heavier and
lighter.
Measure length of
string and blocks
with children‘s feet.
Paper Clips
Containers of
different sizes
Observe
Observe
Observe
Observe
God is
concerned that
we are accurate
and orderly in
our use of
weights,
measures, and
numbers.
Exodus 31:1-6
Exodus 38:24-
28
37
c. recall what we did
or plan to do
yesterday, today,
tomorrow.
Introduced/
Developed
Week 1-
38
Discuss, write
and illustrate
Daily and weekly
discussions
Observe
Geometry
and Spatial
Sense
Standard
Characteristics
and
Properties
1. Identify and sort
two-dimensional
shapes and three-
dimensional
objects. For
example:
a. Identify and
describe two-
dimensional figures
and three
dimensional objects
from the
environment using
the child‘s own
vocabulary.
b. Sort shapes and
objects into groups
based on student-
defined categories.
c. Select all shapes
or objects of one
type from a group.
Introduced
Introduced
Introduced
Introduced
Week
1-4
Week
5
Week
4-38
Week
4,5
Sort and Identify
Sort and describe
Sort
Choose
Use button shapes
and attribute blocks.
Recognize classroom
objects that are the
ones we have
learned.
Describe objects
teacher has brought
from home.
Magnet shapes and
animal magnets
Pull shapes from a
bucket or bag and
match with a friend.
Observe
Observe
Observe
Observe
God cares
about man‘s
ability to
understand and
work with
shapes is a gift
from him.
Exodus 38:
24-29
Nehemiah
7:68-72
38
d. Build two-
dimensional figures
using paper shapes
or tangrams; build
simple three-
dimensional objects
using blocks.
Spatial
Relationships
2. Name and
demonstrate the
relative position of
objects as follows:
a. place objects
over, under, inside,
outside, on, beside,
between, above,
below, on top of,
upside-down,
behind, in back of,
in front of;
b. describe
placement of objects
with terms, such as
on, inside, outside,
above, below, over,
under, beside,
between, in front of,
behind
Introduced/
Developed
Introduced
Introduced
Introduced
Week
7-38
Week
13-16
Week
13-16
Week
15
Build
Participate
Participate
Describe
Use pattern blocks
Use crayon to place
under chair, on table,
inside pencil box and
etc…
Children role play
who is standing in
front of, behind,
etc…
Teacher
demonstrates and
children describe
Observe
Observe
Observe
Observe
Jeremiah 31:7
39
Patterns,
Functions
and Algebra
Standard
Use Patterns,
Relations
and Functions
1. Sort, classify and
order objects by
size, number and
other properties.
For example:
a. Identify how
objects are alike and
different.
b. Order three
events or objects
according to a given
attribute, such as
time or size.
c. Recognize and
explain how objects
can be classified in
more than one way.
d. Identify what
attribute was used to
sort groups of
objects that have
already been sorted.
Introduced
Introduced/
Developed
Introduced
Introduced/
Developed
Introduced
Week
2-4
Week
2-38
Week
5
Week
2-38
Week
2,3
Sort, classify and
Order
Describe
Order and sort
Recognize and
Explain
Identify and Sort
Have children line up
and describe
boys/girls, blue
shirts, red shirts,
boys standing, girls
sitting
Use fruits and
vegetables, toys,
stuffed animals.
Sorting activities by
different attributes-
size and color.
Sorting activities like
a purple square can
go with the purple
group or with the
square group.
Discuss with a
partner how the
groups were sorted.
Observe
Observe
Observe
Observe
The
consistency of
mathematical
truths
demonstrates
the orderliness
and precision
of God.
Lev. 19:35-36
Ezekiel 45:
10-12
40
Data
Analysis and
Probability
Standard
2. Identify, create,
extend and copy
sequences of sounds
(such as musical
notes), shapes (such
as buttons, leaves or
blocks), motions
(such as hops or
skips), and numbers
from 1 to 10.
3. Describe orally
the pattern of a
given sequence.
Use Algebraic
Representations
4. Model a problem
situation using
physical materials.
Data Collection
1. Gather and sort in
response to
questions posed by
teacher and
students; e.g., how
many sisters and
brothers, what color
shoes.
Introduced/
Developed
Developed
Introduced/
Developed
Introduced/
Developed
Week
5-38
Week
7-38
Week
2-38
Week
2-27
Identify, build
and copy.
Describe and
participate.
Model
Participate and
sort
Teacher directed
patterns, students
imitate and then
students make a
pattern and friends
copy.
Teacher
demonstrates pattern
and students repeat
it. (snap, snap, clap)
Teacher uses
manipulatives.
Using tally marks to
count
Observe
Observe
Observe
Observe
Genesis 2:
18-23
God has at
various times
commanded
men to count,
measure and
record their
findings.
41
2. Arrange objects
in a floor or table
graph according to
attributes, such as
use, size, color or
shape.
3. Select the
category or
categories that have
the most or fewest
objects in a floor or
table graph.
Introduced/
Developed
Introduced/
Developed
Week
2-27
Week
2-27
Arrange
Explain
Complete graph with
class
Discuss and share
completed graph
Observe
Observe
Nehemiah
7:68-72
42
Mansfield Christian School First Grade
Math Curriculum Guide
Performance Scale Key I=Introduced NA=Not Addressed D=Developed R=Reinforced
Instructional Method Key Observation Demonstration Written One-on-One Assessment with Teacher Check List Formative Oral Evaluation
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Resources/Activities
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Use ordinal
numbers to order
objects; e.g., first,
second, third.
I, D, and R
I, D, and R
I, D, and R
Week 3
Week 3
Week
25
Teacher Directed
with Whole Class
Participation
Teacher Directed
with Whole Class
Participation
Teacher Directed
with Whole Class
Participation
Students will use
ordinal number cards
and counters to read,
write, and identify
ordinal positions and
numbers 1st through
10th
from left to right
and right to left.
Students will use
connecting cubes to
read, write, and
identify ordinal
positions 1st through
10th
from top to
bottom and bottom to
top.
Students will use
ordinal number cards
to read, write, and
identify ordinal
positions and
Observation
Written
Observation
1. God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures, and
numbers.
(Deuteronomy
25:13-16;
Proverbs 11:1)
43
2. Recognize and
generate equivalent
forms for the same
number using
physical models,
words and number
expressions; e.g.,
concept of ten is
described by ―10
blocks,‖ full tens
frame, numeral 10, 5
+ 5, 15 - 5, one less
than 11, my
brother‘s age.
3. Read and write
the numerals for
numbers to 100.
I, D, and R
I, D, and R
D and R
I
I
Week 4
Week 5
Week 2
Week 2
Week 2
Group Work
Group Work
Hands-On
Hands-On
Hands-On
numbers 11th
through
31st.
Students will use
connecting cubes and
dominoes to identify
related facts to sums
of 6.
Students will use
connecting cubes to
find other names for
numbers, sums to 12.
Students will use tens
frame and counters to
recognize groups of 1
through 4 and identify
and write the numbers
and number words for
1 through 4.
Students will use tens
frame and counters to
recognize groups of 5
and 0 and identify and
write the numbers and
number words for 5
and 0.
Students will use tens
frame and counters to
Written
Written
Check List
Observation
Observation
44
I
I
I
I
Week 2
Week
13
Week
13
Week
13
Hands-On
Hands-On
Hands-On
Hands-On
recognize groups of 6
through 9 and identify
and write the numbers
and number words for
6 through 9.
Students will use tens
frame and counters to
recognize groups of
10 through 12 and
identify and write the
numbers and number
words for 10 through
12.
Students will use
connecting cubes to
express and represent
numbers 11-19. They
will also write
numbers 11-19 using
numbers and number
words.
Students will use
connecting cubes to
express and represent
numbers 20-39. They
will also write
numbers 20-39 using
numbers and number
words.
Students will use
connecting cubes to
Written
Check List
Written
Written
45
4. Count forward to
100, count
backwards from
100, and count or
backward starting at
any number between
1 and 100.
I
I, D, and R
D
D
Week
13
Week
13
Week 2
Week 2
Hands-On
Hands-On
Teacher Direction
with Whole Class
Participation
Teacher Directed
with Whole Class
Participation
express and represent
numbers 40-59. They
will also write
numbers 40-59 using
numbers and number
words.
Students will use
connecting cubes to
express and represent
numbers 60-89. They
will also write
numbers 60-89 using
numbers and number
words.
Students will use
connecting cubes to
express and represent
numbers 90-100.
They will also write
numbers 90-100 using
numbers and number
words.
Students will use ten-
frames and counters
to order numbers 0-
12.
Students will use
number cards and
number lines to count
on.
Observation
Check List
Written
Observation
46
5. Use place value
concepts to
represent whole
numbers using
numerals, words,
expanded notation
I, D, and R
I
I, D, and R
I, D, and R
I, D, and R
Week 2
Week 3
Week 3
Week 3
Week
13
Teacher Directed
with Whole Class
Participation
Hands-On
Hands-On
Hands-On
Hands-On
Students will use
number cards and
number lines to count
back.
Students will use
number lines and
connecting cubes to
identify and write
numbers to 12 that are
just before, between,
and just after a given
number.
Students will use
number cards to
identify and write
numbers one less and
one more than a given
2-digit number.
Students will use
number lines, and
number cards to
identify and write
numbers just before,
between, and just
after given 2-digit
number.
Students will use
connecting cubes to
identify ten as a set of
10 ones and represent
and recognize sets of
ones as groups of tens
Observation
Written
Oral Evaluation
Written
Observation
47
and physical models
with ones and tens.
For example:
a. Develop a system
to group and count
by twos, fives and
tens.
b. Identify patterns
and groupings in a
100's chart and
relate to place value
concepts.
c. Recognize the
first digit of a two-
digit number as the
most important to
indicate size of a
number and the
nearness to 10
or 100.
I, D, and R
I
I
I
Week
13
Week
13
Week
13
Week
13
Teacher Directed
with Whole Class
Participation
Hands-On
Hands-On
Hands-On
and ones.
Students will use ones
units, tens rods, and
hundreds flats to read
and write number and
number words for
decade names ten to
one hundred and to
count by 10s to 100.
Students will use ones
units, tens rods and
place value mats to
write numbers 11-19
and to express and
represent numbers 11-
19 as composed of 1
ten and ones.
Students will use ones
units, tens rods and
place value mats to
write numbers 20-39
and to express and
represent numbers 20-
39 as composed of
tens and ones.
Students will use ones
units, tens rods and
place value mats to
write numbers 20-39
and to express and
represent numbers 20-
39 as composed of
Observation
Written
Written
Observation
48
I
I
I
I
Week
13
Week
13
Week
14
Week
14
Hands-On
Hands-On
Hands-On
Teacher Directed
with Whole Class
Participation
tens and ones.
Students will use ones
units, tens rods and
place value mats to
write numbers 40-59
and to express and
represent numbers 40-
59 as composed of
tens and ones.
Students will use ones
units, tens rods and
place value mats to
write numbers 60-89
and to express and
represent numbers 60-
89 as composed of
tens and ones.
Students will use ones
units, tens rods and
place value mats to
write numbers 90-100
and to express and
represent numbers 90-
100 as composed of
tens and ones.
Students will use ones
units, tens rods and
place value mats to
determine the value of
a designated digit in a
number.
Check List
Observation
Observation
Written
49
I
I
I
I, D, and R
D and R
I
Week
15
Week
15
Week
15
Week
15
Week
15
Week
16
Hands-On
Hands-On
Hands-On
Teacher Directed
with Whole Class
Participation
Teacher Directed
with Whole Class
Participation
Teacher Directed
with Whole Class
Students will use ones
units, tens rods and
place value mats to
write the expanded
form of 2-digit
numbers.
Students will use
number cards to
identify and write
numbers one less and
one more than a given
2-digit number.
Students will use ones
units and tens rods to
compare 2-digit
numbers using the
symbols <, >, and =.
Students will use
number line and
number cards to order
numbers to 100.
Students will use
hundred charts to
identify and describe
number patters in
numbers 1-100.
Students will use ones
units, tens rods, place
Written
Oral and Written
Written
Check list
Oral Assessment
Demonstration
50
6. Identify and state
the value of a penny,
nickel, dime, quarter
and dollar.
D and R
I
I and D
I, D, and R
Week
16
Week
16
Week
16
Week
22
Participation
Teacher Directed
with Whole Class
Participation
Teacher Directed
with Whole Class
Participation
Partner Work
Guided
Discovery
value mats, and
hundred chart to
recognize and write
number that are ten
less or ten more than
a given 2-digit
number.
Students will use
hundred charts to skip
count by 5s from 0 to
100. They will also
discover skip
counting patterns on a
hundred chart.
Students will use
hundred charts to skip
count by 2s from 0 to
100. They will also
discover skip
counting patterns on a
hundred chart.
Student will use place
value concepts to
solve story problems.
Students will use play
money to recognize
the value of a penny
and a nickel. They
will count on with
nickels and pennies to
find the value of a
Oral Assessment
Oral Assessment
Written
One on one
assessment with
teacher
51
7. Determine the
value of a small
collection of coins
(with a total value
up to one dollar)
using 1 or 2
different type coins,
including pennies,
nickels, dimes and
quarters.
I, D, and R
I and D
I and D
I and D
I and D
Week
22
Week
22
Week
22
Week
22
Week
23
Guided
Discovery
Guided
Discovery
Guided
Discovery
Guided
Discovery
Guided
Discovery
group of coins.
Students will use play
money to recognize
the value of a dime.
They will count on
with dimes and
pennies to find the
value of a group of
coins.
Students will use play
money to recognize
the value of a quarter.
They will count on
with quarters and
pennies to find the
value of a group of
coins.
Students will use play
money to find the
value of a group of
coins consisting of
dimes and nickels.
Students will use play
money to find the
value of a group of
coins consisting of a
quarter, dimes,
nickels, and pennies.
Students will use play
money to identify a
One on one
assessment with
teacher
One on one
assessment with
teacher
One on one
assessment with
teacher
One on one
assessment with
teacher
One on one
assessment with
God cares
about numbers.
He knows them
all; He has
recorded many
for our
information.
(Exodus 38:24-
29)
52
8. Show different
combinations of
coins that have the
same value.
I and D
I and D
I
I and D
Week
23
Week
23
Week
35
Week
35
Guided
Discovery
Guided
Discovery
Teacher Directed
with Guided
Discovery
Teacher Directed
with Guided
Discovery
dollar bill and its
value, to identify to
coins equivalent to a
dollar, and to show
different ways to
make a dollar.
Students will use play
money to identify two
groups or coins that
show the same
amount and to show
equal amounts.
Students will use play
money to find the
value of a group of
coins consisting of a
quarter, dimes,
nickels, and pennies
and compare the
amount of money to
the price of an item.
Students will use
paper plates and
shapes to identify
equal parts of a
whole.
Students will use
fraction strips to
identify one half of a
whole.
teacher
One on one
assessment with
teacher
One on one
assessment with
teacher
Observation
Observation
53
I and D
I and D
I and D
I and D
I, D and R
Week
35
Week
35
Week
35
Week 4
Week 4
Teacher Directed
with Guided
Discovery
Teacher Directed
with Guided
Discovery
Teacher Directed
with Guided
Discovery
Guided
Discovery
Guided
Discovery/Hands-
On
Students will use
fraction strips to
identify one third of a
whole.
Students will use
fraction strips to
identify one fourth of
a whole.
Students will use
counters to identify
one half, one third,
and one fourth of a
set.
Students will use
connecting cubes and
counters to explore
the concept of
additions as the
joining of groups of
objects with sums of
6 or less.
Students will use
counters to relate the
joining of two groups
to number sentences
with sums of 6 or less
and to complete and
write an addition
sentences for a total
of 6 or less that
describes a pictured
action.
Observation
Observation
Check List
Written
Formative
54
9. Represent
commonly used
fractions using
words and physical
models for halves,
thirds and fourths,
recognizing
fractions are
represented by equal
size parts of a whole
and of a set of
objects.
10. Model, represent
and explain addition
as combining sets
I, D, and R
I, D, and R
I, D, and R
I, D, and R
I, D, and R
Week 4
Week 4
Week 4
Week 5
Week 6
Hands-On
Hands-On
Hands-On
Hands-On
Hands-On
Students will use
counters to add
numbers with sums of
6 or less in horizontal
and vertical form.
Students will use
counters and
dominoes to add
numbers with sums of
7 and 8 in horizontal
and vertical forms and
to explore the
concepts of addition
as a whole being the
sum of its parts.
Students will use
counters and ten-
frames to add
numbers with sums of
9 and 10 in horizontal
and vertical form.
Students will use
counters and ten-
frames to add number
with sums of 11 and
12 in horizontal and
vertical form.
Students will use
connecting cubes to
add three addends
One on one
assessment with
teacher
Observation
Observation
Observation
Observation
55
(part + part = whole)
and counting on. For
example:
a. Model and
explain addition
using physical
materials in
contextual
situations.
b. Draw pictures to
model addition.
c. Write number
sentences to
represent addition.
d. Explain that
adding two whole
numbers yields a
larger whole
number.
I, D, and R
I and D
I, D, and R
I, D, and R
I, D, and R
I, D, and R
Week 6
Week 6
Week
17
Week
17
Week
17
Week
18
Partner Work
Application
Hands-On
Hands-On
Hands-On
Hands-On
with sums to 12.
Students will solve
story problems by
writing a number
sentence.
Students will choose a
strategy to solve
addition story
problems.
Students will use
counters and ten-
frames to add number
with sums of 13 or 14
in horizontal and
vertical form.
Students will use
counters and ten-
frames to add number
with sums of 16 in
horizontal and
vertical form.
Students will use
counters and ten-
frames to add number
with sums through 18
in horizontal and
vertical form.
Students will use
connecting cubes and
counters to add three
addends with sums to
18.
Written
Written
Check list
Observation
Written
Written
The
understanding
of
mathematical
concepts adds
to our
understanding
or expressions
in other areas
of life.
(Proverbs
16:23)
(Duet 12:32)
56
11. Model, represent
and explain
subtraction as take-
away and
comparison. For
example:
a. Model and
explain subtraction
using physical
materials in
contextual
situations.
b. Draw pictures to
model subtraction.
c. Write number
sentences to
represent
subtraction.
d. Explain that
subtraction of whole
numbers yields an
answer smaller than
the original number.
I, D, and R.
I, D, and R
I, D, and R
I and D
Week 7
Week 7
Week 7
Week 7
Hands-On
Teacher Guided
with Class
Participation
Teacher Guided
with Class
Participation
Teacher Guided
with Class
Participation
Students will use
counters and
connecting cubes to
explore the concept of
subtraction as an
action of separation
from groups of 6 or
less.
Students will use
counters to relate the
separating of a group
of 6 or less to a
number sentence and
to complete and write
a subtraction
sentences for a total
of 6 or less that
describes a pictured
action.
Students will use
counters to identify
the difference when
subtracting from 6 or
less and to subtract
from 6 or less in
horizontal and
vertical form.
Students will use tile
counters and
connecting cubes to
add and subtract with
zero.
Observation
Written
Written
Written
57
I, D, and R
I, D, and R
I, D, and R
I, D, and R
I and D
I, D, and R
Week 7
Week 8
Week 8
Week 8
Week 9
Week
17
Hands-On
Hands-On
Hands-On
Hands-On
Hands-On
Hands-On
Students will use
connecting cubes and
dominoes to subtract
from 7 and 8 in
horizontal and
vertical forms and
explore subtraction as
a whole separated into
parts.
Students will use
counters and ten-
frames to subtract
from 9 and 10 in
horizontal and
vertical form.
Students will use
counters and ten-
frames to subtract
from 11 and 12 in
horizontal and
vertical form.
Students will use a
number-line to count
back from 12 or less
to subtract.
Students will use
subtraction to
compare sets.
Students will use
counters and ten-
Written
Observation
Observation
Observation
Written
Check List
58
12. Use
conventional
symbols to represent
the operations of
addition and
subtraction.
I, D, and R
I, D, and R
I, D, and R
I, D, and R
Week
18
Week
18
Week 4
Week 7
Hands-On
Hands-On
Teacher Guided
with Whole Class
Participation
Teacher Guided
with Whole Class
Participation
frames to subtract
from 13 and 14 in
horizontal and
vertical form and add
to check subtraction.
Students will use
counters and ten-
frames to subtract
from 15 and 16 in
horizontal and
vertical form.
Students will use
counters and ten-
frames to subtract
from 10 or less in
horizontal and
vertical form.
Students will use
counters: to be
introduced to the +
and = signs, to relate
the joining of two
groups to number
sentences with sums
of 6 or less and to
complete and write an
addition sentences
that describes a
pictured action for
sums of 6 or less.
Students will use
counters: to be
introduced to the –
Observation
Written
Check list
Check list
59
I, D, and R
I, D, and R
I, D, and R
Week
10
Week 4
Week 7
Application
Hands-On
Teacher Directed
with Whole
Group
Participation
and = signs, to relate
the separating of a
group of 6 or less to a
number sentence, and
to complete and write
a subtraction sentence
for a total of 6 or less
that describes a
pictured action.
Students will choose
the operation to solve
problems.
Students will use
counters: to be
introduced to the +
and = signs, to relate
the joining of two
groups to number
sentences with sums
of 6 or less and to
complete and write an
addition sentences
that describes a
pictured action for
sums of 6 or less.
Students will use
counters: to be
introduced to the –
and = signs, to relate
the separating of a
group of 6 or less to a
number sentence, and
Written
Observation
Observation
60
13. Model and
represent
multiplication as
repeated addition
and rectangular
arrays in contextual
situations; e.g., four
people will be at my
party and if I want
to give 3 balloons to
each person, how
many balloons will I
need to buy?
14. Model and
represent division as
sharing equally in
contextual
situations; e.g.,
sharing cookies.
15. Demonstrate that
equal means ―the
same as‖ using
visual
representations.
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
to complete and write
a subtraction sentence
for a total of 6 or less
that describes a
pictured action.
N/A
N/A
N/A
61
16. Develop
strategies for basic
addition facts, such
as:
a. counting all;
b. counting on;
c. one more, two
more;
d. doubles;
e. doubles plus or
minus one;
f. make ten;
g. using tens frames;
h. identity property
(adding zero).
I and D
I and D
I and D
I and D
I and D
I and D
Week 5
Week 6
Week 6
Week 6
Week 6
Week
17
Hands-On
Hands-On
Hands-On
Hands-On
Teacher Directed
with Whole
Group
Participation
Hands-On
Students will use
number lines to count
on to add sums to 12.
Students will use
connecting cubes and
dominoes to add
doubles for sums
through 12.
Students will use
connecting cubes and
counters to add
doubles plus one for
sums through 12.
Students will use
counters, ten-frames,
number lines, and
connecting cubes to
practice addition
strategies to find sums
to 12.
Students will use
connecting cubes to
add three numbers,
sums through 12,
using the doubles and
count on strategies.
Students will use ten-
frames and counters
to add number with
sums of 17 and 18.
Observation
Observation
Check list
Observation
Written
Written
62
17. Develop
strategies for basic
subtraction facts,
such as:
a. relating to
addition (for
example, think of 7 -
3 = ? as ―3 plus ?
equals 7‖);
b. one less, two less;
c. all but one (for
example, 8 - 7,
5 - 4);
d. using tens frames;
e. missing addends.
I, D, and R
I and D
I, D, and R
I, D, and R
I, D, and R
I and D
Week
18
Week
18
Week
30
Week 8
Week 8
Week 8
Hands-On
Hands-On
Teacher Directed
with Whole
Group
Participation
Hands-On
Hands-On
Hands-On
Students will use
connecting cubes and
counters to add three
addends with sums to
18.
Students will use tens
and ones models to
practice additions
strategies while
adding numbers with
sums of 20 or less.
Students will use
hundred chart, ones
units and tens rods,
play money, and
number lines to use
mental math to count
on 1s and 10s.
Students will use ten-
frames to subtract
from 11 and 12.
Students will use a
number line to count
back from 12 or less
to subtract.
Students will use
connecting cubes to
identify pattern rules
and complete
subtraction patterns
with fact from 12 or
Check list
Observation
Oral Assessment
Written
Check List
Oral Assessment
63
I, D, and R
I, D, and R
I and D
I and D
I, D, and R
Week 9
Week 9
Week 9
Week 9
Week
10
Hands-On
Teacher Directed
Teacher Directed
with Partner
Work
Teacher Directed
with Partner
Work
Hands-On
less.
Students will use
connecting cubes and
dominoes to identify
related subtraction
facts when
subtracting from 12 or
less in horizontal and
vertical form.
Students will use
connecting cubes to
recognize the
relationship between
addition and
subtraction.
Students will use
related addition facts
to check subtraction.
Students will use
subtraction facts to
find the missing
addend.
Students will use
connecting cubes to
practice subtraction
facts and to recognize
fact families.
Students will use
counters and ten-
frames to subtract
from 15 and 16 in
horizontal and
Written
One on one
assessment with
teacher
Written
Written
Observation
64
I, D, and R
I, D, and R
I and D
I, D, and R
I and D
Week
18
Week
18
Week
18
Week
18
Week
19
Hands-On
Hands-On
Hands-On
Hands-On
Teacher Directed
with Whole
Group
Participation
vertical form.
Students will use
counters and ten-
frames to subtract
from 17 and 18 in
horizontal and
vertical form.
Students will use
dominoes and number
cards to complete a
fact family.
Students will use tens
and ones models to
subtract numbers
from 20 or less.
Students will use
counter, number lines,
connecting cubes, and
ten-frames to use
subtraction to find the
missing part of a
number sentence.
Students will use ones
units, tens rods, and
subtraction frames to
subtract ones and ten
without regrouping.
Observation
Observation
Written
Written
Observation
65
I, D, and R
I, D, and R
Week
32
Week
33
Hands-On
Hands-On
Students will use a
number line to
subtract 2-digit and 1-
digit number with no
regrouping.
Students will use a
number line to help
them use rounding to
estimate differences.
Written
Check List
Measurement
Standard
1. Recognize and
explain the need for
fixed units and tools
for measuring length
and weight; e.g.;
rulers and balance
scales.
I Week
26
Hands-On Students will use
pencils, ribbons,
straws, and
connecting cubes to
measure length and
height in nonstandard
units
Check List 1. God uses the
concept of
measurement
to express
men‘s failures
and His plans
for man.
(Jeremiah
33:22)
I Week
27
Hands-On Students will use
balance, connecting
cubes, pencils and
classroom objects to
estimate and measure
weight in nonstandard
units.
Observation
2. Tell time to the
hour and half hour
on digital and
analog (dial)
timepieces
I and D Week
23
Teacher Directed
with Whole
Group
Participation
Students will use
analog and digital
clocks to tell time to
the hour and to write
time in standard
notation.
Written
I and D Week
24
Teacher Directed
with Whole
Group
Students will use
analog and digital
clocks to tell time to
Written
66
Participation the hour and to write
time in standard
notation.
I and D Week
42
Teacher Directed
with Whole
Group
Participation
Students will use
analog and digital
clocks to show time
patterns.
Oral Assessment
3. Order a sequence
of events with
respect to time: e.g.;
summer, fall, winter,
and spring; morning;
afternoon, and
night.
I, D and R Week
25
Small Group
Work
Students will order
events using morning,
afternoon, evening
and first, next and
last.
Check List
4. Estimate and
measure weight
using non-standard
units; e.g.; blocks of
uniform size.
I Week
27
Hands On Students will use
balance, connecting,
cubes, pencils, and
classroom objects to
estimate and measure
weight in nonstandard
units.
Observation
I and D Week
28
Hands-On Students will use
balance, 1 Pound
weight, and a variety
of classroom objects
to identify pound as a
standard customary
unit for measuring
weight and to
estimate and measure
weight in pounds.
Observation
5. Estimate and
measure lengths
using non-standard
and standard units,
i.e.; centimeters,
I Week
26
Hands On Students will use
connecting cubes,
mug, and ribbons to
estimate and measure
length and height in
Observation God is
concerned that
we be accurate
and orderly in
our use of
67
inches, and feet. nonstandard units. weights,
measures, and
numbers.
(Leviticus
19:35-36 and
Ezekiel 45:10-
12)
I and D Week
26
Teacher Directed
with Whole
Group
Participation
Students will use
strips of paper,
squares of paper,
connecting cubes, 12-
inch rulers and
classroom objects to
identify an inch as a
standard customary
unit for measuring
length and to estimate
and measure length
and height in inches.
Written
I and D Week
26
Hands-On with
Partner
Students will use 12
inch rulers to identify
a foot as a standard
customary unit for
measuring length and
estimate and measure
length in feet.
Written
I and D Week
28
Hands On with
Small Groups
Students will use inch
and centimeter rulers
and classroom objects
to identify centimeter
as the standard metric
unit for measuring
length and to measure
and estimate length in
centimeters.
Check List
68
Geometry
and Spatial
Sense
Standard
1. Identify, compare
and sort two-
dimensional shapes;
i.e., square, circle,
ellipse, triangle,
rectangle, rhombus,
trapezoid,
parallelogram,
pentagon and
hexagon. For
example:
a. Recognize and
identify triangles
and rhombuses
independent of
position, shape or
size;
b. Describe two-
dimensional shapes
using attributes such
as number of sides
and number of
vertices (corners or
angles).
2. Create new
shapes by
combining or cutting
apart existing
shapes.
I and D
I and D
I and D
Week
19
Week
19
Week
20
Hands-On
Hands-On
Hands-On with
Small Group
Students will use
attribute blocks, and
pipe cleaners to
identify and count
sides and corners of
plane figures and
draw a plane figure
with a given number
of sides and corners.
Students will attribute
blocks, small paper
squares, and index
cards to recognize and
sort plane figures by
shape, identify
trapezoids and other
4-sided figures and to
model and find
representations of
plane figures in the
environment.
Students will use
pattern blocks to
make and take apart
plane figures and to
visualize and name
plane figures that are
composed of other
plane figures.
Students will use
solid figures to
identify plane shapes
Observation
Observation
Check list
The
consistency of
mathematical
truths
demonstrates
the orderliness,
precision, and
consistency of
God.
(Numbers 1:1-
10:10)
69
3. Identify the
shapes of the faces
of three-dimensional
objects.
4. Extend the use of
location words to
include distance
(near, far, close
to) and directional
words (left, right).
5. Copy figures and
draw simple two-
dimensional shapes
from
memory.
I
I
I and D
I and D
Week
20
Week
21
Week
21
Week
19
Teacher Directed
with Whole
Group
Participation
Teacher Directed
with Small Group
Work
Hands-On with
Partner
Hands-On
that are flat surfaces
of solid figures.
Students will use
position words in
order to solve math
problems and to
correctly complete a
drawing by following
directions that contain
key position words.
Students will use grid
paper and counters to
locate and name
objects on a grid and
to use spatial
reasoning and follow
directions on a plane.
Students will use
attribute blocks to
identify and count
sides and corners of a
plane figure and to
draw a picture of a
plane figure with a
given number of sides
and corners.
Check list
Written
Written
Check list
70
Patterns,
Functions
and Algebra
Standard
1. Sort, classify and
order objects by two
or more attributes,
such as color and
shape, and explain
how objects were
sorted.
2. Extend sequences
of sounds, shapes or
simple number
patterns, and create
and record similar
patterns. For
example:
a. Analyze and
describe patterns
with multiple
attributes using
numbers and shapes;
e.g., AA, B, aa, b,
AA, B,aa,b,…
b. Continue
repeating and
growing patterns
with materials,
pictures and
geometric items;
e.g., XO, XOO,
XOOO, XOOOO.
I and D
I and D
I, D, and R
I and D
Week
19
Week
20
Week 5
Week
21
Hands-On
Hands-On
Hands-On
Hands-On with
Partner
Students will use
attribute blocks to sort
plane figures by
shape.
Students will use
pattern blocks to
identify and sort
attributes of plane and
solid figures.
Students will use
connecting cubes and
counters to identify
patterns and complete
addition patterns.
Students will use
pattern blocks to
solve problems by
translating a pattern.
Written
Observation
Written
Observation
The
understanding
of
mathematical
concepts adds
to our
understanding
or expressions
in other areas
of life.
(Job 34:37)
The
consistency of
mathematical
truths
demonstrates
the orderliness,
precision, and
consistency of
God.
(Exodus 25:8-
9, 40)
71
3. Describe orally
the basic unit or
general plan of a
repeating or
growing pattern.
4. Solve open
sentences by
representing an
expression in more
than one way using
the commutative
property; e.g., 4 + 5
= 5 + 4 or the
number
of blue balls plus red
balls is the same as
the number of red
balls plus blue balls
(R + B = B + R).
5. Describe orally
and model a
problem situation
using words, objects
or number phrase or
sentence.
I
I, D, and R
I, D, and R
I, D, and R
Week
21
Week 4
Week 9
Week 9
Hands-On with
Small Groups
Hands-On
Hands-On
Application
Students will use
pattern blocks to
solve problems by
translating a pattern.
Students will use
connecting cubes to
identify related facts
to sums of 6.
Students will use
dominoes and
connecting cubes to
identify addition and
subtraction facts to 12
in a fact family.
Students will use the
reading
comprehension skill
of sequencing to help
solve two-step math
problems.
Written
Check list
Check list
Written
Data
Analysis and
Probability
Standard
1.Identify multiple
categories for
sorting data.
I and D
Week
10
Teacher Directed
with Whole Class
Participation
Students will use
attribute blocks to sort
data using a Venn
diagram.
Written
God has at
various times
commanded
men to count,
measure, and
72
2. Collect and
rganize data into
charts using tally
marks.
3. Display data in
picture graphs with
units of 1 and bar
graphs with
intervals of 1.
I and D
I and D
I and D
I, D, and R
I, D, and R
Week
20
Week
10
Week
11
Week
11
Week
11
Hands-On
Hands-On
Hands-On
Hands-On with
Partner
Hands-On
Students will use
pattern blocks to
identify attributes of
plane and solid
figures.
Students will use
counters of three
colors to record tallies
to match the number
of objects in a group
and to make and
interpret tally charts.
Students will use
connecting cubes to
use data from a tally
chart and organize it
into a real graph.
Students will use
connecting cubes to
make and interpret
picture graphs and to
add and subtract to
interpret data from
picture graphs.
Observation
Written
Written
Written
Written
record their
findings.
(Number 1:1-
46)
73
4. Read and interpret
charts, picture
graphs and bar
graphs as sources
of information to
identify main ideas,
draw conclusions,
and make
predictions.
I, D, and R
I, D, and R
I and D
I and D
I and D
I and D
Week
11
Week
12
Week
11
Week
11
Week
11
Week
12
Teacher Directed
with Whole Class
Participation
Hands-On
Hands-On
Hands-On with
Partner
Hands-On
Application
Students will use
connecting cubes to
make and interpret
bar graphs and add
and subtract to
interpret data from
bar graphs.
Students will conduct
a survey to collect
data and organize and
interpret the results of
a survey.
Students will use
pattern blocks to
make and read
horizontal and
vertical bar graphs.
Students will use data
from a tally chart to
organize it into a real
graph.
Students will use
connecting cubes to
make and interpret
picture graphs.
Students will use
colored paper to make
and interpret
pictographs.
Written
Written
Written
Written
Observation
Written
74
5. Construct a
question that can be
answered by using
information from a
graph.
6. Arrange five
objects by an
attribute, such as
size or weight, and
identify the ordinal
position of each
object.
7. Answer questions
about the number of
objects represented
in a picture graph,
bar graph or table
graph; e.g., category
with most, how
many more in a
category compared
to another, how
many altogether in
two categories.
I and D
I, D, and R
I, D, and R
I and D
I, D, and R
I and D
Week
11
Week 3
Week 3
Week
10
Week
11
Week
11
Teacher Directed
with Small Group
Work
Hands-On
Hands-On
Hands-On
Hands-On
Hands-On
Students will use
connecting cubes to
make and interpret
bar graphs.
Students will solve
problems by using
information from a
graph.
Students will conduct
a survey to collect
data and organize and
interpret the results of
a survey.
Students will use
animal counters to
identify ordinal
positions 1st through
10th
.
Students will use
connecting cubes to
identify ordinal
positions 1st through
10th
.
Observation
Observation
Observation
Observation
Written
Observation and
Written
75
8. Describe the
likelihood of simple
events as
possible/impossible
and more likely/less
likely; e.g., when
using spinners or
I and D
I, D, and R
I and D
I, D, and R
I, D, and R
I and D
Week
11
Week
11
Week
11
Week
12
Week
16
Week
36
Hands-On
Hands-On
Teacher Directed
with Small Group
Work
Application
Partner Work
Hands-On
Students will use
counters to make and
interpret tally charts.
Students will use
counters to use data
from a tally chart and
organize it into a real
graph.
Students will use
connecting cubes to
make and interpret
picture graphs.
Students will use
colored paper squares
to make and interpret
pictographs.
Students will use
connecting cubes to
make and interpret
bar graphs.
Students will conduct
a survey and then
organize and interpret
the results.
Observation and
Written
Observation and
Written
Observation and
Written
Written
Written
Check list
76
number cubes in
classroom activities.
I and D
Week
36
Hands-On Students will read a
graph to solve story
problems.
Students will use
information in a table
to help solve math
problems.
Students will use
colored counters and
a paper bag to
identify events that
are certain to occur,
possible to occur, or
impossible to occur.
Students will use
spinners to determine
which event is more
likely, less likely, or
equally likely to occur
Observation
77
Mansfield Christian School
2nd
Grade Math
Curriculum Guide
Performance Scale Key
I=Introduced NA=Not Addressed
D=Developed
R=Reinforced
Instructional Method Key
Standard Indicator Performance
Scale
Dates Instructional
Method
Instructional
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number Sense
and
Operations
1. Use place value
concepts to
represent, compare
and order whole
numbers using
physical models,
numerals and
words, with ones,
tens and hundreds.
For example:
a. Recognize 10
can mean 10 ones
or a single entity (1
ten) through
physical models
and trading games.
b. Read and write
3-digit numerals
(e.g., 243 as two
hundred forty-
three, 24 tens and 3
ones, or 2
hundreds and 43
D
D
I
Week 7-
8
Week
11-14
Week
27-30
Manipulatives
Draw
Group Work
Illustrate
Classify (Small
buttons is ones, big
buttons is tens.)
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
Math Book
Ch. 2
Use buttons to
illustrate the
difference b/t the
ones and tens
place.
Math Book Ch. 4
Use place value
mats to separate
the ones from the
tens. Show how
many ones units
make 1 ten rod.
Ch. 9 Build
numbers using
ones, rods, and
flats. Memory
game-matching
different forms of
numbers to the
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
(manipulatives-10
ones=1 ten)
God is a God of
order
Numbers 1:1-10:10
A description of
God‘s plan for the
Israelites to set up
camp, march, and
to transport the
Tabernacle
Psalm 147:4
God Counts the
Stars
Luke 12:7
God knows the
number of hairs on
our head.
78
ones, etc.) and
construct models
to represent each.
2. Recognize and
classify numbers
as even or odd.
3. Count money
and make change
using coins and a
dollar bill.
4. Represent and
write the value of
money using the ¢
sign and in decimal
form when using
the $ sign.
5. Represent
fractions (halves,
thirds, fourths,
sixths and eighths),
using words,
numerals and
physical models.
For example:
a. Recognize that a
fractional part can
mean different
amounts depending
on the original
quantity.
R
D
D (¢)
I ($)
D
I
Week 7
Week
21-22
Week
21-22
Week
31-33
Week
31-33
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
Money
Manipulatives,
Group work,
sorting
Games
Food Manip.
Flip Chart/Book
correct number.
Ch. 2 Count by 2‘s
on a number line.
Underline odd
numbers
Ch. 7 partner work
using items to
purchase (store)
Ch. 7 Children will
count change and
dollars and write
them in dollar and
cent form.
Ch. 10 The
children will
follow a recipe
using fraction to
make no-bake
cookies
Ch. 10 Children
will use a ―fraction
pizza‖ to explain
the different
factional parts.
Children will also
use faction sticks
Written Evaluation
Question/Answer
Oral Evaluation
(Child will be able
to say or rehearse
odd/even numbers,
place value, money
in cents, and
dollars, and
fractions)
Judas paid 30
pieces of silver
Matthew 26:14-16
Christ paid the
price for all
God describes a
river of Eden; one
river divided into 4
branches
Gen. 1:10-14
Jesus divides the
loaves and fishes
John 6:9-13
79
b. Recognize that a
fractional part of a
rectangle does not
have to be shaded
with contiguous
parts.
c. Identify and
illustrate parts of a
whole and parts of
sets of objects.
d. Compare and
order physical
models of halves,
thirds and fourths
in relation to 0 and
6. Model, represent
and explain
subtraction as
comparison, take-
away and part-to-
whole; e.g., solve
missing addend
problems by
counting up or
subtracting, such
as ―I had six
baseball cards, my
sister gave me
more, and I now
have ten. How
many did she give
I
I
D
R
Week
31-33
Week
31-33
Week
31-33
Week 2-
4
13-16
27-30
Games
Food Manip.
Flip Chart/Book
Games
Food Manip.
Flip Chart/Book
Games
Food Manip.
Flip Chart/Book
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
to show individual
fractions.
Ch. 1 The children
will use candy
manips to do
subtraction
problems to show
missing addends
and parts of a
whole.
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
The consistency of
mathematical truths
demonstrates the
orderliness and
precision of God.
Instruction to Noah
for the Ark
Genesis 6:14-16
The consistency of
mathematical truths
demonstrates the
orderliness and
precision of God.
Instruction to Noah
for the Ark
Genesis 6:14-16
80
me?‖ can be
represented as
6 + ? = 10 or
10 - 6 = ?.
7. Model, represent
and explain
multiplication as
repeated addition,
rectangular arrays
and skip counting.
8. Model, represent
and explain
division as sharing
equally and
repeated
subtraction.
9. Model and use
the commutative
property for
addition.
10. Demonstrate
fluency in addition
facts with addends
through 9 and
corresponding
subtractions;
e.g., 9 + 9 = 18,
18 – 9 = 9.
I
I
I (called
something
else)
R
Week
36-37
N/A
Week
36-37
Weeks
1-38
Manipulatives,
discussion, and
participation
Manipulatives and
created worksheets
Manipulatives and
created worksheets
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
Ch. 5
Ch. 9
Ch. 12
N/A Supplement
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
The consistency of
mathematical truths
demonstrates the
orderliness and
precision of God.
Instruction to Noah
for the Ark
Genesis 6:14-16
The consistency of
mathematical truths
demonstrates the
orderliness and
precision of God.
Instruction to Noah
for the Ark
Genesis 6:14-16
81
11. Add and
subtract multiples
of 10.
12. Demonstrate
multiple strategies
for adding and
subtracting 2- or
3-digit whole
numbers, such as:
a. compatible
numbers;
b. compensatory
numbers;
c. informal use of
commutative and
associative
properties of
addition.
13. Estimate the
results of whole
number addition
and subtraction
problems using
front-end
estimation, and
judge the
reasonableness
of the answers.
I
I
I
D
D
R
Weeks
2-4
Weeks
2-7
Weeks
10-16
Weeks
27-30
Weeks
10-16
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
Manipulatives
Written Practice
Illustrate
Lecture
Discuss
Games
Number Cards
(flash cards-
dominoes)
Ch. 1-12
Ch. 1
Ch. 1-2
Ch. 4-5
(2-digit)
Ch. 9
(3-digit)
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Man‘s ability to
understand and
work with numbers
is a gift from God.
Job 32:8-9
82
Measurement
1. Identify and
select appropriate
units of measure
for:
a. length –
centimeters,
meters, inches, feet
or yards;
b. volume
(capacity) – liters,
cups, pints, quarts;
c. weight – grams,
ounces or pounds;
d. time – hours,
half-hours, quarter-
hours or minutes
and time
designations, a.m.
or p.m.
2. Establish
personal or
common referents
for units of
measure to
make estimates
and comparisons;
e.g., the width of a
finger is a
centimeter, a large
bottle of soda pop
is 2 liters, a small
paper clip
D
D
D
D
R
D
Weeks
33-35
Weeks
23-24
Weeks
33-35
Units of
measurement
(rulers, cups,
quarts, liters, etc.)
Individual clocks,
Ellison die-cut
Units of
measurement
(rulers, cups,
quarts, liters, etc.)
Chapter 11
Chapter 7
Chapter 11
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Exodus 25:8-9, 40
26:30; 27:8
Dimensions of the
Tabernacle
Genesis 6:14-16
Noah and the ark
God stresses the
importance of
measurement,
weight, and volume
Leviticus 19:35-36
Ezekiel 45:10-12
7 days of creation
Gen. 1-2
Measurement of
Christ‘s gift which
covers our sin
Ephesians 4:7-16
83
weighs about one
gram.
3. Describe and
compare the
relationships
among units of
measure,
such as centimeters
and meters; inches,
feet and yards;
cups, pints and
quarts; ounces and
pounds; and hours,
half-hours, and
quarter-hours; e.g.,
how many inches
in a foot?
4. Tell time to the
nearest minute
interval on digital
and to the nearest
5 minute interval
on analog (dial)
timepieces.
5. Estimate and
measure the length
and weight of
common objects,
using metric and
U.S. customary
units, accurate to
the nearest unit.
D
I
D
I
Weeks
33-35
Weeks
23-24
Weeks
23-24
Units of
measurement
(rulers, cups,
quarts, liters, etc.)
Individual clocks,
Ellison die-cut
Individual clocks,
Ellison die-cut
Chapter 11
(measurement)
Chapter 7
(time)
Chapter 7
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
We need to be
accurate and
orderly in our use
of weights,
measures, and
numbers.
Deut. 25:13-16
7 days of creation
Gen. 1-2
Exodus 25-27 and
36-38
84
6. Select and use
appropriate
measurement tools;
e.g., a ruler to draw
a segment 3 inches
long, a measuring
cup to place 2 cups
of rice in a bowl, a
scale to weigh 50
grams of candy.
7. Make and test
predictions about
measurements,
using different
units to measure
the same length or
volume.
I
Weeks
33-35
Weeks
33-35
Science
Weeks
23-25
Chapter 11
Chapter 11
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Nehemiah 7:68-72
85
Patterns,
Functions and
Algebra
1. Extend simple
number patterns
(both repeating and
growing patterns),
and create similar
patterns using
different objects,
such as using
physical materials
or shapes to
represent
numerical patterns.
2. Use patterns to
make
generalizations and
predictions; e.g.,
determine a
missing element in
a pattern.
3. Create new
patterns with
consistent rules or
plans, and describe
the rule or general
plan of existing
patterns.
4. Use objects,
pictures, numbers
and other symbols
to represent a
problem situation.
D
I
I
R
Weeks
2-38
Weeks
2-38
Weeks
2-38
Weeks
2-38
Chapters
1-12
Chapters
1-12
Chapters
1-12
Chapters
1-12
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
God‘s design for
the priests robes
Exodus
28
We need to be
accurate and
orderly in our use
of weights,
measures, and
numbers.
Deut. 25:13-16
86
5. Understand
equivalence and
extend the concept
to situations
involving symbols;
e.g., 4 + 5 = 9 and
9 = 4 + 5, and
4 + 5 = 3 + 6 = _ +
_…
6. Use symbols to
represent unknown
quantities and
identify values
for symbols in an
expression or
equation using
addition and
subtraction; e.g.,
_ + _ = 10,
_ - 2 = 4.
7. Describe
qualitative and
quantitative
changes, especially
those involving
addition and
subtraction; e.g., a
student growing
taller versus a
student growing
two inches in one
year.
R
R
NA
(words
qualitative
and
quantitative
are not used)
Weeks
2-38
Weeks
2-38
Weeks
2-38
Chapters
1-12
Chapters
1-12
Chapter 11
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
The attribute of
God in His
orderliness; that in
every mathematical
procedure we must
follow a fixed order
of operation.
Numbers 3:40-51
87
5. Identify
untrue or
inappropriate
statements
about a given
set of data.
6. Recognize
that data may
vary from one
population to
another; e.g.,
favorite TV
shows of
students and of
parents.
7. List some of
the possible
outcomes of a
simple
experiment,
and predict
whether given
outcomes are
more, less or
equally likely
to occur.
8. Use physical
models and
pictures to
represent
possible
arrangements
of 2 or 3
objects.
I
N/A
Fact & Opinion
D
I
Weeks 8-9
Weeks 2-5
Weeks 11-14
23-25
Weeks 18-20
Science
Science
Charts,
chart
paper,
surveys,
manip.
Science
(force &
motion)
plants & animals,
rocks & fossils
Group work, draw,
classify, &
demonstrate
balloons, strings,
lg. & small cans
Newton‘s cradle,
create, construct.
Chapter 6
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
Written Evaluation
through Q/A
Participation in
seat work, games,
class discussion.
Oral Evaluation
(What does 10
ones represent)
Simulation
God commanded a
census of men
Numbers 1:1-46
Numbers 3:14-30
Numbers 4:1-49
Genealogy shows
the keeping of
records of time and
the counting of
years
Genesis 5:3-32
Zechariah 2:2
Revelation 11:1-2
God commanded a
census of men
Numbers 1:1-46
Numbers 3:14-30
Numbers 4:1-49
Genealogy shows
the keeping of
records of time and
the counting of
years
Genesis 5:3-32
88
Mansfield Christian School
3rd
Grade
Math Curriculum Guide
Performance Scale Key
Instructional Method Key
AR—Accelerated Reader A—Assemble BD—Build & Describe
Cl—Classification C—Construct CC—Compare & Contrast
Co—Collaboration Col—Collect Com—Complete
Cr—Create D—Drama Dem—Demonstration
Dis—Discuss DP—Descriptive Presentation Dr—Draw
E—Experiment FT—Field Trip G—Games
GR—Guided Reading GS—Guest Speaker GW—Group Work
GWr—Group Writing ID—Identification I—Illustration
In—Investigation IW—Independent Writing IR—Independent Reading
IRA—Interactive Read Aloud L--Lecture M—Manipulative
MI—Managed Independent MM—Multi Media (Video, Audio) NC—Number Cards
Pa—Participation P—Prediction PR—Peer Review
PP—Power Point R—Read Re—Recreation
S—Songs So—Sort SR—Shared Reading
SRT—Star Reading Test TM—Teacher Modeling VE—Verbal Explanation
V—View WP—Written Practice WS—Word Study
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Identify and
generate equivalent
forms of whole
numbers; e.g., 36,
30 + 6, 9 x 4, 46 - 10,
number of inches in a
yard.
Introduced
WK 1-4,
11-14,
22-25
Manipulative,
written
practice
Chapter 1 & 4,
8 (Sadlier-
Oxford 3rd
grade
mathematics)
Students will be able
to generate equivalent
forms of whole
numbers through in-
class assignments
(groupings of
different numbers on
paper by using
manipulatives) and
tests.
The consistency of
mathematical
truths
demonstrates the
orderliness,
precision and
consistency of
God. (Gen. 6:14-
16, Ex. 28)
2. Use place value Introduced WK 1 – 2 Overhead Ch.1, 2 Students will use God wants us to be
89
concepts to represent
whole numbers and
decimals using
numerals, words,
expanded notation and
physical models. For
example:
a. Recognize 100
means ―10 tens‖ as
well as a single entity
(1 hundred) through
physical models and
trading games.
b. Describe the
multiplicative nature
of the number system;
e.g., the structure of
3205 as 3 x 1000 plus
2 x 100 plus 5 x 1.
c. Model the size of
1000 in multiple ways;
e.g., packaging 1000
objects into 10 boxes
of 100, modeling a
meter with centimeter
and
decimeter strips, or
gathering 1000 pop-
can tabs.
d. Explain the concept
of tenths and
hundredths using
physical
models, such as metric
pieces, base ten
blocks, decimal
squares or money.
(decimals)
Reinforced
Introduced
Reinforced
Introduced
Wk 1-4,
5-7,
Wk 11-
14
Wk. 33-
34,
22-25
WK 29-
32
demonstration
Manipulative,
whole group
Manipulative,
whole group
Learning
Center/constru
ction
Ch. 1, 4
Ch. 8 ,10
Ch. 13
Ch. 1, 8
place value concepts
to represent whole
numbers by using
manipulatives, place-
value charts, and
pencil/paper during
in-class assignments
and group work.
accurate and
orderly in our use
of weights,
measures, and
numbers. (Prov.
11:1)
90
3. Use mathematical
language and symbols
to compare and order;
e.g., less than, greater
than, at most, at least,
<, >, =, ≤, ≥.
Reinforced/
Developed
Wk. 1-4,
22-25
Drawing,
whole group
Instruction
Ch. 2, 3 Students will verbally
explain and physically
use the signs (alligator
mouth) to show their
understanding of
greater than, less than,
and equal to.
God is also
concerned we
don‘t place too
much confidence
in numbers.
Numbers aren‘t
everything!
(Judges 7:2-7)
4. Count money and
make change using
coins and paper bills
to ten
dollars.
Developed
Wk 5-10
Manipulatives,
modeling,
group work
Ch 1,
Economic unit
(History)
Students will count
and exchange actual
money during in class
assignments and
individual projects
(pretend store,
cashier, etc.)
God at various
times asked men
to count, measure,
and record their
findings.
(Numbers 1:1-46,
26:1-4; Ezekiel
40:2.
5. Represent fractions
and mixed numbers
using words, numerals
and physical models.
Developed
WK 24
Manipulatives,
fraction
packets,
learning center
Ch. 12
Student will use
manipulatives
(fraction kits, recipes)
during center
activities
6. Compare and order
commonly used
fractions and mixed
numbers
using number lines,
models (such as
fraction circles or
bars), points of
reference (such as
more or less than
1/2), and equivalent
forms using physical
or visual models.
Introduced/
Developed
Wk 29 –
32
Manipulatives,
learning center,
group work,
whole group
instruction,
create
Ch. 12
Students will use
fraction manipulatives
during in class
activities as well as
participate in class
group work/center
time to demonstrate
their understanding of
equivalent fractions.
91
7. Recognize and use
decimal and fraction
concepts and notations
as related ways of
representing parts of a
whole or a set; e.g., 3
of 10 marbles are red
can also be described
as 3/10 and 3 tenths
are red.
Introduced
Wk. 29-
32
Whole group
instruction,
discussion
Ch. 4, 6, 10
Students will use
manipulative to
represent parts of a
whole. They will
record and relate the
different way to
illustrate a fraction on
paper and tests.
The number
concept began
with God. He
initiated numbers
in the beginning.
(Ps. 147:4, Luke
12:7)
8. Model, represent
and explain
multiplication; e.g.,
repeated addition,
skip counting,
rectangular arrays and
area model. For
example:
a. Use conventional
mathematical symbols
to write equations for
word problems
involving
multiplication.
b. Understand that,
unlike addition and
subtraction, the factors
in
multiplication and
division may have
different units; e.g., 3
boxes of 5 cookies
each.
Introduced/
Developed
Introduced
Introduced/
Developed
Wk. 11-
14,
18-21,
33-35
Whole group
activities,
center work,
create, physical
demonstration
Ch. 5, 6, 11,
Skittle mats,
group activities
Students will rehearse
multiplication songs,
take quizzes, and use
manipulatives (skittle
mat) to demonstrate
their understanding of
multiplication during
in class activities, and
end of fact family
tests.
Man‘s ability to
understand a work
with numbers is a
gift from God.
(Job. 32:8-9, 1
Cor. 2:14-16)
9. Model, represent
and explain division;
e.g., sharing equally,
Introduced/Dev
eloped
Wk. 15-
15, 18-
21, 33-35
Whole group
instruction,
Ch. 4, 5, 6
Students will
represent division by
using manipulatives/
Man‘s ability to
understand a work
with numbers is a
92
repeated subtraction,
rectangular arrays and
area model. For
example:
a. Translate contextual
situations involving
division into
conventional
mathematical symbols.
b. Explain how a
remainder may impact
an answer in a real-
world
situation; e.g., 14
cookies being shared
by 4 children.
Introduced
Not Addressed
physical
demonstration,
create
paper and pencil for in
class instruction and
chapter tests.
gift from God.
(Job. 32:8-9, 1
Cor. 2:14-16)
10. Explain and use
relationships between
operations, such as:
a. relate addition and
subtraction as inverse
operations;
b. relate multiplication
and division as inverse
operations;
c. relate addition to
multiplication
(repeated addition);
d. relate subtraction to
division (repeated
subtraction).
Introduced/
Developed
Reinforced
Introduced/
Developed
Introduced/
Developed
Introduced/
Developed
Wk 11-
14, 15-
17, 18-21
Create,
experiment
Ch. 2
Ch. 2, 3
Ch. 4-6
Ch. 10-11
Students will explain
by using
manipulatives to
illustrate the
relationships between
addition/multiplicatio
n, subtraction/
division.
The consistency of
mathematical
truths
demonstrates the
orderliness,
precision and
consistency of
God. (Ex. 28, Gen.
6:14-16)
11. Model and use the
commutative and
associative properties
for addition and
multiplication.
Introduced/
Developed
WK 5-7
Drawing,
group work
Ch. 2, 3, 10-11
Students will use
pencil/paper for given
equations to
demonstrate the
differences between
The consistency of
mathematical
truths
demonstrates the
orderliness,
93
the 2 properties.
precision and
consistency of
God. (Gen. 6:14-
16)
12. Add and subtract
whole numbers with
and without
regrouping.
Reinforced WK 5-7,
8-10
Illustrate,
group work
Ch. 2-3 Students will use
pencil/paper/manipula
tives for given
equations to illustrate
their knowledge of
adding/subtracting.
The number
concept began
with God.
(Gen. 1:5,8, 13)
13.Demonstrate
fluency in
multiplication facts
through 10 and
corresponding division
facts.
Developed
Wk 11-
14, 15 –
17, 18-21
Songs, # cards,
individual
work
Ch. 4, 6 Students will verbally
rehearse
multiplication facts
during class (e.g.
multiplication songs)
and complete quizzes
using paper/pencil.
14. Multiply and
divide 2- and 3-digit
numbers by a single-
digit number, without
remainders for
division.
Introduced/Dev
eloped
WK 33-
38
Overhead,
written
practice
Ch. 10 Students will use
paper/pencil, graph
paper, and white
boards during class to
illustrate their
knowledge of
multiplying 2-3 digit
numbers.
Man‘s ability to
work with
numbers is a gift
from God.
(Job 32:8-9)
15. Evaluate the
reasonableness of
computations based
upon operations
and the numbers
involved; e.g.,
considering relative
size, place value
and estimates.
Developed
Wk. 5-7,
8-10, 33-
35, 36-38
Manipulatives,
group work
Ch. 1-14 Students will use
manipulatives to
demonstrate their
knowledge of
equations during in
class activities and
tests.
The consistency of
mathematical
truths
demonstrates the
orderliness,
precision and
consistency of
God.
(Numbers 1:1-
10:10)
94
Measureme
nt Standard
1. Identify and select
appropriate units for
measuring:
a. length – miles,
kilometers and other
units of measure as
appropriate;
b. volume (capacity) –
gallons;
c. weight – ounces,
pounds, grams, or
kilograms;
d. temperature –
degrees (Fahrenheit or
Celsius).
Introduced/Dev
eloped
Introduced/
Developed
Developed
Developed
Wk. 22 –
25
Wk. 22 –
23
Manipulative
Manipulative
Manipulative
Ch. 8
Students will pick the
appropriate unit of
measurement for in-
class
experiments/projects
God is concerned
that we be
accurate and
orderly in our use
of weights,
measures, and
numbers.
(Prov. 11:1, Deut.
25:13-16)
2. Establish personal
or common referents
to include additional
units;
e.g., a gallon container
of milk; a postage
stamp is about a
square inch.
Developed
Wk 22-
23
24 – 25
Manipulative,
experiment
Ch. 8 Students will identify
and select objects that
represent the correct
units from a group of
measurement tools.
God is concerned
that we be
accurate and
orderly in our use
of weights,
measures, and
numbers. (Prov.
11:1, Deut. 25:13-
16)
3. Tell time to the
nearest minute and
find elapsed time
using a calendar or a
clock.
Reinforced/
Developed
22 – 25
Demonstrate,
manipulative
Ch. 8
Students will use
personalized clocks to
tell time through one-
on-one and
pencil/paper
assessment forms.
4. Read thermometers
in both Fahrenheit and
Celsius scales.
Introduced/
Developed
25
Demonstration
Ch. 8
Students will use
thermometers
correctly in class and
through formative
assessment pieces.
95
5. Estimate and
measure length,
weight and volume
(capacity), using
metric and U.S.
customary units,
accurate to the nearest
½ or ¼ unit as
appropriate.
Introduced/
Developed
24 – 25 Manipulative Ch. 8 Students will correctly
measure objects in
class using units of
measurement.
God uses the
concept of
measurement to
express man‘s
failures and His
plans for man.
(Jeremiah 33:22)
6. Use appropriate
measurement tools and
techniques to construct
a figure or
approximate an
amount of specified
length, weight or
volume (capacity);
e.g., construct a
rectangle with length
2-1/2inches
and width 3 inches, fill
a measuring cup to the
¾ cup mark.
Introduced/Dev
eloped
22 – 23
Create, group
work
Ch. 8, 9
Students will work in
groups to select and
fill measuring cups
with the appropriate
amounts to make ―No
Bake‖ cookies.
God is concerned
that we be
accurate and
orderly in our use
of weights,
measures, and
numbers.
(Prov. 11:1, Porv.
20:10, 23)
7. Make estimates for
perimeter,
Introduced
22 – 23,
18-21
Manipulative,
experiment
Ch. 9 Students will make
estimates on in-class
assignments.
Man‘s ability to
understand and
work with
numbers is a gift
from God. (Job
32:8-9)
Geometry
and Spatial
Sense
Standard
1. Analyze and
describe properties of
two-dimensional
shapes and
three-dimensional
objects using terms
such as vertex, edge,
Introduced/
Developed
18
Manipulative.
Construct
model
Ch. 9
Students will keep a
math vocabulary
journal detailing
geometric shapes and
defining specific
vocabulary terms.
Mathematical
study should result
in a greater
appreciation for
the works of God
in His creation.
(Prov. 8:3-9, Col.
96
angle, side and face. 1:16-17)
2. Identify and
describe the relative
size of angles with
respect to right angles
as follows:
a. Use physical
models, like straws, to
make different sized
angles
by opening and
closing the sides, not
by changing the side
lengths.
b. Identify, classify
and draw right, acute,
obtuse and straight
angles.
Introduced/
Developed
Developed
Developed
19
18
18
Whole group,
drawing
Manipulative,
create,
demonstration
Illustrate
written
practice
Ch. 9
Students will create
lines and angles using
pull apart twizzlers
during class time.
God designed man
to be creative.
(Gen. 2:18-23)
3. Find and name
locations on a labeled
grid or coordinate
system;
e.g., a map or graph.
Introduced
18
Group work
Ch. 9, (See
history)
Students will find the
correct locations on a
graph through in-class
assignments.
The understanding
of mathematical
concepts adds to
our understanding
of expressions in
other areas of life.
(Prov. 16:23)
4. Draw lines of
symmetry to verify
symmetrical two-
dimensional shapes.
Developed
19
Draw, create
Ch. 9
Students will use pull
apart twizzlers to
correctly create lines
of symmetry and
geometrical shapes.
God designed man
to be creative.
(Ex. 31:1-6)
5. Build a three-
dimensional model of
an object composed
of cubes; e.g.,
construct a model
based on an
Introduced
21 Demonstrate,
create, group
work
Ch. 9
Students will create a
3 dimensional object
in groups using sugar
cubes.
97
illustration or actual
object.
Patterns,
Functions
and
Algebra
Standard
1. Extend
multiplicative and
growing patterns, and
describe the
pattern or rule in
words.
Introduced
11, 18,
22-25
Written work,
drawing
Ch. 4, 6, 8
Students will verbally
explain a correct
understanding of
multiplication.
The understanding
of mathematical
concepts adds to
our understanding
of the expressions
in other areas of
life. (Acts 6:1,7
12:24)
2. Analyze and
replicate arithmetic
sequences with and
without a calculator.
Reinforced/
Developed
2
Group work
Ch. 1
Students will show a
correct understanding
of addition through
in-class pencil/paper
assignments.
3. Use patterns to
make predictions,
identify relationships,
and solve problems.
Reinforced
15-17,
18-21,
22-25
Drawing,
manipulative,
games
Ch. 5, 6, 8
Students will verbally
explain their
understanding of how
to work out word
problems.
4. Model problem
situations using
objects, pictures,
tables, numbers,
letters and other
symbols.
Reinforced/Dev
eloped
11-14,
15-17,
18-21,
22-25,
29-31,
Written
practice,
demonstration
Ch. 4, 5, 6, 8,
12
Students will draw,
construct, and create
solutions to word
problems.
5. Write, solve and
explain simple
mathematical
statements, such as
7 + _ > 8 or _ + 8 =
10.
Reinforced
5
Demonstration
Ch. 1-2
Students will solve
mathematical
statements using
pencil/paper in-class
assignments.
The understanding
of mathematical
concepts adds to
our understanding
of the expressions
in other areas of
life. (Lev. 5:16,
6:5)
98
6. Express
mathematical
relationships as
equations and
inequalities.
Developed
Board work
Ch. 1
Students will use the
terms ―equations‖ and
―inequalities‖ in class.
7. Create tables to
record, organize and
analyze data to
discover patterns and
rules.
Reinforced/
Developed
18 Build describe,
draw, collect
Chapter 7,
Excel charts,
Chocolate
graphs
Students will create
tables to compare
with their classmates.
8. Identify and
describe quantitative
changes, especially
those involving
addition and
subtraction; e.g., the
height of water in a
glass becoming 1
centimeter lower each
week due to
evaporation.
Not addressed
Student
experiment
Students will
participate in an
experiment.
Data
Analysis
and
Probability
Standard
1. Collect and
organize data from an
experiment, such as
recording
and classifying
observations or
measurements, in
response to a
question posed.
Reinforced
17 – 18
Group work,
experiment,
descriptive,
present, collect
Chapter 7, 8,
Student surveys
Students will
participate in a
student survey and
will collect and
accurately represent
the gathered data.
The consistency of
mathematical
truths
demonstrates the
orderliness and
precision of God
(Gen 6:14-16, Ex.
25:8-9, 40, 26:30,
27:8)
2. Draw and interpret
picture graphs in
which a symbol or
picture represents
more than one object.
Reinforced
17
Draw, create
Chapter 7
Students will create a
graph in class.
99
3. Read, interpret and
construct bar graphs
with intervals greater
than one.
Reinforced
17
Verbal,
explain, group
work
Chapter 7,
Chocolate
graphs
Students will create
and interprete graphs
using pencil/paper
assessments.
Man‘s creativity,
like God‘s, often
requires some
mathematical
understanding.
God designed man
to be creative
(Gen. 1:26-26,
2:18-23)
4. Support a
conclusion or
prediction orally and
in writing, using
information in a table
or graph.
Developed
17 – 18
Verbal, group
work,
descriptive
present
Chapter 7,
Excel graphs
Students will verbally
explain their
understanding of
information taken
from tables/graphs.
5. Match a set of data
with a graphical
representation of the
data.
Introduced
18
View, written
proof
Chapter 7
Students will use
pencil/paper
assessments to show
their understanding of
graphical data.
6. Translate
information freely
among charts, tables,
line plots, picture
graphs and bar graphs;
e.g., create a bar graph
from the information
in a chart.
Developed
17 –
18
Create,
descriptive,
present
Chapter 7
Students will create a
table/graph to
represent information
from a word problem.
God has provided
an orderly world.
(Gen 1:14, 8:22,
Ecclesiates 1:4-5)
7. Analyze and
interpret information
represented on a
timeline.
Reinforced
18
Verbal, plan,
discuss
Chapter 7
Students will verbally
describe the
information
represented on a
timeline.
100
8. Identify the mode of
a data set and describe
the information it
gives about a data set.
Reinforced/
Developed
17
Discuss
Chapter 7
Students will discuss
and identify the mode
in a set of numbers in
class.
9. Conduct a simple
experiment or
simulation of a simple
event, record the
results in a chart, table
or graph, and use the
results to draw
conclusions about the
likelihood of possible
outcomes.
Introduced
18
Experiment,
create, collect,
investigate
Chapter 7
Students will conduct
an experiment using a
―soap powered boat‖
to record the results of
disrupted surface
tension in water.
God desires that
we study science,
the details of His
creation (Matthew
6:26-30)
10. Use physical
models, pictures,
diagrams and lists to
solve problems
involving possible
arrangements or
combinations of two
to four objects.
Introduced 18 Create,
manipulative,
build, describe
Chapter 7, 8 Students will use
manipulatives to
demonstrate their
understanding of
arrangement
combinations of 2-4
objects.
101
Mansfield Christian School
4th
Grade
Math Curriculum Guide
Performance Scale Key
Introduced = I
Reinforced = R
Developed = D
Not Addressed = NA
Instructional Method Key
SO – Sadlier Oxford CP – Check Your Progress ST – Student Text
WB – Workbook SU – Skills Update SUB – Skills Update Book
PT – Post Test
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Identify and generate
equivalent forms of
fractions and decimals.
For example:
a. Connect physical,
verbal and symbolic
representations of
fractions, decimals and
whole numbers; e.g., ½,
1/5, ―five tenths,‖ 0.5,
shaded rectangles with
half, and five tenths.
b. Understand and
explain that ten tenths is
the same as one whole
in both fraction and
decimal form.
I/D
I
Weeks
18-24
Board work
SO – Chapter 8, 9,
13
Enrichment: Critical
Thinking p. 59-70,
p. 79-102
SU – for remedial
help p. 162 (ST – p.
13)
Post Test at the
end of each
chapter
WB – p. 95-118
WB – p. 153-164
CP – (quiz)
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures and
numbers. (Prov.
11:1, Prov.
20:10, 23, Matt.
7:2, Mark 4:24,
Luke 6:38)
2. Use place value
structure of the base-ten
number system to read,
write, represent and
D
Weeks
1-3
white board,
game
SO – Chapter 1
Critical Thinking
p.1-6
SU – p. 150-152
WB – p. 1-12
CP –(quiz)
PT (test)
God is
concerned that
we be accurate
and orderly in
102
compare whole
numbers through
millions and decimals
through thousandths.
our use of
weights,
measures and
numbers. (Prov.
11:1, Prov.
20:10, 23, Matt.
7:2, Mark 4:24,
Luke 6:38)
3. Round whole
numbers to a given
place value.
R
Weeks
1-3
mountain
picture,
number line
SO – Ch. 1
WB – p. 10
4. Identify and represent
factors and multiples of
whole numbers through
100, and classify
numbers as prime or
composite.
I
Weeks
18-19
factor tree
SO - P. 201
SO – Ch. 8
CT – p. 59-64
WB – p. 95-106
CP –(quiz)
PT (test)
5. Use models and
points of reference to
compare commonly
used fractions.
D
Weeks
18-19
fraction bars
SO – Ch. 8
CT – p. 59-64
WB – p. 95-106
CP –(quiz)
PT (test)
6. Use associative and
distributive properties
to simplify and perform
computations; e.g., use
left to right
multiplication and the
distributive property to
find an exact answer
without paper and
pencil, such as 5 x 47 =
5 x 40 + 5 x 7 = 200 +
35 = 235.
D
Weeks
9-11
board work SO – Ch. 4
CT – p. 19-32
SU – p. 183-185
SUB – p. 7-9
WB – p. 37-52
CP –(quiz)
PT (test)
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures and
numbers. (Prov.
11:1, Prov.
20:10, 23, Matt.
7:2, Mark 4:24,
Luke 6:38)
7. Recognize that
division may be used to
solve different types of
I
Weeks
12-17
white boards,
play money,
rulers
SO – Ch. 5
SO – Ch. 12
CT – p. 33-38
WB – p. 53-70
WB – p. 141-152
CP –(quiz)
103
problem situations and
interpret the meaning of
remainders; e.g.,
situations involving
measurement, money.
CT – p. 91-96
SU – p. 186-188
SUB – p. 10-12
PT (test)
8. Solve problems
involving counting
money and making
change, using both
coins and paper bills.
D
Weeks
1-3
play money
SO – Ch. 1
SU – p. 179
SUB – p. 3
WB – p. 8, 11, 13
9. Estimate the results
of computations
involving whole
numbers, fractions and
decimals, using a
variety of strategies.
D
Weeks
1-38
white boards
SO – each section
has a page on
estimation
CP –(quiz)
PT (test)
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures and
numbers. (Prov.
11:1, Prov.
20:10, 23, Matt.
7:2, Mark 4:24,
Luke 6:38)
10. Use physical
models, visual
representations, and
paper and pencil to
add and subtract
decimals and commonly
used fractions with like
denominators.
I
Weeks
18-19,
22-24
fraction bars,
white boards
SO – Ch. 8
CT – p. 59-61
SU – none
SUB – none
SO – Ch. 13
CT – p. 97-102
WB – p. 95-106
WB – p. 153-164
CP –(quiz)
PT (test)
11. Develop and explain
strategies for
performing
computations mentally.
R Weeks
4,5, 9-
17, 20-
22, 26-
29
discussion SO – p. 78-79, 85,
145, 165, 213, 305,
391
WB – p. 19
CP –(quiz)
PT (test)
104
12. Analyze and solve
multi-step problems
involving addition,
subtraction,
multiplication and
division using an
organized approach,
and verify and interpret
results with respect to
the original problem.
D
Weeks
4-17
board work,
group work
SO – Ch. 2
3
4
5
12
WB – p. 14-24
WB – p. 25-36
WB – p. 37-52
WB – p. 53-70
WB – p. 71-84
CP –(quiz)
PT (test)
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures and
numbers. (Prov.
11:1, Prov.
20:10, 23, Matt.
7:2, Mark 4:24,
Luke 6:38)
13. Use a variety of
methods and
appropriate tools for
computing with whole
numbers; e.g., mental
math, paper and pencil,
and calculator.
R
Weeks
4-17
pencil/paper
white board,
SO – Ch. 2, 3, 4, 5,
12
observation
14. Demonstrate
fluency in adding and
subtracting whole
numbers and in
multiplying and
dividing whole numbers
by 1- and 2-digit
numbers and multiples
of ten.
Adding and
subtracting =
R
1 digit = D
2 digit = I
Weeks
4-17
white board SO – Ch. 2, 3, 4, 5,
12
Timed Tests
Measurement
Standard
1. Relate the number of
units to the size of the
units used to measure
an object; e.g., compare
the number of cups to
fill a pitcher to the
number of quarts to fill
the same pitcher.
D
Weeks
25-28
Different
measuring units
SO – Ch. 6
CT – p. 39-44
SU – p. 164
SUB – p. 15
WB – p. 71-84
God uses the
concept of
measurement to
express men‘s
failures and His
plans for man.
(John 3:34-35,
Romans 12:3,
105
II Corinthians
10:13,
Ephesians 4:7-
16)
2. Demonstrate and
describe perimeter as
surrounding and area as
covering a two-
dimensional shape, and
volume as filling
a three-dimensional
object.
I
Weeks
32-33
different 2-D
and 3-D objects
SO – Ch. 11
CT – p. 85-90
SU – p. 169, 173
SUB – p. 20, 24
WB – p. 132-140
3. Identify and select
appropriate units to
measure:
a. perimeter – string or
links (inches or
centimeters).
b. area – tiles (square
inches or square
centimeters).
c. volume – cubes
(cubic inches or cubic
centimeters).
I
Weeks
32-33
different
measuring units
SO – Ch. 11
observation
4. Develop and use
strategies to find
perimeter using string
or links, area using tiles
or a grid, and volume
using cubes; e.g., count
squares to find area of
regular or irregular
shapes on a grid, layer
cubes in a box to find
its volume.
I
Weeks
32-33
Geo board with
string
SO – Ch. 11
observation
God uses the
concept of
measurement to
express men‘s
failures and His
plans for man.
(John 3:34-35,
Romans 12:3,
II Corinthians
10:13,
Ephesians 4:7-
16)
106
5. Make simple unit
conversions within a
measurement system;
e.g., inches to feet,
kilograms to grams,
quarts to gallons.
D
Weeks
25-28
charts,
pneumonic
SO - Ch. 6
WB – p. 72, 74,
75, 77-79
6. Write, solve and
verify solutions to
multi-step problems
involving measurement.
D Weeks
25-28
white boards
SO – Ch. 6
WB – p. 83-84
Geometry
and Spatial
Sense
Standard
1. Identify, describe and
model intersecting,
parallel and
perpendicular
lines and line segments;
e.g., use straws or other
material to model lines.
R
Weeks
29-31
Twizzlers
SO – Ch. 10
CT – p. 71-76
WB – p. 119-131
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative. (Gen.
1:26-28, Gen.
2:18-23, Ex.
31:1-6)
2. Describe, classify,
compare and model
two- and three-
dimensional objects
using their attributes.
R
Weeks
29-31
geometrical
objects
SO – Ch. 10
WB – p. 122-125
3. Identify similarities
and differences of
quadrilaterals; e.g.,
squares, rectangles,
parallelograms and
trapezoids.
R
Weeks
29-31
geometrical
objects
SO – Ch. 10
WB – p. 124
4. Identify and define
triangles based on angle
measures (equiangular,
R
Weeks
29-31
protractor
SO – Ch. 10
WB – p. 120, 125
107
right, acute and obtuse
triangles) and side
lengths (isosceles,
equilateral and scalene
triangles).
5. Describe points, lines
and planes, and identify
models in the
environment.
R
Weeks
29-31
graph paper
SO – Ch. 10
(section 1)
WB – p. 119
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative. (Gen.
1:26-28, Gen.
2:18-23, Ex.
31:1-6)
6. Specify locations and
plot ordered pairs on a
coordinate plane,
using first quadrant
points.
I
Weeks
29-31
graph paper
SO – Ch. 10
(section 11)
SU – p. 172
SUB – p. 23
WB – p. 129
7. Identify, describe and
use reflections (flips),
rotations (turns), and
translations (slides) in
solving geometric
problems; e.g., use
transformations to
determine if 2 shapes
are congruent.
D
Weeks
29-31
geometrical
objects
SO – Ch. 10
(section 9, 10)
WB – p. 127, 128
8. Use geometric
models to solve
problems in other areas
of mathematics, such as
number
I Weeks
32-33
geoboards with
string to show
the relationship
between area
and perimeter
SO – Ch. 11 Classroom
observation
108
(multiplication/division)
and measurement (area,
perimeter, and border).
Patterns,
Functions
and Algebra
Standard
1. Use models and
words to describe,
extend and make
generalizations of
patterns and
relationships occurring
in computation,
numerical patterns,
geometry, graphs and
other applications.
R
Weeks
29-31,
34-35
White board
SO – Ch. 7 and 10
WB – p. 85-94,
p. 119-131
The
understanding
of
mathematical
concepts adds
to our
understanding
or expressions
in other areas
of life. (Lev.
5:16, I Sam.
12:19, Prov.
3:1-2, Prov.
16:23, II Peter
1:5-7)
2. Represent and
analyze patterns and
functions using words,
tables and graphs.
I
Weeks
12-14,
36-38
discussion,
board work,
graph paper
SO – Ch. 5
(section 4)
SO – Ch. 14
(section 4)
WB – p. 56, 168
3. Construct a table of
values to solve
problems associated
with a mathematical
relationship.
I
Weeks
1-38
board work
SO – each chapter
has a page on
problem solving
Check completed
assignment
4. Use rules and
variables to describe
patterns and other
relationships.
I
Weeks
4-5
white boards
SO – Ch. 2
WB – p. 17-18
5. Represent
mathematical
relationships with
equations or
inequalities.
I
Week
36-38
board work
SO – Ch. 14
WB – p. 165, 172
109
6. Describe how a
change in one variable
affects the value of a
related variable; e.g., as
one increases the other
increases or as one
increases the other
decreases.
I Week
36-38
discussion,
white board
SO – Ch. 14
(section 3)
WB – p. 167
The
understanding
of
mathematical
concepts adds
to our
understanding
or expressions
in other areas
of life. (Lev.
5:16, I Sam.
12:19, Prov.
3:1-2, Prov.
16:23, II Peter
1:5-7)
Data
Analysis and
Probability
Standard
1. Create a plan for
collecting data for a
specific purpose.
2. Represent and
interpret data using
tables, bar graphs, line
plots and line graphs.
R
Weeks
34-35
discussion,
group work
SO – Ch. 7
CT – p. 45-50
SU – p. 174-175
SUB – p. 25-26
WB – p. 85-94
God has at
various times
commanded
men to count,
measure, and
record their
findings. (Neh.
7:5-72, Rev.
21:15-17)
3. Interpret and
construct Venn
diagrams to sort and
describe data.
R
Weeks
34-35
discussion,
class work
Added to Chapter 7
Check Venn
diagram
4. Compare different
representations of the
same data to evaluate
how well each
representation shows
important aspects of the
data, and identify
appropriate ways to
R
Weeks
34-35
group work
SO – Ch. 7
Display graphs God has at
various times
commanded
men to count,
measure, and
record their
findings. (Neh.
7:5-72, Rev.
110
display the data. 21:15-17)
5. Propose and explain
interpretations and
predictions based on
data displayed in tables,
charts and graphs.
R
Weeks
34-35
discussion
SO – Ch. 7
Orally explain a
table, graph, or
chart
6. Describe the
characteristics of a set
of data based on a
graphical
representation, such as
range of the data,
clumps of data, and
holes in the data.
R
Weeks
34-35
class work
SO – Ch. 7
Check homework
assignment
7. Identify the median
of a set of data and
describe what it
indicates about the data.
D
Weeks
34-35
discussion
SO – Ch. 7
Check homework
assignment
8. Use range, median
and mode to make
comparisons among
related sets of data.
D
Weeks
34-35
white board
SO – Ch. 7
Check homework
assignment
9. Conduct simple
probability experiments
and draw conclusions
from the results; e.g.,
rolling number cubes or
drawing marbles from a
bag.
D
Weeks
34-35
class work,
skittles or
M&M‘s
SO – Ch. 7
SU – p. 176
SUB p. 27
Complete chart
with data from
experiment
God has at
various times
commanded
men to count,
measure, and
record their
findings. (Neh.
7:5-72, Rev.
21:15-17)
10. Represent the
likelihood of possible
outcomes for chance
situations; e.g.,
D
Weeks
34-35
bag activity SO – Ch. 7
Demonstration and
observation
111
probability of selecting
a red marble from a bag
containing 3 red and 5
white marbles.
11. Relate the concepts
of impossible and
certain-to-happen
events to the numerical
values of 0 (impossible)
and 1 (certain).
NA
12. Place events in
order of likelihood and
use a diagram or
appropriate language to
compare the chance of
each event occurring;
e.g., impossible,
unlikely, equal, likely,
certain.
D
Weeks
34-35
group work,
make a graph or
make
predictions
SO – Ch. 7
Observation
13. List and count all
possible combinations
using one member from
each of several sets,
each containing 2 or 3
members; e.g., the
number of possible
outfits from 3 shirts, 2
shorts and 2 pairs of
shoes.
D
Weeks
4-5
make a graph,
use actual
objects as a
demonstration
SO – Ch. 2
SO – p. 89
God has at
various times
commanded
men to count,
measure, and
record their
findings. (Neh.
7:5-72, Rev.
21:15-17)
112
Mansfield Christian School
5th
Grade
Math Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
Lecture
Discuss
Smartboard
Power Point
Journal Writing
Centers
Group Work
Games
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Use models and
visual representation
to develop the
concept of ratio as
part-to-part and part-
to-whole, and the
concept of percent
as part-to-whole.
Introduced Week
32-33
Chp 13:1-7
Lecture
Discussion
Smartboard
Textbook
Workbook
Graph paper
Group Work
Journal Writing
Test
Workbook
Journal
God cares about
numbers. He
knows them all;
He has recorded
many for our
information.
2. Use various forms
of ―one‖ to
demonstrate the
equivalence of
fractions; e.g.,
18/24 =
9/12*2/2=
3/4*6/6
Reinforced Week
12-14
Chp 4:4-6,10
Chp 5:2-14
White Board
Discussion
Smartboard
Lecture
Textbook
Workbook
Journal Writing
White Board
Test
Workbook
journal
Attributes of
God: His
precision, in that
with certain
givens in
problem-solving,
there is one and
only one solution.
.
3. Identify and
generate equivalent
forms of fractions,
decimals and
Reinforced Week1,
10-18,
20-22, 33
Chp 1:2-5
Chp 4:4-10,12
Chp 5:2-14
Chp 6:3-7,13-
Place Value Charts
Textbook
Workbook
Journal Writing
Test
Workbook
Journal
Observation
The consistency
of mathematical
truths
demonstrates the
113
percents 17
Chp 8:1-3,6,8
Chp 13:1,4,5,7
Discussion
Smartboard
Lecture
White Board
orderliness and
precision of God
4. Round decimals
to a given place
value and round
fractions
(Including mixed
numbers) to the
nearest half.
Introduced Week 2,
10, 11,
14, 17,
24
Chp 1:7
Chp 4:4, 8
Chp 5:12
Chp 6:15
Chp 9:8, 10
Chp 12:5
Discussion
Lecture
Smartboard
White Board
Textbook
Smartboard
Number Lines
Workbook
Journal Writing
White Board
Fraction Strips
Test
Workbook
Journal
observation
His precision, in
that with certain
givens in
problem-solving,
there is one and
only one solution.
5. Recognize and
identify perfect
squares and their
roots.
Introduced Week 30 Chp 12:5
Lecture
Centers
Journal Writing
Discussion
Grid Paper
Workbook
Textbook
Journal Writing
Test
Workbook
Journal
His orderliness,
in that in every
mathematical
procedure we
must follow a
fixed order of
operation.
6. Represent and
compare numbers
less than 0 by
extending the
number line and
using familiar
applications; e.g.,
temperature,
owing money.
Reinforced Week 28,
35
Chp 11:4
Chp 14:6-7
Lecture
Discussion
Centers
Journal Writing
Textbook
Workbook
Journal Writing
Grid Paper
Smartboard
Number Line
Test
Workbook
Journal
Mathematics has
a consistent
foundation and
framework
because the God
who created and
upholds it is
consistent.
7. Use commutative,
associative,
distributive, identity
Reinforced Week 2,
4, 6-9,
12, 14-
Chp 1:8
Chp 2:2, 6
Chp 3:1, 3-6,
Textbook
Journal Writing
Workbook
Journal
Workbook
Tests
Genesis 4:19, 24:
This early record
speaks of
114
and inverse
properties to
simplify and
perform
computations.
15, 17,
23, 36
10-14
Chp 5:2-3, 5, 13
Chp 6:2, 16
Chp 9:5
Chp 14:11
Lecture
Centers
Group Work
Discussion
Journal Writing
Connecting Cubes
Smartboard
Grid Paper
Base 10 Blocks
Lamech‘s two
wives. Verse 24
introduces the
concept of
multiplication:
Cain to be
avenged
sevenfold and
Lamech seventy
seven times.
8. Identify and use
relationships
between operations
to solve problems
Reinforced Week 2,
4, 6-9,
12, 14-
15, 17,
23, 36
Chp 1:8
Chp 2:2, 6
Chp 3:1, 3-6,
10-14
Chp 5:2-3, 5, 13
Chp 6:2, 16
Chp 9:5
Chp 14:11
Lecture
Centers
Group Work
Discussion
Journal Writing
Textbook
Journal Writing
Workbook
Connecting Cubes
Smartboard
Grid Paper
Base 10 Blocks
Journal
Workbook
Tests
Math maintains
rigid and exact
regulations which
show God‘s
perfect order.
9. Use order of
operations,
including use of
parentheses, to
simplify numerical
expressions.
Reinforced Week 8,
23
Chp 3:14
Chp 9:5
Lecture
Discussion
Group Work
Journal Writing
Text
Journal Writing
Workbook
Test
Workbook
Journal
The world of
mathematical
precision is
God‘s world, and
it is His in a
unique identity.
10. Justify why
fractions need
common
denominators to be
added or subtracted.
Reinforced Week
12-14
Chp 5:1-14
Lecture
Group Work
Discussion
Centers
Journal Writing
Fraction Strips
Fraction Circles
Textbook
Workbook
Overhead Projector
Smartboard
Tests
Workbook
journal
Genesis 1:10-14:
God describes a
river in Eden, one
divided into four
branches. Here is
the concept of a
115
Journal Writing whole and parts.
11. Explain how
place value is
related to addition
and subtraction of
decimals; e.g., 0.2 +
0.14; the two tenths
is added to the one
tenth because they
are both tenths.
Introduced Week
20-22
Chp 8:1 , 7, 8
Lecture
Group Work
Journal Writing
Centers
Discussion
Smartboard
Textbook
Workbook
Smartboard
Journal Writing
Test
Workbook
Journal
Specific mention
of God‘s
numbering.
Psalm 147:4 He
counts the
number of the
stars; He calls
them all by name.
Luke 12:7; See
also Matthew
10:30 But the
very hairs of your
head are all
numbered. Do
not fear
therefore; you
are of more value
than many
sparrows.
12. Use physical
models, points of
reference, and
equivalent forms to
add and subtract
commonly used
fractions with like
and unlike
denominators and
decimals.
Introduced Week 12,
13, 20,
21
Chp 5:1-10
Chp 8:1-6
Lecture
Group Work
Centers
Games
Smartboard
Journal Writing
Textbook
Workbook
Journal Writing
Fraction Strips
Journal
Test
workbook
Attribute of God:
His
dependability, in
that mathematical
facts stays the
same.
13. Estimate the
results of
computations
involving whole
numbers, fractions
and decimals, using
Reinforced Week 2,
4, 6, 8,
14, 17,
21-24
Chp 1:10
Chp 2:5, 11
Chp 3:9, 10-13
Chp 5:12
Chp 6:15
Chp 8:4-8
Textbook
Workbook
Journal Writing
Grid Paper
Play Money
Store Ads
Textbook
Workbook
Journal
God has at
various times
commanded men
to count,
measure, and
record their
116
a variety of
strategies.
Chp 9:2, 3, 10,
11
Lecture
Group Work
Journal Writing
Game
Centers
Smartboard
Number Lines
Base 10 Blocks
Place Value Charts
findings.
Measurement
Standard
1. Identify and select
appropriate units to
measure angles; i.e.,
degrees.
Introduced Week 25,
27
Chp 10:1, 2, 5,
14
Lecture
Group Work
Centers
Journal Writing
Smartboard
Textbook
Workbook
Smartboard
Protractors
Journal Writing
Workbook
Test
Journal
The consistency
of mathematical
truths
demonstrates the
orderliness,
precision, and
consistency of
God.
2. Identify paths
between points on a
grid or coordinate
plane and compare
the lengths of the
paths; e.g., shortest
path, paths of equal
length.
Reinforced
Week 36
Chp 14:13
Lecture
Discussion
Group Work
Journal Writing
Textbook
Workbook
Journal Writing
Test
Workbook
Journal
3. Demonstrate and
describe the
differences between
covering the faces
(Surface area) and
filling the interior
(volume) of three-
dimensional objects.
Reinforced Week
31-32
Chp 12:9, 12-13
Lecture
Centers
Journal Writing
Group Work
Textbook
Workbook
Journal Writing
Graph Paper
Ruler
Scissors
Tests
Workbook
Journal
4. Demonstrate
understanding of the
differences among
Reinforced Week 27,
30
Chp 11:1
Chp 12:5
Lecture
Textbook
Workbook
Journal Writing
Test
Workbook
Journal
God has at
various times
commanded men
117
linear units, square
units and cubic
units.
Discuss
Centers
Journal Writing
Ruler
Tape Measure
Crayons
Graph Paper
to count,
measure, and
record their
findings.
5. Make conversions
within the same
measurement system
while performing
computations.
Reinforced Week 27,
29
Chp 11:1
Chp 12:2
Lecture
Group Work
Journal Writing
Smartboard
Textbook
Workbook
Tape Measure
Ruler
Journal Writing
Graph Paper
Test
Workbook
Journal
Man‘s ability to
understand and
work with
numbers, as well
as with other
subjects, is a gift
from God.
6. Use strategies to
develop formulas for
determining
perimeter and area
of triangles,
rectangles and
parallelograms, and
volume of
rectangular prism
Introduced Week
26-27,
30-31
Chp 10:9, 13-14
Chp 12:5-9, 12
Lecture
Discussion
Group Work
Journal Writing
Centers
Smartboard
Textbook
Workbook
Journal Writing
Rulers
Graph Paper
Test
Workbook
Journal
Attributes of
God: His
systematic
character—a God
of system—in the
multiplication
tables and other
formulas.
7. Use benchmark
angles (e.g.; 45º,
90º, 120º) to
estimate the measure
of angles, and use a
tool to measure and
draw angles.
Introduced Week 25,
30-31
Chp 10:1
Chp 12:5-7, 9
Lecture
Discussion
Group Work
Centers
Journal Writing
Smartboard
Textbook
Workbook
Journal Writing
Protractors
Smartboard
Rulers
Graph Paper
Scissors
Test
Workbook
Journal
God is concerned
that we be
accurate and
orderly in our use
of weights,
measures, and
numbers.
Geometry
and Spatial
Sense
Standard
1. Draw circles, and
identify and
determine
relationships among
the radius, diameter,
center and
circumference; e.g.,
radius is half the
Introduced Week 26,
27
Chp 10:8, 9, 13
Lecture
Discussion
Group Work
Journal Writing
Smartboard
Textbook
Workbook
Rulers
Smartboard
Model of Square
Pyramid
Journal Writing
Test
Workbook
Journal
Man‘s creativity,
like God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
118
diameter, the ratio of
the circumference of
a circle to its
diameter is an
approximation.
2. Use standard
language to describe
line, segment, and
ray, angle, skew,
parallel and
perpendicular.
Introduced Week 25,
27
Chp 10:1-3, 14
Lecture
Group Work
Journal Writing
Centers
Discussion
Textbook
Workbook
Journal Writing
Smartboard
Protractors
Rulers
Scissors
Graph Paper
Test
Workbook
Journal
3. Label vertex,
rays, interior and
exterior for an angle.
Introduced Week 25,
27
Chp 10:1-3, 14
Lecture
Group Work
Journal Writing
Centers
Discussion
Textbook
Workbook
Journal Writing
Smartboard
Protractors
Rulers
Scissors
Graph Paper
Test
Workbook
Journal
4. Describe and use
properties of
congruent figures to
solve problems.
Introduced Week 25,
27
Chp 10:4, 11
Lecture
Discussion
Centers
Journal Writing
Group Work
Textbook
Workbook
Compass
Ruler
Journal Writing
Graph Paper
Test
Journal
Workbook
With God, there
is only one God.
With certain
givens in
problem-solving,
there is one and
only one solution.
5. Use physical
models to determine
the sum of the
interior angles of
triangles and
quadrilateral
Introduced Week
25-27
Chp 10:1, 2, 5,
6, 14
Lecture
Group Work
Centers
Journal Writing
Textbook
Workbook
Protractors
Journal Writing
Smartboard
Graph Paper
Test
Journal
Workbook
119
6. Extend
understanding of
coordinate system to
include points
whose
x or y values may be
negative numbers.
Introduced Week 34 Chp 14:13
Lecture
Discuss
Group Work
Journal Writing
Textbook
Workbook
Smartboard
Journal Writing
Test
Journal
Workbook
His systematic
character—a God
of system—in the
multiplication
tables and other
formulas.
7. Understand that
the measure of an
angle is determined
by the
degree of rotation of
an angle side rather
than the length of
either side.
Introduced Week 25,
27
Chp 10:1, 2, 11
Lecture
Discuss
Group Work
Journal Writing
Centers
Smartboard
Textbook
Workbook
Protractors
Journal Writing
Graph Paper
Rulers
Test
Journal
Workbook
His precision, in
that with certain
givens in
problem-solving,
there is one and
only one solution.
8. Predict what
three-dimensional
object will result
from folding a two-
dimensional net,
then confirm the
prediction by
folding the net.
Reinforced Week 31 Chp 12:8, 9, 12
Lecture
Discussion
Centers
Journal Writing
Group Work
Textbook
Workbook
Nets
Scissors
Journal
Test
Workbook
Journal
Patterns,
Functions
and Algebra
Standard
1. Justify a general
rule for a pattern or
a function by using
physical materials,
visual
representations,
words, tables or
graphs.
Reinforced
Week 1 Chp 1:5
Lecture
Discuss
Centers
Journal Writing
Games
Textbook
Workbook
Journal
Workbook
journal
In mathematics,
God‘s truth is on
parade. In
mathematics,
God reflects His
unchangeableness
in its purest form.
2. Use calculators or
computers to
develop patterns,
Reinforced Week 1 Chp 1:5
Lecture
Discussion
Textbook
Journal
Workbook
Journal
workbook
120
and generalize them
using tables and
graphs
Centers
Journal Writing
3. Use variables as
unknown quantities
in general rules
when describing
patterns and other
relationships.
Introduced Week 34
Chp 14:1-3
Lecture
Discussion
Group Work
Journal Writing
Textbook
Workbook
Journal
Journal
Test
workbook
That God is a
God of system is
evidenced
patterns.
4. Create and
interpret the
meaning of
equations and
inequalities
representing
problem situations.
Introduced Week 34 Chp 14:1-3
Lecture
Discussion
Group Work
Journal Writing
Textbook
Workbook
Journal
Journal
Test
workbook
God cares about
numbers. He
knows them all;
He has recorded
many for our
information.
5. Model problems
with physical
materials and visual
representations,
and use models,
graphs and tables to
draw conclusions
and make
predictions.
Reinforced Week 12,
13, 18,
19. 25,
27, 30
Chp 5:2, 12
Chp 7:4-8
Chp 10:4, 12,
13
Chp 12: 6, 7
Lecture
Discussion
Centers
Journal Writing
Group Work
Textbook
Workbook
Journal Writing
Computer
Test
Workbook
Journal
Nehemiah 7:68-
72: Record Data:
God has also
recorded for us
the inventory of
their animals,
gold and silver,
basins and
priests‘ garments.
6. Describe how the
quantitative change
in a variable affects
the value of a related
variable; e.g.,
describe how the
rate of growth varies
over time, based
upon data in a table
or graph.
Introduced
Week 7,
8, 19
Chp 3:6, 10, 11
Chp 7: 6, 9
Lecture
Discussion
Group Work
Game
Journal Writing
Computer
Textbook
Workbook
Smartboard
Graph Paper
Computer
Rulers
Number Lines
Test
Workbook
journal
121
Data
Analysis and
Probability
Standard
1. Read, construct
and interpret
frequency tables,
circle graphs and
line graphs.
Reinforced Week
18-19
Chp 7:4-9
Lecture
Discuss
Smartboard
Centers
Journal Writing
Group Work
Textbook
Workbook
Journal
Fraction Circles
Graph Paper
Rulers
Number Lines
Test
Workbook
journal
2. Select and use a
graph that is
appropriate for the
type of data to
be displayed; e.g.,
numerical vs.
categorical data,
discrete vs.
continuous data.
Reinforced Week18-
19
Chp 7:4-9
Lecture
Discuss
Smartboard
Centers
Journal Writing
Group Work
Textbook
Workbook
Journal
Fraction Circles
Graph Paper
Rulers
Number Lines
Textbook
Workbook
Journal
Fraction Circles
Graph Paper
Rulers
Number Lines
Nehemiah 7:68-
72: Record Data:
God has also
recorded for us
the inventory of
their animals,
gold and silver,
basins and
priests‘ garments.
3. Read and interpret
increasingly
complex displays of
data, such as double
bar graphs
Reinforced Week18-
19
Chp 7:4-9
Lecture
Discuss
Smartboard
Centers
Journal Writing
Group Work
Textbook
Workbook
Journal
Fraction Circles
Graph Paper
Rulers
Number Lines
Textbook
Workbook
Journal
Fraction Circles
Graph Paper
Rulers
Number Lines
4. Determine
appropriate data to
be collected to
answer questions
posed by students or
teacher, collect and
display data, and
clearly
communicate
findings.
Reinforced Week 18,
19
Chp 7:4, 6
Lecture
Center
Journal Writing
Textbook
Workbook
Journal Writing
Graph Writing
Computer Lab
Test
Journal
Workbook
God is concerned
that we be
accurate and
orderly in our use
of weights,
measures,
numbers.
5. Modify initial
conclusions,
propose and justify
Reinforced Week 18,
19
Chp 7:4, 6
Lecture
Center
Textbook
Workbook
Journal Writing
Test
Journal
Workbook
122
new interpretations
and predictions as
additional data are
collected.
Journal Writing Graph Writing
Computer Lab
6. Determine and
use the range, mean,
median and mode,
and explain
what each does and
does not indicate
about the set of data.
Reinforced Week 19 Chp 7:5-7
Lecture
Group Work
Journal Writing
Textbook
Workbook
Journal Writing
Graph Paper
Smartboard
Ruler
Test
Workbook
Journal
Like God,
mathematics is
unique and
unchangeable.
7. List and explain
all possible
outcomes in a given
situation.
Reinforced Week 18 Chp 7:1-3
Lecture
Group Work
Journal
Textbook
Workbook
Journal Writing
Smartboard
Test
Workbook
Journal
8. Identify the
probability of events
within a simple
experiment, such
as three chances out
of eight.
Reinforced Week 18 Chp 7:1-3
Lecture
Group Work
Journal
Textbook
Workbook
Journal Writing
Smartboard
Test
Workbook
Journal
9. Use 0, 1 and
ratios between 0 and
1 to represent the
probability of
outcomes for an
event, and associate
the ratio with the
likelihood of
the outcome.
Introduced Week 18 Chp 7:1-3
Lecture
Group Work
Journal
Textbook
Workbook
Journal Writing
Smartboard
Test
Workbook
Journal
10. Compare what
should happen
(theoretical/expected
results) with what
did happen
(experimental/actual
Reinforced Week 18 Chp 7:1-3
Lecture
Group Work
Journal
Textbook
Workbook
Journal Writing
Smartboard
Test
Workbook
Journal
―We do not prove
that mathematics
is a creation of
God because it
exhibits His
attributes. We
123
results) in a simple
experiment.
believe that He
created
mathematics, thus
expect to find
evidence of His
handiwork, and
are blessed in the
finding.
11. Make
predictions based on
experimental and
theoretical
probabilities
Reinforced Week 18 Chp 7:1-3
Lecture
Group Work
Journal
Textbook
Workbook
Journal Writing
Smartboard
Test
Workbook
Journal
124
Mansfield Christian School
6th
Grade
Math Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforce
Not Addressed
Instructional Method Key
Estimation Investigation Manipulatives Assemble
Read Classification Written Practice Games
Participate Discuss Demonstration Number Cards
Verbal Explanation Construct Sort Group Work
Collect Data Experiment Lecture Create
Multimedia Literature Model Dry Erase
Solve Sketching Word Study
Indicator/
Objectives
Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities &
Resources
Assessment
of Learning
Biblical Integration
Number,
Number
Sense and
Operations
Standard
1. Decompose and
recompose whole
numbers using factors
and exponents (e.g., 32
= 2 x 2 x 2 x 2 x 2 =
25 ), and explain why
―squared‖ means
―second power‖ and
―cubed‖ means ―third
power.‖
2. Find and use the
prime factorization of
composite numbers.
For example:
a. Use the prime
factorization to
recognize the greatest
common
factor (GCF).
b. Use the prime
Introduced
Developed
Developed
Week
1-4
Week
14
Lecture
Compare/contrast
Model
Proof
Demonstration
Lecture
Model
Reasoning
Dry erase
Comparisons
Illustrate
Outside literature
Dry erase
Sort and classify
Written
evaluation
Oral response
Participation
Written
evaluation
Constructions
God cares about
numbers.He knows
them all. He has
recorded them for our
information.
Psalm 147:4
The number concept
began with God; he
initiated numbers back
in the beginning
Genesis 5:3-32
125
factorization to
recognize the least
common
multiple (LCM).
c. Apply the prime
factorization to solve
problems and explain
solutions.
3. Explain why a
number is referred to
as being ―rational,‖
and recognize that the
expression a/b can
mean a parts of size
½ each,a divided by b,
or the ratio of a to b.
4. Describe what it
means to find a
specific percent of a
number, using
real-life examples.
5. Use models and
pictures to relate
concepts of ratio,
proportion and
percent, including
percents less than 1
and greater than 100.
6. Use the order of
operations, including
the use of exponents,
decimals and rational
Introduced
Developed
Introduced
Developed
Introduced
Developed
Week
18
Week
24
Week
25
Week
11
Week
16
Explanation
Vocabulary
Explanation
Model
Model
Illustration
Explanations
Diagrams
Model
Mnemonic device
Practice
Verbal
Explanation
Real life
examples
Dry erase
Dry erase
Dry erase
Written
evaluation
Identification
Written
evaluation
Student
response
Written
evaluation
Written
evaluation
Man‘s ability to
understand and work
with numbers, as well
as with other subjects is
a gift from God
Jer. 33:22
The understanding of
mathematical concepts
adds to our
understanding or
expressions in other
areas of life
Proverbs 16:23
126
numbers, to simplify
numerical expressions.
7. Use simple
expressions involving
integers to represent
and solve problems;
e.g., if a running back
loses 15 yards on the
first carry but gains 8
yards on the second
carry, what is the net
gain/loss?
8. Represent
multiplication and
division situations
involving fractions
and decimals with
models and visual
representations; e.g.,
show with pattern
blocks what it means
to take 2 2/3 + 1/6.
9. Give examples of
how ratios are used to
represent comparisons;
e.g.,
part-to-part, part-to-
whole, whole-to-part.
10. Recognize that a
quotient may be larger
than the dividend
when the divisor is a
fraction; e.g., 6 + 1/2
Introduced
Developed
Introduced
Developed
Introduced
Developed
Week
4-36
Week
2-5
Week
22
Week
8
Vocabulary
Model
Demonstration
Model
Demonstration
Create
Diagram
Investigation
Dry erase
Descriptive
Presentation
Make models
Use
manipulatives
Illustrate
Construct
Written
evaluation
Practice
Verbal
explanation
Dry erase
Dry erase
Written
evaluation
Verbal
response
Man‘s creativity, like
God‘s, often requires
some mathematical
understanding. God
designed man to be
creative.
Genesis 1:26-28
Mathematical study
should result in greater
appreciation of the
works of God in His
creation.
Psalm 8:3-9
Man‘s creativity, like
God‘s, often requires
some mathematical
understanding. God
designed man to be
creative.
Genesis 1:26-28
127
= 12.
11. Perform fraction
and decimal
computations and
justify their
solutions; e.g., using
manipulatives,
diagrams,mathematical
reasoning.
12. Develop and
analyze algorithms for
computing with
fractions and decimals,
and demonstrate
fluency in their use.
13. Estimate
reasonable solutions to
problem situations
involving fractions and
decimals; e.g., _
7/8 + 12/13 ~ 2
and 4.23 x 5.8 ~ 25.
14. Use proportional
reasoning, ratios and
percents to represent
problem situations and
determine the
reasonableness of
solutions.
15. Determine the
percent of a number
and solve related
problems; e.g.,
Developed
Introduced
Developed
Introduced
Developed
Introduced
Developed
Developed
Week
9-12
Week
6
Week
21-24
Week
16-17
Week
25
Week
24
Explanation
Investigation
Explanation
Investigation
Estimation
Practice
Investigation
Compare/Contrast
Explanation
Identify
Collect data
Explanation
Lecture
Participation
Manipulatives
Illustrations
Learn questioning
skills
Classify data
Dry erase practice
Real life
situations
Guessing Jar
Collect data
Estimation
Life situations
Life situations
Practice
Dry erase
Dry erase
practice
Oral
expression
Written
evaluation
Oral
expression
Dry erase
Written
evaluation
Oral
expression
Guided
explanation
Oral
expression
Written
evaluation
Written
Evaluation
The number concept
began with God. He
initiated numbers back
in the beginning.
Gen. 1
God has at various
times commanded men
to count, measure and
128
find the percent
markdown if the
original price was
$140, and the
sale price is $100.
16. Place value
17. Expanded form
18. Compare and order
decimals
19. Rounding numbers
20. Whole number
operations
21. Problem solving
strategies
22. Multiplication
patterns
23. Scientific notation
Developed
Mastered
Introduced
Developed
Developed
Mastered
Developed
Mastered
Developed
Mastered
Introduced
Developed
Developed
Introduced
Developed
Week
1
Week
1-2
Week
3
Week
1-8
Week
1-38
Week
1-38
Week
4-6
Week
4
Lecture
Practice
Compare/Contrast
Demonstration
Compare/Contrast
Practice
Participation
Explanation
Participation
Practice
Explanation
Practice
Discovery
Explanation
Explanation
Practice
Dry erase
Illustrations
Dry erase
Group work
Group work
Dry erase
Demonstration
Dry erase
Dry erase
Illustrations
Demonstrations
Compare/contrast
Multimedia
Illustrations
Group work
Demonstration
Dry erase
Written
Evaluation
Oral
Participation
Written
Evaluation
Written
Evaluation
Written
Evaluation
Written
Evaluation
Participation
Written
Evaluation
Oral
participation
Written
Evaluation
record their findings.
Numbers 1:1-46
129
24. Decimal operations
25. Divisibility
Developed
Mastered
Developed
Mastered
Week
7,8
Week
12
Practice
Discovery
Practice
Demonstration
Dry erase
Group work
Dry erase
Written
Evaluation
Written
Evaluation
Measurement
Standard
1. Understand and
describe the difference
between surface area
and volume.
2. Use strategies to
develop formulas for
finding circumference
and area of circles, and
to determine the area
of sectors; e.g., ½
circle, 2/3 circle, 1/3
circle, ¼ circle.
3. Estimate perimeter
or circumference and
area for circles,
triangles, and
quadrilaterals, and
surface area and
volume for prisms and
cylinders by:
a. estimating lengths
using string or links,
areas using tiles or
grid, and volumes
using cubes;
b. measuring attributes
(diameter, side
lengths, or heights)
and using established
Introduced
Developed
Introduced
Developed
Week
38
Week
31
Week
30
Explanation
Investigation
Lecture
Investigation
Manipulation
Investigation
Manipulation
Experiments
Compare/Contrast
Collect data
Outside literature
Manipulatives
Experiments
Sort
Classify
Identify
Lab response
Written
evaluation
Observation
Group Work
Recreations
Verbal
explanations
Mathematical study
should result in greater
appreciation of the
works of God in his
creation.
Genesis 2:18-23
130
formulas for circles,
triangles, rectangles,
parallelograms and
rectangular prisms.
4. Determine which
measure (perimeter,
area, surface area,
volume) matches the
context for a problem
situation; e.g.perimeter
is the context for
fencing a garden,
surface area is the
context for painting
a room.
5. Understand the
difference between
perimeter and area,
and demonstrate that
two shapes may have
the same perimeter,
but different areas or
may have the same
area, but different
perimeters.
6. Describe what
happens to the
perimeter and area of a
two-dimensional shape
when the
measurements of the
shape are changed; e.g.
length of sides are
doubled.
Introduced
Developed
Developed
Introduced
Developed
Week
30
Week
26
Week
29
Demonstration
Manipulatives
Lecture
Investigate
Create
Model
Investigate
Identify
Compare
Label
Identify
Compare
Predict
Investigate
Label
Solve to prove
Practical
Application
Story
Problems
Written
Evaluation
Practical
Application
Written
Evaluation
Written
Evaluation
Oral
Explanation
The understanding of
Mathematical concepts
adds to our
understanding of
expressions in other
areas of life.
Matthew 6:27
Mans‘s creativity, like
God‘s, often requires
some mathematical
understanding. God
designed man to be
creative.
Exodus 31:1-6
131
7. Temperature
Developed
Week
27
Investigate
Discover
Science Activities
Compare/Contrast
Oral
Participation
Geometry
and Spatial
Sense
Standard
1. Classify and
describe two-
dimensional and three-
dimensional
geometric figures and
objects by using their
properties; e.g.,
interior angle
measures,
perpendicular/parallel
sides, congruent
angles/sides.
2. Use standard
language to define
geometric vocabulary:
vertex, face, altitude,
diagonal, isosceles,
equilateral, acute,
obtuse and other
vocabulary as
appropriate.
3. Use multiple
classification criteria
to classify triangles;
e.g., right, scalene
triangle.
4. Identify and define
relationships between
planes; i.e., parallel,
Introduced
Developed
Introduced
Developed
Developed
Developed
Week
33
Week
33
Week
32
Week
31
Word Study
Demonstration
Manipulatives
Manipulatives
Word Study
Word Cards
Word Study
Word Cards
Compare and
Contrast
Construct and
Classify
Compare and
Contrast
Label
Classify
Identify
Classify
Written
Evaluation
Identification
Written
Evaluation
Use and
Application
Written
Evaluation
Oral Use
Written
Evaluation
Oral Use
The understanding of
mathematical concepts
adds to our
understanding of
expressions in other
areas of life.
God is concerned that
we be accurate and
orderly in our use of
weights, measures and
numbers.
Lev. 19: 35-36
132
perpendicular and
intersecting.
5. Predict and describe
sizes, positions and
orientations of
two-dimensional
shapes after
transformations such
as reflections,
rotations, translations
and dilations.
6. Draw similar figures
that model
proportional
relationships; e.g.,
model similar figures
with a 1 to 2
relationship by
sketching two of
the same figure, one
with corresponding
sides twice the length
of the other.
7. Build three-
dimensional objects
with cubes, and sketch
the two-dimensional
representations of each
side; i.e., projection
sets.
Introduced
Developed
Introduced
Developed
Introduced
Developed
Week
33
Week
32- 35
Week
33
Prediction
Multimedia
Literature
Model
Descriptive
Presentation
Multimedia
Manipulatives
Sketching
Classify
Illustrate
Art perspective
Illustrate
Descriptive
Presentation
Art Activity
Finish Project
Sketches
Finish Project
Final Sketch
Man‘s ability to
understand and work
with numbers as well as
other subjects, is a gift
from God.
Job 32:8-9
Patterns,
Functions
and Algebra
1. Represent and
analyze patterns, rules
and functions, using
Introduced
Week
37-38
Multimedia
Manipulatives
Computer
Group Practice
Discussion
Observation
of Activities
Participation
The consistency of
Mathematical truths
demonstrates the
133
Standard physical materials,
tables and graphs.
2. Use words and
symbols to describe
numerical and
geometric patterns,
rules and functions.
3. Recognize and
generate equivalent
forms of algebraic
expressions, and
explain how the
commutative,
associative and
distributive
properties can be used
to generate equivalent
forms; e.g., perimeter
as 2(l + w) or 2l + 2w.
4. Solve simple linear
equations and
inequalities using
physical models, paper
and pencil, tables and
graphs.
5. Produce and
interpret graphs that
represent the
relationship between
two variables.
Introduced
Developed
Introduced
Developed
Introduced
Developed
Introduced
Developed
Week
37-38
Week
4, 20,
23, 31
Week
5-38
Week
35-37
Word Study
Formulas
Model
Investigation
Manipulatives
Dry Erase
Computer
Multimedia
Group Practice
Discussion
Simulation
Manipulatives
Participate
Group Work
Dry Erase
Practice
Dry Erase
Participation
Observation
of Activities
Identification
Use
Written
Evaluation
Written
Evaluation
Written
Evaluation
orderliness precision
and consistency of God.
Numbers 1:1-10
The understanding of
Mathematical concepts
adds to our
understanding or
expressions in other
areas of life.
134
6. Evaluate simple
expressions by
replacing variables
with given values, and
use formulas in
problem-solving
situations.
7. Identify and
describe situations
with constant or
varying rates of
change, and compare
them.
8. Use technology to
analyze change; e.g.,
use computer
applications or
graphing calculators to
display and interpret
rate of change.
9. Integers
Introduced
Developed
Introduced
Introduced
Introduced
Week
5-38
Week
37-38
Week
37-38
Week
37-38
Explain
Investigate
Participate
Manipulatives
Computers and
Calculators
Explanation
Demonstration
Practice
Dry Erase
Experiment with
Science Labs
Introducing
Graphing
Calculators
Group Work
Discussion
Manipulatives
Group work
Discussion
Written
Evaluation
Participation
Observation
Participation
Observation
Participation
Written
Evaluation
Data Analysis
and
Probability
Standard
1. Read, construct and
interpret line graphs,
circle graphs and
histograms.
2. Select, create and
use graphical
representations that are
appropriate for the
type of data collected.
Introduced
Developed
Developed
Week
26-29
Week
28
Classify
Collect Data
Chart
Classify
Collect Data
Chart
Computer Class
Collect Data
Construct Graphs
Collect Data
Construct Graphs
in Computer
Class
Project
Written
Evaluation
Project
Written
Evaluation
God cares about
numbers; He knows
them all, he has
recorded many for our
135
3. Compare
representations of the
same data in different
types of graphs, such
as a bar graph and
circle graph.
4. Understand the
different information
provided by measures
of center (mean, mode
and median) and
measures of spread
(range).
K 1 2 3 4 5 6
7 8 9 10
5. Describe the
frequency distribution
of a set of data, as
shown in a histogram
or frequency table, by
general appearance or
shape; e.g., number of
modes, middle of data,
level of symmetry,
outliers.
6. Make logical
inferences from
statistical data.
7. Design an
experiment to test a
theoretical probability
Reinforced
Reinforced
Developed
Developed
Introduced
Week
26
Week
27, 1-
38
Week
26, 27,
29
Week
29-30
Week
38
Integration
Classify
Collect Data
Chart
Classify
Collect Data
Sort
Observation
Classify
Sort
Experiment
Group Work
Experiment
Group Work
Integrate with
Computer Class
Guessing Jar
Participation
Manipulatives
Observation
Simulations
Multimedia
Manipulatives
Participation
Discussion
Science Lab
Participation
Graph Project
Written
Evaluation
Observation
Participation
Written
Evaluation
Oral
Discussion
Reaction
Participation
Observation
information.
a. Genealogies,
some with ages
given
b. Records with
numerical
details
c. Specific
mention of
God‘s
numbering
Luke 12:7
Ezekiel 40-32
God has at various
times commanded men
to count, measure, and
record their findings
Genesis 5:1-32
Man‘s ability to use the
number system
completely, effectively
136
and explain how the
results may vary.
and entirely of God‘s
glory has been marred
by sin.
Job 34:37
137
Mansfield Christian School
7th
Grade
Math Curriculum Guide
Performance Scale Key
Introduced Reinforced
Developed Not Addressed
Instructional Method Key
L – Lecture Lab – Laboratory
D – Demonstration G – Group Activity
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number Sense
and
Operations
Use order of
operations and
properties to
simplify
numerical
expressions
involving
integers, fractions
and decimals.
Developed Week 1 Lecture 1.2
Whole Number
Addition
-Workbook page God initiated
numbers in the
beginning
Genesis
1:5,8,13,19,23,31;
2:2-3
Developed Week 1 Lecture 1.3
Whole Number
Subtraction
-Workbook page Genesis
1:5,8,13,19,23,31;
2:2-3
Developed Week 1 Lecture 1.4
Whole Number
Multiplication
-Workbook page Genesis
1:5,8,13,19,23,31;
2:2-3
Developed Week 1 Lecture 1.5
Whole Number
Division
-Workbook page Genesis
1:5,8,13,19,23,31;
2:2-3
Developed Week 2 Lecture 1.6
Whole Number Four-
Digit Division
-Workbook page Genesis
1:5,8,13,19,23,31;
2:2-3
Developed Week 2 Lecture 1.7
Whole Number
Division with End
Zeros
-Workbook page Genesis
1:5,8,13,19,23,31;
2:2-3
138
Developed Week 4 Lecture 2.3
Adding Fractions
-Workbook page God is concerned
about accuracy
with numbers.
Prov. 20:10, 23
Developed Week 4 Lecture 2.4
Subtracting Fractions
-Workbook page Proverbs 20:10.
23
Developed Week 4 Lecture 2.5
Subtracting Fractions
with borrowing
-Workbook page Proverbs 20:10.
23
Developed Week 5 Lecture 2.6
Multiplying
Fractions
-Workbook page Proverbs 20:10.
23
Developed Week 5 Lecture 2.7
Dividing with
Fractions KCF
(keep, change, flip)
-Workbook page Proverbs 20:10.
23
Developed Week 5 Lecture 2.8
Complex Fractions
-Workbook page Proverbs 20:10.
23
Developed Week 6 Lecture 3.3
Decimals
Adding and
Subtracting
-Workbook page Proverbs 20:10.
23
Developed Week 6 Lecture 3.4
Decimals
Multiplication
-Workbook page Proverbs 20:10.
23
Developed Week 6 Lecture 3.5
Rounding Decimals
-Workbook page Proverbs 20:10.
23
Developed Week 6 Lecture 3.6
Rounding to the
nearest cent
-Workbook page Proverbs 20:10.
23
Developed Week 7 Lecture 3.7
multiplying by
powers of ten
-Workbook page Proverbs 20:10.
23
Developed Week 7 Lecture 3.8
dividing by powers
of ten
-Workbook page Proverbs 20:10.
23
139
Developed Week 7 Lecture 3.9
Decimals
Division
-Workbook page Proverbs 20:10.
23
5. Explain the
meaning and
effect of adding,
subtracting,
multiplying and
dividing integers;
e.g., how adding
two integers can
result in a lesser
value.
Reinforced Week
24
Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.7
Positive and
Negative Numbers
-Workbook page Romans 11:33-34
Reinforced Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.8
Comparing Positive
and Negative
Numbers
-Workbook page Romans 11:33-34
Reinforced Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.9
Adding positive and
Negative Numbers
Using a Number Line
-Workbook page Romans 11:33-34
Reinforced Lecture 10.10
Adding Positive and
Negative Numbers
without using
a Number Line
-Workbook page Romans 11:33-34
Reinforced Lecture
Demonstration-
number line –
10.11
Subtracting positive
and Negative
-Workbook page Romans 11:33-34
140
rope, clothes
pins, index cards
with numbers
Numbers Using a
Number Line
Reinforced Lecture
10.12
Subtracting Positive
& Negative Numbers
without using
a Number Line
Workbook page Romans 11:33-34
Reinforced Lecture
10.13
Multiplying Positive
and Negative
Numbers
Workbook page Romans 11:33-34
Reinforced Lecture
10.14
Dividing Positive
and Negative
Numbers
Workbook page Romans 11:33-34
Simplify
numerical
expressions
involving
integers and use
integers to solve
real-life
problems.
Developed Week 2 -Group Activity Problem Solving
Strategies
Multi-step Problems
page 14
Workbook page Understanding
numbers and
using them with
other subjects
I Corinthians
2:14-16
Developed Week 4 -Group Activity Problem Solving
Strategies
Understanding
Vocabulary
page 37
Workbook page I Corinthians
2:14-16
Solve problems
using the
appropriate form
of a rational
number (fraction,
decimal or
percent).
Developed Week 5 -Group Activity Problem Solving
Strategies
Choosing the Better
Method
page 51
Workbook page I Corinthians
2:14-16
141
Developed Week 8 -Group Activity Problem Solving
Strategies
Simplifying the
Problem
Page 67
Workbook page I Corinthians
2:14-16
Develop and
analyze
algorithms for
computing with
percents and
integers, and
demonstrate
fluency in their
use.
Developed Week
14
-Lecture
-Group Activity
5.13
Finding Discounts
-Group
Activity/Stations
-Workbook page
I Corinthians
2:14-16
Developed Week
14
Lecture
5.14
Finding Commission
-Workbook page I Corinthians
2:14-16
Developed Week
14
Lecture
5.15
Profit and Loss
in Business
-Workbook page I Corinthians
2:14-16
Represent and
solve problem
situations that
can be modeled
by and solved
using concepts of
absolute value,
exponents and
square roots (for
perfect squares).
Reinforced Week
24
Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.7
Positive and
Negative Numbers
-Workbook page Romans 11:33-34
Reinforced Week
24
Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.8
Comparing Positive
and Negative
Numbers
-Workbook page Romans 11:33-34
142
Reinforced Week
24
Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.9
Adding positive and
Negative Numbers
Using a Number Line
-Workbook page Romans 11:33-34
Reinforced Week
24
Lecture 10.10
Adding Positive and
Negative Numbers
without using
a Number Line
-Workbook page Romans 11:33-34
Reinforced Week
25
Lecture
Demonstration-
number line –
rope, clothes
pins, index cards
with numbers
10.11
Subtracting positive
and Negative
Numbers Using a
Number Line
-Workbook page Romans 11:33-34
Reinforced Week
25
Lecture
10.12
Subtracting Positive
and Negative
Numbers without
using
a Number Line
-Workbook page Romans 11:33-34
Reinforced Week
25
Lecture
10.13
Multiplying Positive
and Negative
Numbers
-Workbook page Romans 11:33-34
Reinforced Week
25
Lecture
10.14
Dividing Positive
and Negative
Numbers
-Workbook page Romans 11:33-34
Reinforced Week
26
Lecture
10.15
Exponents
-Workbook page Romans 11:33-34
143
Reinforced Week
26
Lecture
10.16
Square Roots
-Workbook page Romans 11:33-34
Reinforced Week
26
Lecture
10.17
Extracting the
Square Root
-Workbook page Romans 11:33-34
Measurement Select appropriate
units for
measuring
derived
measurements;
e.g., miles per
hour, revolutions
per minute.
Developed Week
15-19
-Lecture
-Group Activity
(Distance
Measuring
around the
classroom)
-Individual
Index Cards
Unit 6
Linear, Capacity,
Time, Weight/Mass
Measurements
-Workbook pages
Accuracy in
weights and
measurements
Deuteronomy
25:13-16
Convert units of
area and volume
within the same
measurement
system using
proportional
reasoning and a
reference table
when appropriate;
e.g., square feet to
square yards,
cubic meters to
cubic centimeters.
Reinforced Weeks
33-34
Lecture
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
Estimate a
measurement to a
greater degree of
precision than the
tool provides
Developed Week 15 Lecture
Have students
use index cards
to list units
6.2
Linear Measures
Workbook page Accuracy in
weights and
measurements
Deuteronomy
25:13-16
Developed Week 15 Lecture
6.3
Converting measures
in the English
System
Workbook page Deuteronomy
25:13-16
144
Developed Week 15 Lecture
6.4
Converting measures
in the Metric system
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
Have students
use index cards
to list units
6.5
Capacity
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
Have students
use index cards
to list units
6.6
Time
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
Have students
use index cards
to list units
6.7
Weight/Mass
Workbook page Deuteronomy
25:13-16
Developed Week 17 Lecture
Have students
use index cards
to list units
6.8
Metric-English
Approximate
Relationship
Workbook page Deuteronomy
25:13-16
Solve problems
involving
proportional
relationships and
scale factors; e.g.,
scale models that
require unit
conversions
within the same
measurement
system
Developed Week 15 Lecture
6.2
Linear Measures
Workbook page Deuteronomy
25:13-16
Developed Week 15 Lecture
6.3
Converting measures
in the English
System
Workbook page Deuteronomy
25:13-16
145
Developed Week 15 Lecture
6.4
Converting measures
in the Metric system
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
6.5
Capacity
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
6.6
Time
Workbook page Deuteronomy
25:13-16
Developed Week 16 Lecture
6.7
Weight/Mass
Workbook page Deuteronomy
25:13-16
Use strategies to
develop formulas
for finding area of
trapezoids and
volume of
cylinders and
prisms.
Introduced Weeks
27-32
Lecture
Unit 12
Plane Geometry
Perimeter, Area,
Angles, Triangles,
Circles
Workbook page Applying
knowledge of
Numbers
Job 32:8-9
Introduced Weeks
33-34
Lecture
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
Develop
strategies to find
the area of
composite shapes
using the areas of
triangles,
parallelograms,
circles and
sectors.
Introduced Weeks
27-32
Lecture
Unit 12
Plane Geometry
Perimeter, Area,
Angles, Triangles,
Circles
Workbook page Job 32:8-9
Introduced Weeks
33-34
Lecture
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
Understand the
difference
between surface
Introduced Weeks
33-34
Lecture
Demonstration
Have various
Unit 13
Solid Geometry
Surface Area and
Workbook page Job 32:8-9
146
area and volume
and demonstrate
that two objects
may have the
same surface
area, but different
volumes or may
have the same
volume, but
different surface
areas
shapes for
students to see
and hold
Volume
Describe what
happens to the
surface area and
volume of a
three-dimensional
object when the
measurements of
the object are
changed; e.g.,
length of sides are
doubled
Introduced Weeks
33-34
Lecture
Demonstration
Have various
shapes for
students to see
and hold
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
Geometry and
Spatial Sense
Use proportional
reasoning to
describe and
express
relationships
between parts and
attributes of
similar and
congruent figures.
Introduced Weeks
27-32
Lecture
Unit 12
Plane Geometry
Perimeter, Area,
Angles, Triangles,
Circles
Workbook page Job 32:8-9
Determine
sufficient (not
necessarily
minimal)
properties that
Introduced Weeks
33-34
Lecture
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
147
define a specific
two-dimensional
figure or three-
dimensional
object.
Use and
demonstrate
understanding of
the properties of
triangles. For
example:
a. Use
Pythagorean
Theorem to solve
problems
involving right
triangles.
b. Use triangle
angle sum
relationships to
solve problems.
Introduced Unit
35-36
Lecture
Unit 14
Pythagorean Rule
and Trigonometry
Workbook page Creativity
Exodus 31:1-6
Determine
necessary
conditions for
congruence of
triangles
Introduced Week
35-36
-Lecture Unit 14
Pythagorean Rule
and Trigonometry
Personal Extension
Glimpse at Geometry
ASA, SAS, SSA, HL
Workbook page Exodus 31:1-6
Apply properties
of congruent or
similar triangles
to solve problems
involving missing
lengths and angle
measures
Introduced Week
35-36
Lecture
Unit 14
Pythagorean Rule
and Trigonometry
Workbook page Exodus 31:1-6
148
Determine and
use scale factors
for similar figures
to solve problems
using
proportional
reasoning.
Introduced Week 32 -Group Activity Problem Solving
Strategies
Formulas and
Percents
page 347
Workbook page Job 32:8-9
Identify the line
and rotation
symmetries of
two-dimensional
figures to solve
problems.
Introduced Week
27-32
Lecture
Demonstration
Have students
fold different
shaped paper to
recognize line
of symmetry
Unit 12
Plane Geometry
Perimeter, Area,
Angles, Triangles,
Circles
Workbook page Job 32:8-9
Perform
translations,
reflections,
rotations and
dilations of two-
dimensional
figures using a
variety of
methods (paper
folding, tracing,
graph paper
Introduced Week
27-32
Lecture
Demonstration
Have students
fold different
shaped paper to
recognize
translations,
rotations, and
dilations
Unit 12
Plane Geometry
Perimeter, Area,
Angles, Triangles,
Circles
Workbook page Job 32:8-9
Draw
representations of
three-dimensional
geometric objects
from different
views
Introduced Weeks
33-34
Lecture
Demonstration
Have various
shapes for
students to see
and hold
Unit 13
Solid Geometry
Surface Area and
Volume
Workbook page Job 32:8-9
Patterns,
Functions and
Algebra
Represent and
analyze patterns,
rules and
functions with
words, tables,
Developed Week 22 Lecture
10.1
Algebraic
Expressions
Workbook page Romans 11:33-34
149
graphs and simple
variable
expressions.
Developed Week 22 Lecture
10.2
Algebraic
Expressions
Workbook page Romans 11:33-34
Developed Week 23 Lecture
10.6
Graphing
Formulas, tables,
graphs
Workbook page Romans 11:33-34
Generalize
patterns by
describing in
words how to find
the next term.
Developed Week
22-26
-Lecture
-Group Activity
Unit 10
Personal Extension
-worksheet Romans 11:33-34
Recognize and
explain when
numerical
patterns are linear
or nonlinear
progressions; e.g.,
1, 3, 5, 7... is
linear and 1, 3, 4,
8, 16... is
nonlinear
Developed Week
22-26
-Lecture
-Group Activity
Unit 10
Personal Extension
-worksheet Romans 11:33-34
Create visual
representations of
equation-solving
processes that
model the use of
inverse
operations.
Developed Week 23 Lecture
10.6
Formulas, Tables,
and Graphs
Workbook page Romans 11:33-34
150
Represent linear
equations by
plotting points in
the coordinate
plane.
Developed Week 23 Lecture
10.6
Formulas, Tables,
and Graphs
Workbook page Romans 11:33-34
Represent
inequalities on a
number line or a
coordinate plane.
Developed Week 23 Lecture
10.6
Formulas, Tables,
and Graphs
Workbook page Romans 11:33-34
Justify that two
forms of an
algebraic
expression are
equivalent, and
recognize when
an expression is
simplified; e.g.,
4m = m + m + m
+ m or a * 5 + 4 =
5a + 4.
Developed Week 22 Lecture
10.1
Algebraic
Expressions
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.2
Operational Order in
Algebraic
Expressions
Workbook page Romans 11:33-34
Use formulas in
problem-solving
situations
Developed Week 22 Lecture
10.3
Introduction to
Equations
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.4
More equation work
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.5
Using Algebra to
Solve Word
Problems
Workbook page Romans 11:33-34
Recognize a
variety of uses for
variables; e.g.,
Developed Week 22 Lecture
10.1
Algebraic
Expressions
Workbook page Romans 11:33-34
151
placeholder for an
unknown quantity
in an equation,
generalization for
a pattern, formula
Developed Week 22 Lecture
10.2
Operational Order in
Algebraic
Expressions
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.3
Introduction to
Equations
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.4
More equation work
Workbook page Romans 11:33-34
Developed Week 22 Lecture
10.5
Using Algebra to
Solve Word
Problems
Workbook page Romans 11:33-34
Analyze linear
and simple
nonlinear
relationships to
explain how a
change in one
variable results in
the change of
another.
Developed Week 23 Lecture
10.6
Formulas, Tables,
and Graphs
Workbook page Romans 11:33-34
Use graphing
calculators or
computers to
analyze change;
e.g., distance-time
relationships
Developed Week 23 Lecture
Graphing
Calculator
Activity
10.6
Formulas, Tables,
and Graphs
Workbook page Romans 11:33-34
Data Analysis
and
Probability
Read, create and
interpret box-and-
whisker plots,
Reinforced Week 19 Lecture
9.1
Bar Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
152
stem-and-leaf
plots, and other
types of graphs,
when appropriate
Reinforced Week 19 Lecture 9.2
Pictograph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.3
Line Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.4
Circle Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.5
Histogram
Workbook page Colossians 1:16-
17
Psalm 139:14
Analyze how
decisions about
graphing affect
the graphical
representation;
e.g., scale, size of
classes in a
histogram,
number of
categories in a
circle graph.
Reinforced Week 19 Lecture
9.1
Bar Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.2
Pictograph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.3
Line Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 19 Lecture
9.4
Circle Graph
Workbook page Colossians 1:16-
17
Psalm 139:14
153
Reinforced Week 19 Lecture 9.5
Histogram
Workbook page Colossians 1:16-
17
Psalm 139:14
Analyze a set of
data by using and
comparing
combinations of
measures of
center (mean,
mode, median)
and measures of
spread (range,
quartile,
interquartile
range), and
describe how the
inclusion or
exclusion of
outliers affects
those measures
Reinforced Week 20 Lecture
9.6
Mean
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 20 Lecture
9.7
Median
Workbook page Colossians 1:16-
17
Psalm 139:14
Reinforced Week 20 Lecture
9.8
Mode
Workbook page Coloss. 1:16-17
Psalm 139:14
Reinforced Week 20 Lecture
9.9
Statistics and
Basketball
Workbook page Colossians 1:16-
17
Psalm 139:14
Construct
opposing
arguments based
on analysis of the
same data, using
different
graphical
representations.
Reinforced Weeks
19-21
Lecture
Unit 9
Graphs and Statistics
Workbook page Colossians 1:16-
17
Psalm 139:14
154
Compare data
from two or more
samples to
determine how
sample selection
can influence
results
Reinforced Weeks
19-21
Lecture
Unit 9
Graphs and Statistics
Workbook page Colossians 1:16-
17
Psalm 139:14
Identify misuses
of statistical data
in articles,
advertisements,
and other media
Reinforced Weeks
19-21
Lecture
Unit 9
Graphs and Statistics
Workbook page Colossians 1:16-
17
Psalm 139:14
Compute
probabilities of
compound events;
e.g., multiple coin
tosses or multiple
rolls of number
cubes, using such
methods as
organized lists,
tree diagrams and
area models.
Reinforced Week 21 -Lecture
-Group Activity
Unit 9
Personal Extension
Probability
Worksheet Colossians 1:16-
17
Psalm 139:14
Make predictions
based on
theoretical
probabilities,
design and
conduct an
experiment to test
the predictions,
compare actual
results to
predicted results,
and explain
differences
Reinforced Week 21 -Lecture
-Group Activity
Unit 9
Personal Extension
Probability
Worksheet Colossians 1:16-
17
Psalm 139:14
155
Mansfield Christian School
8th
Grade
Math Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
LD – Lecture and Demonstration GP – Group Project
PE – Practice Exercises in text and workbook GA – Group Assignment
MP – Mimio Presentation GM - Game
GB – Graphing Board GC – Graphing Calculator
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Use scientific
notation to express
large numbers and
small numbers
between 0 and 1.
Developed Weeks
12,16,24
LD
PE
GA
Lesson 4.7
Lesson 6.3
Lesson 8.8
Homework Grades
Quizzes
Chapter Tests
.
2. Recognize that
natural numbers,
whole numbers,
integers, rational
numbers and irrational
numbers are subsets of
the real number
system.
Developed Weeks
13,26
LD
PE
MP
Lesson 5.1
Lesson 9.4
Homework Grades
Quizzes
Chapter Tests
The number
concept began
with God. He
initiated
numbers back
in the
beginning
3. Apply order of
operations to simplify
expressions and
perform
computations
involving integer
exponents and radicals.
Developed Weeks
2,4,
10-29,
32
LD
PE
Lesson 1.3
Lesson 2.1
Text Chapters
4 – 10 and 12
Homework Grades
Quizzes
Chapter Tests
The
consistency of
mathematical
truths
demonstrates
the orderliness
and precision
of God.
4. Explain and use the
inverse and identity
Developed Weeks
1-26
LD
PE
Text Chapters
1 - 9
Homework Grades
Quizzes
156
properties and use
inverse
relationships
(addition/subtraction,
multiplication/division,
squaring/square roots)
in problem solving
situations.
MP Chapter Tests
5. Determine when an
estimate is sufficient
and when an exact
answer
is needed in problem
situations, and evaluate
estimates in relation to
actual answers; e.g.,
very close, less than,
greater than.
Introduced Weeks
25-26
LD
PE
GP
Lesson 9.2 and 9.3 Homework Grades
Quizzes
Chapter Test
Project Grade
God is
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything.
6. Estimate, compute
and solve problems
involving rational
numbers,
including ratio,
proportion and percent,
and judge the
reasonableness
of solutions.
Developed Weeks
1-34
LD
PE
GP
Text
Chapters 1-12
Homework Grades
Quizzes
Chapter Tests
Project Grades
7. Find the square root
of perfect squares, and
approximate the square
root of non-perfect
squares as consecutive
integers between
which
the root lies; e.g., 1 3 0
is between 11 and 12.
Developed Weeks
26,28,32
LD
PE
GA
Text
Chapters 9,10,and
12
Homework Grades
Quizzes
Chapter Tests
157
8. Add, subtract,
multiply, divide and
compare numbers
written in
scientific notation.
Developed Week
12
LD
PE
Lesson 4.7 Homework Grades
Quiz
Chapter Test
Measurement
Standard
1.Compare and order
the relative size of
common U.S.
customary units
and metric units; e.g.,
mile and kilometer,
gallon and liter, pound
and kilogram.
Developed Week
27
LD
PE
GM
Supplemental
Worksheet used in
Addition to Ch. 10
Homework Grades
Quizzes
Chapter Test
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures, and
numbers
2. Use proportional
relationships and
formulas to convert
units from
one measurement
system to another; e.g.,
degrees Fahrenheit to
degrees Celsius.
Developed Weeks
2,4,5
LD
PE
GA
Lesson 1.6
Lesson 2.1
Lesson 2.4
Homework Grades
Quizzes
Chapter Tests
3. Use appropriate
levels of precision
when calculating with
measurements.
Developed Weeks
4,
16-18,
21
LD
PE
Lesson 2.2
Text
Chapter 6
Lesson 7.7
Homework Grades
Quizzes
Chapter Tests
God is
concerned that
we be accurate
and orderly in
our use of
weights,
measures, and
numbers.
4. Derive formulas for
surface area and
volume and justify
them using
geometric models and
common materials. For
example, find:
Introduced Week
29
LD
PE
GA
Supplemental
Worksheet
Homework Grades
Quizzes
Chapter Test
158
a. the surface area of a
cylinder as a function
of its height and
radius;
b. that the volume of a
pyramid (or cone) is
one-third of the
volume of a prism (or
cylinder) with the
same base area and
height.
5. Determine surface
area for pyramids by
analyzing their parts.
Introduced Week
29
LD
PE
Supplemental
Worksheet
Homework Grades
Chapter Test
6. Solve and determine
the reasonableness of
the results for
problems
involving rates and
derived measurements,
such as velocity and
density, using
formulas, models and
graphs.
Developed Weeks
4-9,
13-21
LD
PE
GP
Text
Chapters
2,3,5,6,and 7
Homework Grades
Quizzes
Chapter Tests
Project Grades
7. Apply proportional
reasoning to solve
problems involving
indirect measurements
or rates.
Developed Weeks
16-18
LD
PE
Text
Chapter 6
Homework Grades
Quizzes
Chapter Test
8. Find the sum of the
interior and exterior
angles of regular
convex polygons with
and without measuring
the angles with a
protractor.
Introduced Week
35
LD
PE
GA
Lesson 13.3 Homework Grade
Quiz
Chapter Test
159
9. Demonstrate
understanding of the
concepts of perimeter,
circumference and area
by using established
formulas for triangles,
quadrilaterals, and
circles to determine the
surface area and
volume
of prisms, pyramids,
cylinders, spheres and
cones. (Note: Only
volume should be
calculated for spheres
and cones.)
Developed Weeks
1-9,
17,
27-34
LD
PE
MP
Text
Chapters 1,2,3
Chapters
6,10,11,and 12
Homework Grades
Quizzes
Chapter Tests
Mathematical
truths are
always the
same.
Formulas are
always the
same.
God is always
the same.
10. Use conventional
formulas to find the
surface area and
volume of
prisms, pyramids and
cylinders and the
volume of spheres and
cones
to a specified level of
precision.
Developed Weeks
27-29
LD
PE
Text
Chapter 10
Homework Grades
Quizzes
Chapter Test
Geometry
and Spatial
Sense
Standard
1. Make and test
conjectures about
characteristics and
properties
(e.g., sides, angles,
symmetry) of two-
dimensional figures
and three-dimensional
objects.
Developed Week
27,
35-36
LD
PE
MP
Lesson 10.1
Text
Chapter 13
Homework Grades
Quizzes
Chapter Tests
Many of the
designs so
characteristic
of God‘s
creation are
based on
mathematical
symmetry.
160
2. Recognize the
angles formed and the
relationship between
the
angles when two lines
intersect and when
parallel lines are cut by
a transversal.
Introduced Weeks
35-36
LD
PE
MP
Text
Chapter 13
Homework Grades
Quiz
Chapter Test
3. Use proportions in
several forms to solve
problems involving
similar figures (part-
to-part, part-to-whole,
corresponding sides
between figures).
Developed Weeks
16-18,
26
LD
PE
Text
Chapter 6
Lesson 9.8
Homework Grades
Quizzes
Chapter Tests
4. Represent and
analyze shapes using
coordinate geometry;
e.g., given
three vertices and the
type of quadrilateral,
find the coordinates of
the fourth vertex.
Introduced Weeks
28,
35-36
LD
PE
MP
Lesson 10.3
Text
Chapter 13
Homework Grades
Quizzes
Chapter Tests
5. Draw the results of
translations,
reflections, rotations
and dilations
of objects in the
coordinate plane, and
determine properties
that remain fixed; e.g.,
lengths of sides remain
the same under
translations.
Introduced Weeks
35-36
LD
PE
GA
Text
Chapter 13
Homework Grades
Quiz
Chapter Test
161
6. Draw nets for a
variety of prisms,
pyramids, cylinders
and cones.
Introduced Week
28
LD
PE
MP
Lesson 10.5 Homework Grades
Quiz
Chapter Test
God designed
man to be
creative. That
creativity often
requires some
mathematical
understanding.
Patterns,
Functions
and Algebra
Standard
1. Relate the various
representations of a
relationship; i.e., relate
a table to graph,
description and
symbolic form.
Developed Weeks
24,
31,
32-34
LD
PE
MP
Text
Chapter 8
Lesson 11.8
Text
Chapter 12
Homework Grades
Quizzes
Chapter Tests
The
understanding
of
mathematical
concepts adds
to our
understanding
of expressions
in other areas
of life.
2. Generalize patterns
and sequences by
describing how to find
the nth
term.
Developed Weeks
1-2,
24,
25
LD
PE
Lessons 1.1-1.3
Lesson 8.7
Lesson 9.2
Homework Grades
Quizzes
Chapter Tests
3. Identify functions as
linear or nonlinear
based on information
given in a table, graph
or equation.
Developed Weeks
3,
22-24,
32-34
LD
PE
MP
Lesson 1.7
Text
Chapter 8
Chapter 12
Homework Grades
Quizzes
Chapter Tests
4. Extend the uses of
variables to include
covariants where y
depends on x.
Introduced Weeks
22-24
LD
PE
Text
Chapter 8
Homework Grades
Quiz
Chapter Test
5. Use physical models
to add and subtract
monomials and
Introduced Weeks
32-34
LD
PE
Text
Chapter 12
Homework Grades
Chapter Test
God‘s Word
often speaks of
―adding‖ or
162
polynomials, and to
multiply a polynomial
by a monomial.
―multiplying.‖
6. Describe the
relationship between
the graph of a line and
its equation, including
being able to explain
the meaning of slope
as a constant rate of
change and y-intercept
in real-world
problems.
Introduced Weeks
22-24,
29
LD
PE
GP
Text
Chapter 8
Lesson 10.8
Homework Grades
Quizzes
Chapter Tests
Project Grade
7. Use symbolic
algebra (equations and
inequalities), graphs
and tables
to represent situations
and solve problems.
Developed Weeks
4-36
LD
PE
GA
Text
Chapters 2 through
13
Homework Grades
Quizzes
Chapter Tests
8. Write, simplify and
evaluate algebraic
expressions (including
formulas) to generalize
situations and solve
problems.
Developed Weeks
1-34
LD
PE
Text
Chapters 1 through
12
Homework Grades
Quizzes
Chapter Tests
9. Solve linear
equations and
inequalities
graphically,
symbolically and
using technology.
Developed Weeks
22-24
LD
PE
MP
GB
GC
Text
Chapter 8
Homework Grades
Quiz
Chapter Test
10. Solve 2 by 2
systems of linear
equations graphically
and by simple
substitution.
Introduced Weeks
22-24,
27
LD
PE
GB
Text
Chapter 8
Lesson 10.2
Homework Grades
Quizzes
Chapter Tests
163
11. Interpret the
meaning of the
solution of a 2 by 2
system of equations;
i.e., point, line, no
solution.
Introduced Week
24
LD
PE
GB
Lessons 8.8 – 8.9 Homework Grades
Quiz
Chapter Test
12. Solve simple
quadratic equations
graphically; e.g., y =
x2 – 16.
Introduced Week
34
LD
PE
GB
Lessons 12.6-12.7 Homework Grades
Quiz
Chapter Test
13. Compute and
interpret slope,
midpoint and distance
given a set of
ordered pairs.
Developed Weeks
25-29,
30,35
LD
PE
MP
GB
Text
Chapters 9 and 10
Lesson 11.1
Lesson 13.4
Homework Grades
Quizzes
Chapter Tests
14. Differentiate and
explain types of
changes in
mathematical
relationships, such as
linear vs. nonlinear,
continuous vs.
noncontinuous, direct
variation vs. inverse
variation.
Introduced Weeks
22-24,
32-34
LD
PE
Text
Chapters 8 and 12
Homework Grades
Quizzes
Chapter Tests
15. Describe and
compare how changes
in an equation affects
the
related graphs; e.g., for
a linear equation
changing the
coefficient of
x affects the slope and
changing the constant
affects the intercepts.
Developed Weeks
22-24
LD
PE
MP
Text
Chapter 8
Homework Grades
Quizzes
Chapter Test
164
16. Use graphing
calculators or
computers to analyze
change; e.g.,
interest compounded
over time as a
nonlinear growth
pattern.
Introduced Week
21
LD
PE
GC
Lesson 7.7 Homework Grades
Chapter Test
Data
Analysis and
Probability
Standard
1. Use, create and
interpret scatterplots
and other types of
graphs as
appropriate.
Developed Weeks
1-3,
19,
30-31
LD
PE
Text
Chapter 1
Lesson 7.2
Text
Chapter 11
Homework Grades
Quizzes
Chapter Tests
2. Evaluate different
graphical
representations of the
same data to
determine which is the
most appropriate
representation for an
identified purpose;
e.g., line graph for
change over time,
circle graph
for part-to-whole
comparison, scatterplot
for relationship
between
two variants.
Developed Weeks
3,5,
19,30
LD
GP
Lesson 1.8
Lesson 2.6
Lesson 7.1
Lesson 11.3
Homework Grades
Quizzes
Chapter Tests
Project Grade
3. Differentiate
between discrete and
continuous data and
appropriate
ways to represent each.
Introduced Weeks
10,18,
30-36
LD
PE
Lesson 4.1
Lesson 6.8
Text
Chapters 11 – 13
Homework Grades
Quizzes
Chapter Tests
165
4. Compare two sets of
data using measures of
center (mean, mode,
median) and measures
of spread (range,
quartiles, interquartile
range, percentiles).
Developed Week
3
LD
PE
GM
Supplemental
Worksheet
Homework Grade
Chapter Test
5. Explain the mean's
sensitivity to extremes
and its use in
comparison
with the median and
mode.
Developed Week
3
LD
PE
Supplemental
Worksheet
Homework Grade
Quiz
Chapter Test
6. Make conjectures
about possible
relationship in a
scatterplot and
approximate line of
best fit.
Developed Week
3
LD
PE
Supplemental
Worksheet
Homework Grade
Quiz
Chapter Test
7. Identify different
ways of selecting
samples, such as
survey
response, random
sample, representative
sample and
convenience
sample.
Introduced Week
30
LD
PE
GP
Lesson 11.4
Homework Grade
Chapter Test
Project Grade
8. Describe how the
relative size of a
sample compared to
the target
population affects the
validity of predictions.
Introduced Week
30
LD
PE
Lesson 11.4 Homework Grade
Chapter Test
166
9. Construct
convincing arguments
based on analysis of
data and
interpretation of
graphs.
Introduced Week
31
LD
GP
Lesson 11.4 Homework Grade
Quiz
Chapter Test
Project Grade
10. Calculate the
number of possible
outcomes for a
situation,
recognizing and
accounting for when
items may occur more
than
once or when order is
important.
Developed Weeks
18,20,
31
LD
PE
Lessons 6.7 – 6.8
Lesson 7.3
Lessons 11.6 and
11.9
Homework Grades
Quizzes
Chapter Tests
11. Demonstrate an
understanding that the
probability of either of
two
disjoint events
occurring can be found
by adding the
probabilities for
each and that the
probability of one
independent event
following another can
be found by
multiplying the
probabilities.
Introduced Weeks
31-32
LD
PE
Lessons 11.8 – 11.9
Lesson 12.1
Homework Grades
Quizzes
Chapter Tests
167
Mansfield Christian School
Algebra 1
Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
L - Lecture
D – Demonstration
Lab – Laboratory
G – Group Activity
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Resources
Assessment
of Learning
Biblical
Integration
Number,
Number Sense
and
Operations
1. Identify and justify
whether properties
(closure, identity,
inverse, commutative
and associative) hold
for a given set and
operations; e.g., even
integers and
multiplication
Reinforced
Week 3
-Lecture
-Demonstration
Number Line –
rope, clothes pins,
index cards with
numbers
2.2
Add Real Numbers
Properties of
Addition
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
2. Compare, order and
determine equivalent
forms for rational and
irrational numbers
Reinforced
Week 3
-Lecture
-Demonstrate
Real Number
Apartment
Building
2.1
Use Integers and
Rational Numbers
Union and
Intersection
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
168
2. Compare, order and
determine equivalent
forms for rational and
irrational numbers
Reinforced Week 4 -Lecture
-Demonstrate
Number line –
rope, clothes pins,
index cards with
numbers to
compare numbers
2.7
Find Square Roots
and Compare Real
Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
I Corinthians
2:14-16
2. Compare, order and
determine equivalent
forms for rational and
irrational numbers
Reinforced
Week 20 -Lecture
-Graphing
Calculator
Activity
8.4
Use Scientific
Notation
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
John 6:9-13
3. Explain the effects
of operations such as
multiplication or
division, and of
computing powers
and roots on the
magnitude of
quantities
Reinforced Week 1 -Lecture 1.1
Evaluate Expressions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Genesis
1:5,8,13,19,23,
31; 2:2-3
3. Explain the effects
of operations such as
multiplication or
division, and of
computing powers
and roots on the
magnitude of
quantities
Reinforced
Week 1
-Lecture
-Demonstrate
order in which to
clean up a mess
on the floor
1.2
Apply Order of
Operations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
3. Explain the effects
of operations such as
multiplication or
division, and of
computing powers
Reinforced
Week 3
-Lecture
-Demonstrate
Real Number
Apartment
Building
2.1
Use Integers and
Rational Numbers
-Text, Note Taking
Guide, Practice
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
169
and roots on the
magnitude of
quantities
Workbook, Teacher
Resources
3. Explain the effects
of operations such as
multiplication or
division, and of
computing powers
and roots on the
magnitude of
quantities
Reinforced Week 7 -Lecture 3.7
Solve Percent
Problems
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced
Week 1
-Lecture
-Demonstrate
order in which to
clean up a mess
1.2
Apply Order of
Operations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced
Week 2
-Lecture
1.5
Use a Problem
Solving Plan
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Man‘s
creativity
Genesis
2:18-23
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced
Week 3
-Lecture
-Demonstration
Number Line –
rope, clothes pins,
index cards with
numbers
2.2
Add Real Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
170
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced
Week 3 -Lecture
-Demonstration
Number Line –
rope, clothes pins,
index cards with
numbers
2.3
Subtract Real
Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced Week 3 -Lecture 2.4 Multiply Real
Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced Week 4 -Lecture
-Demonstration
distribute the
same candy to all
students in one
particular row
2.5
Apply the
Distributive property
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced Week 4 -Lecture 2.6
Divide Real Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
4. Demonstrate
fluency in
computations using
real numbers.
Reinforced Week 7
-Lecture 3.6
Solve Proportions
Using Cross Products
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Man‘s
creativity
Genesis
2:18-23
171
5. Estimate the
solutions for problem
situations involving
square and cube roots.
Reinforced
Week 4 -Lecture
-Demonstration
Number Line –
rope, clothes pins,
index cards with
numbers
(comparing)
2.7
Find Square Roots
and Compare Real
Numbers
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
Measurement 1. Convert rates
within the same
measurement system;
e.g., miles per hour to
feet per second;
kilometers per hour to
meters per second
Not Addressed
2. Use unit analysis to
check computations
involving
measurement
Reinforced Week 1 -Lecture 1.3
Write Expressions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
3. Use the ratio of
lengths in similar two-
dimensional figures or
three-dimensional
objects to calculate
the ratio of their areas
or volumes
respectively
Not Addressed
4. Use scale drawings
and right triangle
trigonometry to solve
problems that include
unknown distances
and angle measures
Not Addressed
172
5. Solve problems
involving unit
conversion for
situations involving
distances, areas,
volumes and rates
within the same
measurement system
Reinforced
Week 2
-Lecture 1.5
Use a Problem
Solving Plan
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Man‘s
creativity
Genesis
2:18-23
Geometry and
Spatial Sense
1. Define the basic
trigonometric ratios in
right triangles: sine,
cosine and tangent.
Not Addressed
2. Apply proportions
and right triangle
trigonometric ratios to
solve problems
involving missing
lengths and angle
measures in similar
figures.
Not Addressed
3. Analyze two-
dimensional figures in
a coordinate plane;
e.g., use slope and
distance formulas to
show that a
quadrilateral is a
parallelogram.
Not Addressed
Patterns,
Functions and
Algebra
1. Define function
with ordered pairs in
which each domain
element is assigned
exactly one range
element.
Reinforced
Week 2
-Lecture 1.6
Represent Functions
as Rules and Tables
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
I Corinthians
2:14-16
173
1. Define function
with ordered pairs in
which each domain
element is assigned
exactly one range
element.
Reinforced
Week 3
-Lecture
-Demonstrate
Real Number
Apartment
Building
2.1
Use Integers and
Rational Numbers
Union and
Intersection
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
2. Generalize patterns
using functions or
relationships (linear,
quadratic and
exponential), and
freely translate among
tabular, graphical and
symbolic
representations
Reinforced
Week 2
-Lecture 1.7
Represent Functions
as Graphs
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Accuracy
Luke 6:38
Precision
Exodus
30:11-16
2. Generalize patterns
using functions or
relationships (linear,
quadratic and
exponential), and
freely translate among
tabular, graphical and
symbolic
representations
Not Addressed Not
Addressed
10.8
Compare linear,
Exponential, and
Quadratic Models
Psalm 8:3-9
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced Week 7 -Lecture 3.5
Write Ratios and
Proportions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Man‘s
creativity
Genesis
2:18-23
3. Describe problem
situations (linear,
Reinforced Week 7 -Lecture 3.6
Solve Proportions
Quizzes
Chapter
Man‘s
creativity
174
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Using Cross Products
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Test
(textbook
generated)
Genesis
2:18-23
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced
Week 7
-Lecture 3.7
Solve Percent
Problems
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced
Week8 -Lecture
-Use individual
graph boards
4.1
Plot Points in a
Coordinate Plane
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Developed
Week 8 -Lecture
-Use individual
graph boards
-Graphing
Calculator
Activity
4.2
Graph Linear
Equations
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Developed
Week 9
-Lecture
-Use individual
graph boards
4.3
Graph Using
intercepts
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
3. Describe problem
situations (linear,
Introduced
Week 10
-Lecture
-Slope ―Yoga‖
4.4
Find Slope and Rate
Quizzes
Chapter
Use the number
system
175
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
of Change
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Test
(textbook
generated)
completely,
effectively,
entirely
Proverbs 1:7
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Developed
Week 10
-Lecture
-Use individual
graph boards
4.5
Graph Using Slope-
Intercept Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Use the number
system
completely,
effectively,
entirely
Proverbs 1:7
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced Week 11 -Lecture 4.7
Graphing Linear
Functions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Luke 6:38
Romans
1:18-32
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced
Week 13 -Lecture 5.5
Write Equations of
Parallel and
Perpendicular Lines
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Psalm 8:3-9
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced
Week 16 -Lecture 6.5
Solve Absolute
Value Equations
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
Exodus
30:11-16
3. Describe problem
situations (linear,
Introduced
Week 16 -Lecture 6.6
Solve Absolute
Quizzes
Chapter
Numbers
1:1 – 10:10
176
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Value Inequalities Test
(textbook
generated)
Exodus
30:11-16
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced
Week 16 -Lecture
-Use individual
graph boards
6.7
Graph Linear
Inequalities in Two
Variables
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
Romans
1:18-32
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced
Week 20
-Lecture 8.1
Apply Exponent
Properties Involving
Products
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Magnitude of
God‘s Detail
Psalm 147:4
Luke 12:7
Matt 10:30
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced
Week 20
-Lecture 8.2
Apply Exponent
Properties Involving
Products
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Magnitude of
God‘s Detail
Psalm 147:4
Luke 12:7
Matt 10:30
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Reinforced Week 20 -Lecture 8.3
Define and Use Zero
and Negative
Exponents
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Quizzes
Chapter
Test
(textbook
generated
Magnitude of
God‘s Detail
Psalm 147:4
Luke 12:7
Matt 10:30
177
Resources
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced Week 27 -Lecture 10.1
Graph y=ax(squared)
+ c
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
Romans
1:18-32
3. Describe problem
situations (linear,
quadratic and
exponential) by using
tabular, graphical and
symbolic
representations
Introduced
Week 27 -Lecture 10.2
Graph y=ax(squared)
+ bx + c
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Luke 6:38
Romans
1:18-32
4. Demonstrate the
relationship among
zeros of a function,
roots of equations,
and solutions of
equations graphically
and in words
Introduced Week 29 -Lecture 10.7
Interpret the
Discriminant
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
I Corinthians
2:14-16
Job 32:8-9
5. Describe and
compare
characteristics of the
following families of
functions: linear,
quadratic and
exponential functions;
e.g., general shape,
number of roots,
domain, range, rate of
change, maximum or
minimum
Not Addressed
6. Write and use
equivalent forms of
Developed Week 1 -Lecture 1.4
Write Equations and
Quizzes
Chapter
I Corinthians
2:14-16
178
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Inequalities
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Test
(textbook
generated)
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Reinforced Week 5 -Lecture 3.1
Solve One Step
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Reinforced Week 5 -Lecture 3.2
Solve Two Step
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Reinforced Week 5 -Lecture 3.3
Solve Multi Step
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
Reinforced Week 6
-Lecture 3.4
Solve Equations with
Variables on Both
Sides
-Text, Note Taking
Guide, Practice
Quizzes
Chapter
Test
(textbook
generated)
Numbers
1:1 – 10:10
179
equation to the slope-
intercept form.
Workbook, Teacher
Resources
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced
Week 7
-Lecture 3.8
Rewrite Equations
and Formulas
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Job 32:8-9
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced Week 15 -Lecture
-Use individual
Graph boards
6.1
Solve Inequalities
Using Addition and
Subtraction
Quizzes
Chapter
Test
(textbook
generated)
Romans
1:18-32
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced
Week 15
-Lecture 6.2
Solve Inequalities
Using Multiplication
and Division
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Romans
1:18-32
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced
Week 15
-Lecture 6.3
Solve Multi-Step
Inequalities
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Romans
1:18-32
180
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced
Week 15 -Lecture
-Graphing
Calculator
Activity
6.4
Solve Compound
Inequalities
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Romans
1:18-32
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced Week 30 -Lecture 11.3
Solve Radical
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Psalm 8:3-9
6. Write and use
equivalent forms of
equations and
inequalities in
problem situations;
e.g., changing a linear
equation to the slope-
intercept form.
Introduced Week 33 -Lecture 12.7
Solve Rational
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Psalm 8:3-9
7. Use formulas to
solve problems
involving exponential
growth and decay
Introduced
Week 21
-Lecture 8.5
Write and Graph
Exponential Growth
Functions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Exodus
30:7-9, 34-38
7. Use formulas to
solve problems
involving exponential
growth and decay
Introduced
Week 21 -Lecture 8.6
Write and Graph
Exponential Decay
Functions
Quizzes
Chapter
Test
(textbook
Exodus
30:7-9, 34-38
181
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
generated)
8. Find linear
equations that
represent lines that
pass through a given
set of ordered pairs,
and find linear
equations that
represent lines parallel
or perpendicular to a
given line through a
specific pt.
Introduced
Week 12
-Lecture 5.1
Write Linear
Equations in Slope-
Intercept Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Depth of the
riches of
wisdom and
knowledge
Romans
11:33-34
8. Find linear
equations that
represent lines that
pass through a given
set of ordered pairs,
and find linear
equations that
represent lines parallel
or perpendicular to a
given line through a
specific pt.
Introduced Week 12 -Lecture 5.2
Use Linear Equations
in Slope-Intercept
Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Depth of the
riches of
wisdom and
knowledge
Romans
11:33-34
8. Find linear
equations that
represent lines that
pass through a given
set of ordered pairs,
and find linear
equations that
represent lines parallel
or perpendicular to a
given line through a
Introduced
Week 12
-Lecture 5.3
Write Linear
Equations in Point-
Slope Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Depth of the
riches of
wisdom and
knowledge
Romans
11:33-34
182
specific pt.
8. Find linear
equations that
represent lines that
pass through a given
set of ordered pairs,
and find linear
equations that
represent lines parallel
or perpendicular to a
given line through a
specific pt.
Introduced
Week 13 -Lecture 5.4
Write Linear
Equations in
Standard Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Romans
11:33-34
9. Solve and interpret
the meaning of 2 by 2
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
Introduced
Week 18
-Lecture
-Use individual
graph boards
7.1
Solve Linear Systems
by Graphing
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
Job 32:8-9
9. Solve and interpret
the meaning of 2 by 2
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
Introduced Week 18 -Lecture
-Volley Game,
substitute players,
need whistle, ball,
8 players
7.2
Solve Linear Systems
by Substitution
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
Job 32:8-9
9. Solve and interpret
the meaning of 2 by 2
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
Introduced
Week 18
-Lecture 7.3
Solve Linear Systems
by Adding and
Subtracting
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
Job 32:8-9
9. Solve and interpret
the meaning of 2 by 2
Introduced
Week 18
-Lecture 7.4
Solve Linear Systems
Quizzes
Chapter
I Corinthians
2:14-16
183
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
by Multiplying First
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Test
(textbook
generated
Job 32:8-9
9. Solve and interpret
the meaning of 2 by 2
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
Introduced Week 18
7.5
Solve Special Types
of Linear Systems
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
Job 32:8-9
9. Solve and interpret
the meaning of 2 by 2
systems of linear
equations graphically,
by substitution and by
elimination, with and
without technology
Introduced Week 19
7.6
Solve Systems of
Linear Inequalities
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
I Corinthians
2:14-16
Job 32:8-9
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Reinforced
Week 7
-Lecture 3.6
Solve Proportions
Using Cross
Multiplication
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Genesis
1:26-28
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced Week 23 -Lecture 9.4
Solve Polynomial
Equations in
Factored Form
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Psalm 139:14
10. Solve quadratic Introduced Week24 -Lecture 9.5 Quizzes Psalm 139:14
184
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Factor
x(squared) + bx + c
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Chapter
Test
(textbook
generated
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced
Week24 -Lecture 9.6 Factor
ax(squared) + bx + c
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Psalm 139:14
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced
Week 25 -Lecture 9.7
Factor Special
Products
Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Psalm 139:14
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced Week 25 -Lecture 9.8
Factor Polynomials
Completely
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Psalm 139:14
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced Week 27 -Lecture
-Graphing
Calculator
Activity
10.3
Solve Quadratic
Equations by
Graphing
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Precision
Leviticus
185
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced
Week 28
-Lecture 10.4
Use Square Roots to
Solve Quadratic
Equations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Creativity
Genesis
1:26-28
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced
Week 28 -Lecture 10.5
Solve Quadratic
Equations by
Completing the
Square
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Creativity
Genesis
1:26-28
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced
Week 28
-Lecture
-Quadratic
Equation Song to
the tune of ―Pop
Goes the Weasel‖
10.6
Solve Quadratic
Equations by the
Quadratic Formula
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Creativity
Genesis
1:26-28
10. Solve quadratic
equations with real
roots by factoring,
graphing, using the
quadratic formula and
with technology
Introduced Week 30 -Lecture
-Use individual
graph boards
-Graphing
Calculator
Activity
11.1
Graph Square Root
Functions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Precision
Leviticus
Accuracy
Exodus 28
11. Add, subtract,
multiply and divide
monomials and
polynomials (division
Developed Week 23
-Lecture 9.1
Add and Subtract
Polynomials
-Text, Note Taking
Quizzes
Chapter
Test
(textbook
Proverbs
20:10,23
186
of polynomials by
monomials only
Guide, Practice
Workbook, Teacher
Resources
generated
11. Add, subtract,
multiply and divide
monomials and
polynomials (division
of polynomials by
monomials only
Developed Week 23
-Lecture 9.2
Multiply Polynomials
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Proverbs
20:10,23
11. Add, subtract,
multiply and divide
monomials and
polynomials (division
of polynomials by
monomials only
Introduced Week 23
-Lecture 9.3
Find Special
Products of
Polynomials
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Proverbs
20:10,23
11. Add, subtract,
multiply and divide
monomials and
polynomials (division
of polynomials by
monomials only
Introduced Week 32 -Lecture
-Graphing
Calculator
Activity
12.3
Divide Polynomials
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
12. Simplify rational
expressions by
eliminating common
factors and applying
properties of integer
exponents
Reinforced Week 20
-Lecture 8.3
Define and Use Zero
and Negative
Exponents
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Biblical Names
hold meaning,
(ie Emmanuel
means God
with us)
Property of
Exponent
Names also
hold meaning
12. Simplify rational
expressions by
eliminating common
factors and applying
Introduced Week 32
-Lecture 12.4
Simplify Rational
Expressions
-Text, Note Taking
Quizzes
Chapter
Test
(textbook
Genesis
1:5,8,13,19,23,
31; 2:2-3
187
properties of integer
exponents
Guide, Practice
Workbook, Teacher
Resources
generated
12. Simplify rational
expressions by
eliminating common
factors and applying
properties of integer
exponents
Introduced Week 33 -Lecture 12.5
Multiply and Divide
Rational Expressions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Proverbs
20:10,23
12. Simplify rational
expressions by
eliminating common
factors and applying
properties of integer
exponents
Introduced Week 33 -Lecture 12.6
Add and Subtract
Rational Expressions
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated)
Proverbs
20:10,23
13. Model and solve
problems involving
direct and inverse
variation using
proportional reasoning
Introduced Week 10
-Lecture 4.6
Model Direct
Variation
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Job 32:8-9
13. Model and solve
problems involving
direct and inverse
variation using
proportional reasoning
Introduced Week 32 -Lecture 12.1
Model Inverse
Variation
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Job 32:8-9
14. Describe the
relationship between
slope and the graph of
a direct variation and
inverse variation.
Not Addressed
188
15. Describe how a
change in the value of
a constant in a linear
or quadratic equation
affects the related
graphs
Not Addressed
Data Analysis
and
Probability
1. Classify data as
univariate (single
variable) or bivariate
(two variables) and as
quantitative
(measurement) or
qualitative
(categorical) data
Not Addressed
2. Create a scatter plot
for a set of bivariate
data, sketch the line of
best fit, and interpret
the slope of the line of
best fit
Introduced Week 14 -Lecture
-Use individual
graphing boards
-Graphing
Calculator
Activity
5.6
Fit a Line to Data
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Precision
Leviticus
Accuracy
Exodus 28
2. Create a scatter plot
for a set of bivariate
data, sketch the line of
best fit, and interpret
the slope of the line of
best fit
Not Addressed 5.7
Predict with Linear
Models
3. Analyze and
interpret frequency
distributions based on
spread, symmetry,
skewness, clusters and
outliers
Introduced Week 35 -Lecture 13.6
Use Measure of
Central Tendency
and Dispersion
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Proverbs 11:1
189
3. Analyze and
interpret frequency
distributions based on
spread, symmetry,
skewness, clusters and
outliers
Introduced Week 35 -Lecture 13.7
Interpret Stem-and-
Leaf Plots and
Histograms
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Genesis
1:10-14
3. Analyze and
interpret frequency
distributions based on
spread, symmetry,
skewness, clusters and
outliers
Introduced Week 35 -Lecture 13.8 Interpret Box-
and Whisker Plots
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Genesis
1:10-14
4. Describe and
compare various types
of studies (survey,
observation,
experiment), and
identify possible
misuses of statistical
data
Not Addressed
5. Describe
characteristics and
limitations of
sampling methods,
and analyze the
effects of random
versus biased
sampling; e.g.,
determine and justify
whether the sample is
likely to be
representative of the
population
Reinforced Week 35 -Lecture 13.5
Analyze Surveys and
Samples
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Proverbs 11:1
190
6. Make inferences
about relationships in
bivariate data, and
recognize the
difference between
evidence of
relationship
(correlation) and
causation
Not Addressed
7. Use counting
techniques and the
Fundamental
Counting principle to
determine the total
number of possible
outcomes for math
situations.
Introduced
Week 34
-Lecture
13.2
Find Probabilities
Using Permutations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Matthew 7:2
Mark 4:24
7. Use counting
techniques and the
Fundamental
Counting principle to
determine the total
number of possible
outcomes for math
situations.
Introduced Week 34 -Lecture
-Graphing
Calculator
Activity
13.3
Find Probabilities
Using Combinations
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Matthew 7:2
Mark 4:24
8. Describe, create
and analyze a sample
space and use it to
calculate probability
Reinforced Week 34 -Lecture
-Find a
Probability
Activity
13.1
Find Probability and
Odds
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Matthew 7:2
Mark 4:24
9. Identify situations
involving independent
and dependent events,
and explain
Not Addressed
191
differences between,
and common
misconceptions about
probabilities
associated with those
events.
10. Use theoretical
and experimental
probability, including
simulations or random
numbers, to estimate
probabilities and to
solve problems
dealing with
uncertainty; e.g.,
compound events,
independent events,
and simple dependent
events.
Developed Week 34 -Lecture 13.4
Find Probabilities of
Compound Events
-Text, Note Taking
Guide, Practice
Workbook, Teacher
Resources
Quizzes
Chapter
Test
(textbook
generated
Matthew 7:2
Mark 4:24
192
Mansfield Christian School
Algebra 2
Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
L - Lecture
D – Demonstration
Lab – Labratory
G – Group Activity
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
1. Determine what
properties hold for
matrix addition and
matrix
multiplication; e.g.,
use examples to
show addition is
commutative and
when multiplication
is not commutative.
Introduced Week
10
-Lecture 4.1
Matrix Operations
text, Resource Book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
Nehemiah 7:5-
72
God has at
various times
commanded
men to count,
measure, and
record their
findings.
1 1 Introduced Week
10
-Lecture 4.2
Multiplying Matrices
text
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
1 2. Determine what
properties hold for
vector addition and
multiplication, and
for scalar
multiplication.
Introduced
(vector
addition not
addressed)
Week
10
-Lecture 4.2
Multiplying Matrices
text
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
193
1 4. Use matrices to
represent given
information in a
problem situation.
Introduced Week
10
-Lecture 4.1
Matrix Operations
text, Resource Book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated
Nehemiah 7:5-
72 God has at
various times
commanded
men to count,
measure, and
record their
findings.
Number,
Number
Sense and
Operations
4 Introduced Week
10
-Lecture 4.2
Multiplying Matrices
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
1 4 Introduced Week
11
-Lecture 4.3
Determinants and
Cramer‘s Rule
Text, resource book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
1 4 Week
11
-Lecture 4.4
Identity and Inverse
Matrices
Text, Resource Book
Warm-up
transparency
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
194
6:14-16, Exodus
25:8
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
1 4 Introduced Week
11
-Lecture 4.5
Solving Systems
Using Inverse
Matrices
text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16, Exodus
25:8-9, 40,
26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
1 5. Model, using the
coordinate plane,
vector addition and
scalar multiplication
Introduced
(vector
addition not
addressed)
Week
10
-Lecture 4.1
Matrix Operations
text, Resource Book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
1 5 Introduced
(vector
addition not
addressed)
Week
10
-Lecture 4.2
Multiplying Matrices
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
1 6. Compute sums,
differences, and
products of matrices
Introduced Week
10
-Lecture
-Activity
4.1
Matrix Operations
text, Resource Book
Observe seat work
Homework
Quizzes
Nehemiah 7:5-
72 God has at
various times
195
using paper and
pencil calculations
for simple cases, and
technology for more
complicated cases.
worksheet, graphing
calculator activity
Chapter Test
(textbook generated)
commanded
men to count,
measure, and
record their
findings.
1 6 Introduced Week
10
-Lecture 4.2
Multiplying Matrices
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Genesis 4:24
The number
concept began
with God; He
initiated
numbers back in
the beginning.
Number,
Number
Sense and
Operations
7. Compute sums,
differences, products
and quotients of
complex numbers.
Introduced Week
14
-Lecture
-Demonstration
5.4
Complex Numbers
Text, leave real
number building enter
imaginary number
world
Homework
Quizzes
Chapter Test
(textbook generated)
1 8. Use fractional
and negative
exponents as
optional ways of
representing and
finding solutions for
problem situations;
e.g., 27 and 2/3 =
(27 and 1/3)2= 9.
Introduced Week
16
-Lecture 6.1
Using Properties of
Exponents
Text
Resource Book
Warm-Up
Transparency
Observe Seat Work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
1 8 Introduced Week
20
-Lecture 7.1
nth Root and Rational
Exponents
text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
196
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
1 8 Introduced Week
20
-Lecture
7.2
Properties of Rational
Exponents
Text
Resource Book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
Measurement 2. Use radian and
degree angle
measures to solve
problems and
perform
conversions as
needed.
Introduced Week
32
-Lecture
13.2
General Angles and
Radian Measure
Text
Resource Book
worksheet
Unit Circle
Worksheet
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
197
Exodus 30:22-
30, 30:11-16
Geometry
and Spatial
Sense
4. Use
trigonometric
relationships to
determine lengths
and angle
measures; i.e.,
Law of Sines and
Law of Cosines.
Developed Week
32
-Lecture
13.1
Right Triangle
Trigonometry
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
3 4 Introduced Week
32
-Lecture
13.2
General Angles and
Radian Measure
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
3 4 Developed Week
32
-Lecture
13.3
Trigonometric
Functions of Any
Angle
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
198
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
3 4 Introduced Week
33
-Lecture
13.4
Inverse Trigonometric
Functions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
3 4 Introduced Week
33
-Lecture
13.5
The Law of Sines
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
199
3 4 Introduced Week
33
-Lecture
13.6
The Law of Cosines
text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
Patterns,
Functions
and Algebra
3.Describe and
compare the
characteristics of
the following
families of
functions:
quadratics with
complex roots,
polynomials of
any degree,
logarithms, and
rational functions;
e.g., general
shape, number of
roots, domain and
range, asymptotic
behavior.
Reinforced Week
13
-Lecture 5.1
Graphing Quadratic
Functions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12 Luke 6:38
4 3 Reinforced Week
13
-Lecture 5.2
Solving Quadratic
Equations by
Factoring
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
200
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Reinforced Week
14
-Lecture 5.3
Solving Quadratic
Equations by Finding
Square Roots
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Introduced Week
14
-Lecture 5.5
Completing the Square
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
201
4 3 Introduced Week
15
-Lecture 5.6
The Quadratic
Formula and the
Discriminant
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Reinforced Week
15
-Lecture 5.7
Graphing and Solving
Quadratic Inequalities
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12 Luke 6:38
4 3 Introduced Week
16
-Lecture 6.2
Evaluating and
Graphing Polynomial
Functions
Text
Resource Book
Warm-Up
transparency
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12 Luke 6:38
4 3 Introduced Week
18
-Lecture
6.6
Finding Rational
Zeros
Text
Resource Book
Lesson Opener
Observe Group
Work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
202
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Introduced Week
18
-Lecture 6.7
Using the
Fundamental
Theorem of Algebra
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Introduced Week
18
-Lecture 6.8
Analyzing Graphs of
Polynomial Functions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Adds to our
understanding
of other things
in life.
Proverbs 16:23
2 Peter 1:5-7
Deuteronomy
4:2, 12:32
Proverbs 30:5-
6, Revelation
22:18-19
4 3 Introduced Week
25
-Lecture 8.4
Logarithmic
Functions
Text, Resource Book
Worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
203
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 3 Introduced Week
27
-Lecture 9.2
Graphing Simple
Rational Functions
Text, Resource Book
Worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12 Luke 6:38
4 4. Identify the
maximum and
minimum points of
polynomial, rational
and trigonometric
functions
graphically and with
technology.
Introduced Week
14
-Activity 5.5
Completing the
Square
Graphing Calculator
Activity
Observe seat work The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 4 Introduced Week
18
-Lecture 6.8
Analyze Graphs of
Polynomial Functions
text
Homework
Quizzes
Chapter Test
(textbook generated)
Adds to our
understanding
of other things
in life. Proverbs
16:23.2 Peter
1:5-7,
Deuteronomy
4:2, 12:32
Proverbs 30:5-
6, Revelation
22:18-19
204
4 4 Introduced Week
36
-Lecture 14.1
Graphing Sine,
Cosine, and Tangent
Functions
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 5. Identify families
of functions with
graphs that have
rotation symmetry
or reflection
symmetry about the
y - axis, x - axis or y
= x.
Reinforced Week 4 -Lecture
-demonstrate
2.3
Quick Graphs of
linear Equations
Text, Resource Book
worksheet
Individual Graph
Boards
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
4 5 Reinforced Week 4 -Lecture 2.4
Writing Equations of
lines
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 5 Reinforced Week 6 -Lecture 2.8
Absolute Value
Functions
Text
Individual Graph
boards
Observe seatwork
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 5 Reinforced Week
13
-Lecture 5.1
Graphing Quadratic
Functions
Text
Individual graph
boards
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 5 Introduced Week
27
-Lecture 9.2
Graphing Simple
Rational Functions
Text, Resource Book
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
205
worksheet Ezekiel 45:10-
12, Luke 6:38
4 5 Introduced Week
27
-Lecture 9.3
Graphing General
Rational Functions
Text, Resource Book
worksheet
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
4 5 Introduced Week
36
-Lecture 14.1
Graphing Sine,
Cosine, and Tangent
Functions
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
4 6. Represent the
inverse of a function
symbolically and
graphically as a
reflection about y =
x.
Introduced Week
21
-Lecture
-Group activity
7.4
Inverse Functions
Text, group activity
Observe group work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-9,40,
26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 6 Introduced Week
33
-Lecture
-group activity
13.4
Inverse
Trigonometric
Functions
Text, group activity
Observe group work
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
206
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 6 Introduced Week
36
-Lecture
-Group Activity
14.2
Translations and
Reflections of
Trigonometric
Graphs
Text, group activity
Observe group work
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 7. Model and solve
problems with
matrices and
vectors.
Introduced Week
10
-Lecture 4.3
Determinants and
Cramer‘s Rule
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 7 Introduced Week
11
-Lecture 4.5
Solving Systems
Using Inverse
Matrices
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
207
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 8. Solve equations
involving radical
expressions and
complex roots.
Introduced Week
14
-Lecture 5.3
Solving Quadratic
Equations by Finding
Square Roots
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 8 Introduced Week
14
-Lecture 5.5
Completing the
Square
Text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 8 Introduced Week
15
-Lecture 5.6
The Quadratic
Formula and the
Discriminant
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
208
Text the orderliness
and precision of
God.
Genesis 6:14-
16, Exodus
25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 8 Introduced Week
22
-Lecture 7.6
Solving Radical
Equations
text
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
4 10. Describe the
characteristics of the
graphs of conic
sections.
Developed Week
29
-Lecture 10.1
The Distance and
Midpoint Formulas
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Genesis
6:14-16,
Exodus 25:8-
9,40,26:30,27:8
Exodus 28
Exodus 30:22-
30, 30:11-16
209
4 10
Introduced Week
29
-Lecture 10.2
Parabolas
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
4 10 Introduced Week
30
-Lecture
-Graphing
Calculator
Activity
10.3
Circles
Observe Seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
4 10 Introduced Week
30
-Lecture 10.4
Ellipses
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
210
4 10 Introduced Week
30
-Lecture 10.5
Hyperbolas
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
4 10 Introduced Week
31
-Lecture
-group activity
10.6
Graphing and
Classifying Conics
text
Observe group
activity
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
4 11. Describe how a
change in the value
of a constant in an
exponential,
logarithmic or
radical equation
affects the graph of
the equation.
Introduced Week
22
-Lecture 7.5
Graphing Square
Root and Cube Root
Functions
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
4 11 Reinforced Week
24
-Lecture 8.1
Exponential Growth
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Exodus
30:7-9, 22-23,
34-38
211
4 11 Reinforced Week
24
-Lecture 8.2
Exponential Decay
Homework
Quizzes
Chapter Test
(textbook generated)
The consistency
of mathematical
truths
demonstrates
the orderliness
and precision of
God. Exodus
30:7-9, 22-
23,34-38
4 11 Introduced Week
25
-Lecture 8.4
Logarithmic
Functions
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
4 11 Introduced Week
25
-graphing
calculator
activity
8.6
Graphing
Logarithmic
Functions
Graphing calculator
activity
Observe seat work Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38,
Data
Analysis
and
Probability
1. Design a
statistical
experiment, survey
or study for a
problem; collect
data for the
problem; and
interpret the data
with appropriate
graphical displays,
descriptive
statistics, concepts
of variability,
causation,
correlation and
Reinforced Week 5 -Lecture 2.5
Correlation and Best-
Fitting Lines
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
212
standard deviation.
5 1 Introduced Week
10
-Lecture 4.1
Matrix Operations
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Nehemiah 7:5-
72
God has at
various times
commanded
men to count,
measure, and
record their
findings.
5 1 Developed Week
15
-Lecture 5.8
Modeling with
Quadratic Functions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
5 1 Developed Week
22
-Lecture
-graphing
calculator
activity
7.7
Statistics and
Statistical Graphs
Text, graphing
calculators
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
213
5 1 Introduced Week
35
-Lecture 12.5
Probability of
Independent and
Dependent Events
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 1 Introduced Week
35
-Lecture 12.6
Binomial
Distributions
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 1 Introduced Week
35
-Lecture 12.7
Normal Distributions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
214
are not
everything!
John 6:9-13
5 1 Introduced Week
36
-Lecture 14.5
Modeling with
Trigonometric
Functions
text
Homework
Quizzes
Chapter Test
(textbook generated)
Man‘s
creativity, like
God‘s, often
requires some
mathematical
understanding.
God designed
man to be
creative.
Genesis 1:26-28
Genesis 2:18-23
Exodus 31:1-6
5 2. Describe the role
of randomization in
a well-designed
study, especially as
compared to a
convenience
sample, and the
generalization of
results from each.
Developed Week
34
-graphing
calculator
activity
12.3
An Introduction to
Probability
Graphing calculator
activity
Observe seat work Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 2 Introduced Week
35
-group activity 12.6
Binomial
Distributions
Group activity
Observe group work Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
215
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 3. Describe how a
linear
transformation of
univariate data
affects range, mean,
mode, and median.
Developed Week
22
-Lecture
-graphing
calculator
activity
7.7
Statistics and
Statistical Graphs
text
graphing calculators
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 4. Create a scatter
plot of bivariate
data, identify trends,
and find a function
to model the data.
Reinforced Week 5 -Lecture 2.5
Correlation and Best-
Fitting Lines text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs. Lev.
19:35-36
Ezekiel 45:10-
12, Luke 6:38
5 5. Use technology
to find the Least
Squares Regression
Line, the regression
coefficient, and the
correlation
coefficient for
bivariate data with a
linear trend, and
interpret each of
these statistics in the
context of the
Reinforced Week 5 -graphing
calculator
activity
2.5
Correlation and Best-
Fitting Lines
Graphing calculators
Observe seat work
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12
Luke 6:38
216
problem situation.
5 6. Use technology
to compute the
standard deviation
for a set of data, and
interpret standard
deviation in relation
to the context or
problem situation.
Developed Week
22
-Lecture
-graphing
calculator
activity
7.7
Statistics and
Statistical Graphs
text
graphing calculators
Observe seat work
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 7. Describe the
standard normal
curve and its general
properties, and
answer questions
dealing with data
assumed to be
normal.
Introduced Week
35
-Lecture 12.7
Normal Distributions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 8. Analyze and
interpret univariate
and bivariate data to
identify patterns,
note trends, draw
conclusions, and
make predictions.
Reinforced Week 5 -Lecture 2.5
Correlation and Best-
Fitting Lines
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accuracy of
graphs
Leviticus
19:35-36
Ezekiel 45:10-
12, Luke 6:38
217
5 8 Introduced Week
35
-Lecture 12.6
Binomial Distribution
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 8 Introduced Week
35
-Lecture 12.7
Normal Distributions
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 10. Understand and
use the concept of
random variable,
and compute and
interpret the
expected value for a
random variable in
simple cases.
Introduced Week
35
-Lecture 12.6
Binomial Distribution
text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
218
are not
everything!
John 6:9-13
5 11. Examine
statements and
decisions involving
risk; e.g., insurance
rates and medical
decisions.
Developed Week
35
-Lecture 12.4
Probability of
Compound Events
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
5 11 Developed Week
35
-Lecture 12.5
Probability of
Independent and
Dependent Events
Text
Homework
Quizzes
Chapter Test
(textbook generated)
Accurate and
Orderly
Proverbs 11:1
God is also
concerned that
men not place
too much
confidence in
numbers or
size. Numbers
are not
everything!
John 6:9-13
219
Mansfield Christian School
Geometry
Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
L - Lecture
D – Demonstration
Lab – Laboratory
G – Group Activity
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
1. Connect
physical, verbal and
symbolic
representations of
irrational
numbers; e.g.,
construct 2 as a
hypotenuse or on a
number line.
Introduced Week
31
Lecture and
Group Activity
9.2 ―The Pythagorean
Theorem‖ (text),
Activity Worksheet -
―Equal Areas of
squares on the sides of
a Right Triangle‖
Homework, White
Board, Quiz, Test,
and observation of
Activity
Gen 15:5 God
keeps an
accurate count
of His universe
Introduced Week
31
Lecture and
Power point
9.3 ―Converse of the
Pythagorean
Theorem‖ (text), and
Smart Board
Homework, White
Board, Quiz, Test
Introduced Week
32
Lecture and
Power point
9.4 ―Special Right
Triangles‖ (text), and
Smart Board
Homework, White
Board, Quiz, Test
2. Explain the
meaning of the nth
root.
Reinforced Week
22
Problem set 6.3 ―Proving
Quadrilaterals and
Parallelograms‖ (text)
Homework Amos 7:1
Exponential
growth
3. Use factorial
notation and
computations to
represent and solve
problem situations
Not
Addressed
220
involving
arrangements.
4. Approximate the
nth root of a given
number greater than
zero between
consecutive
integers when n is
an integer; e.g., the
4th root
of 50 is between 2
and 3.
Not
Addressed
Measureme
nt Standard
1. Explain how a
small error in
measurement may
lead to a large error
in calculated
results.
Developed Week 35 Lecture 11.2 ―Areas of
Regular Polygons‖
(text), using
trigonometric
functions to find a
side
Homework Gen 6:14-16
Precision in
building the ark
2. Calculate relative
error.
Introduced Week 35 Lecture 11.2 ―Areas of
Regular Polygons‖
(text), using
trigonometric
functions to find a
side
Homework
3. Explain the
difference between
absolute error and
relative error in
measurement.
Introduced Week 35 Lecture 11.2 ―Areas of
Regular Polygons‖
(text), using different
measuring devices
Homework 2 Cor 10:13
Measuring
themselves by
themselves
4. Give examples of
how the same
absolute error can
be problematic
in one situation but
not in another; e.g.,
compare ―accurate
Developed Week 35 Lecture 11.2 ―Areas of
Regular Polygons‖
(text), using different
measuring devices to
object size
Homework Ex 30:7-9
Compounding
incense
221
to the
nearest foot‖ when
measuring the
height of a person
versus when
measuring the
height of a
mountain.
5. Determine the
measures of central
and inscribed
angles and their
associated major
and minor arcs.
Developed Week 33 Lecture and
Power point
10.2 ―Arcs and
Chords‖ (text), and
Smart Board
Homework, White
Board, Quiz, Test
Is 40:22 God
measures from
the circle
Introduced Week 33 Lecture, Power
point and Group
Activity
10.3 ―Inscribed
Angles‖ (text), Smart
board and Activity
10.3
Observation of
activity, Homework,
White Board, Quiz,
Test
Introduced Week 34 Lecture and
Power point
10.4 ―Other
Relationships in
Circles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Introduced Week 34 Lecture, Power
Point and
Demonstration
10.5 ―Segment
Lengths in Circles‖
(text), Smart Board
and Graphing Utility
Homework, White
Board, Quiz, Test
Geometry
and Spatial
Sense
Standard
1. Formally define
and explain key
aspects of
geometric figures,
including:
a. interior and
exterior angles of
polygons;
Developed Week 13 Lecture, Power
point and Group
Activity
4.1 ―Triangles and
Angles‖ (text), Smart
Board and Activity
4.1
Observation of
activity, Homework,
White Board, Quiz,
Test
Heb 13:8
God‘s
consistency
and wholeness
b. segments related
to triangles
Introduced Week 18 Lecture and
Power point
5.3 ―Medians and
Altitudes of a
Homework, White
Board, Quiz, Test
222
(median, altitude,
midsegment);
Triangle‖ (text) and
Smart Board
Introduced Week 18 Lecture and
Power point
5.4 ―Midsegment
Theorem‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
c. points of
concurrency related
to triangles
(centroid, incenter,
orthocenter,
circumcenter);
Developed Week 17 Lecture, Power
point and Group
Activity
5.1 ―Perpendiculars
and Bisectors‖ (text),
Smart Board and
Construction tools
Observation of
activity, Homework,
White Board, Quiz,
Test
Ezek 1:16 God
organizes in
circles
Introduced Week 17 Lecture, Power
point and Group
Activity
5.2 ―Bisectors of a
Triangle‖ (text),
Smart Board and
Paper Triangles
Observation of
activity, Homework,
White Board, Quiz,
Test
Introduced Week 18 Lecture, Power
point and
Demonstration
5.3 ―Medians/
Altitudes of Triangle‖
(text), Smart Board
and Graphing Utility
d. circles (radius,
diameter, chord,
circumference,
major arc, minor
arc, sector,
segment, inscribed
angle).
Developed Week 33 Lecture and
Power point
10.1 ―Tangents to
Circles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 33 Lecture and
Power point
10.2 ―Arcs and
Chords‖ (text), and
Smart Board
Homework, White
Board, Quiz, Test
Introduced Week 33 Lecture, Power
point and
Group Activity
10.3 ―Inscribed
Angles‖ (text), Smart
board and Activity 10.3
Observation of
activity, Homework,
White Board, Quiz,
Test
2. Recognize and
explain the
necessity for certain
Introduced Week 1 Lecture and
Demonstration
1.2 ―Points, Lines and
Planes‖ and tools to
show points, lines and
Response to
Demonstration,
Homework, White
Deut 32:4 God
of truth beyond
definition
223
terms to remain
undefined, such as
point, line and
plane.
planes Board, Quiz, Test
3. Make, test and
establish the
validity of
conjectures about
geometric
properties and
relationships using
counterexample,
inductive
and deductive
reasoning, and
paragraph or two-
column proof,
including:
a. prove the
Pythagorean
Theorem;
Introduced Week 30 Lecture and
proof
9.2 ―The Pythagorean
Theorem‖ (text)and
Smart Board
Response to Proof,
Homework, White
Board, Quiz, Test
Gen 42:16
Truth is tested
b. prove theorems
involving triangle
similarity and
congruence;
Introduced Week 13 Lecture and
Power point
4.2 ―Congruence and
Triangles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Is 28:10
Precept upon
precept, line
upon line
Introduced Week 14 Lecture and
Demonstration
Activity
4.3 ―Proving Triangles
are Congruent: SSS and
SAS‖ Smart Board
Student Demo
Observation of
activity, Homework,
White Board, Quiz,
Test
Introduced Week 14 Lecture and
Power point
4.4 ―Proving Triangles
are Congruent: ASA
and AAS‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Introduced Week 29 Lecture, Power
point and
Demonstration
8.5 ―Proving Triangles
Similar‖ (text) and
Graphing Utility
Response to
Demonstration,
Homework, White
224
Board, Quiz, Test
Introduced Week 29 Lecture and
Power point
8.6 ―Proportions and
Similar Triangles‖
(text) and Smart Board
Homework, White
Board, Quiz, Test
c. prove theorems
involving
properties of lines,
angles, triangles
and quadrilaterals;
Developed Week 7 Lecture, Power
point and
Demonstration
with Power
Point
2.6 ―Proving
Statements about
Angles‖ (text) and
Smart Board
Response to
Demonstration,
Homework, White
Board, Quiz, Test
Introduced Week 10 Lecture, Power
point and
Demonstration
3.3 ―Parallel Lines and
Transversals‖ (text),
Smart Board and
Graphing Utility
Response to
Demonstration,
Homework, White
Board, Quiz, Test
Developed Week 10 Lecture and
Power point
3.4 ―Proving Lines
Parallel‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 9 Lecture and
Power point
3.2 ―Proof and
Perpendicular Lines‖
(text) and Smart Board
Homework, White
Board, Quiz, Test
Introduced Week 15 Lecture, Power
point and
Group Activity
4.6 ―Isosceles,
Equilateral, and Right
Triangles‖ (text), smart
Board and tools for
base angles
construction activity
Observation of
activity, Homework,
White Board, Quiz,
Test
Introduced Week 19 Lecture, Power
point and
Demonstration
5.5 ―Inequalities in One
Triangle‖ (text), Smart
Board and Graphing
Utility
Observation of
Demonstration,
Homework, White
Board, Quiz, Test
Introduced Week 20 Lecture and
Power point
5.6 ―Indirect Proof and
Inequaities in Two
Triangles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 21 Lecture, Power 6.2 ―Properties of Observation of
225
point and
Demonstration
Parallelograms‖ (text),
Smart Board and
Graphing Utility
Demonstration,
Homework, White
Board, Quiz, Test
Developed Week 22 Lecture and
Power point
6.4 ―Rhombuses,
Rectangles, and
Squares‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 23 Lecture and
Power point
6.5 ―Trapezoids and
Kites‖ (text) and Smart
Board
Homework, White
Board, Quiz, Test
d. test a conjecture
using basic
constructions made
with a compass
and straightedge or
technology
Developed Week 11 Activity 3.5 ―Parallel Lines and
Transversals‖ (text)
and tools to construct
parallel lines
Observe Activity
Developed Week 11 Activity 5.1 ―Perpendiculars and
Bisectors‖ (text) and
tools to construct
perpendicular lines
Observe Activity
4. Construct right
triangles,
equilateral
triangles,
parallelograms,
trapezoids,
rectangles,
rhombuses, squares
and kites, using
compass
and straightedge or
dynamic geometry
software.
Developed Week 18 Activity 5.3 Medians and
Altitudes of a Triangle‖
(text #24-26) and tools
to construct altitudes.
Observe Activity Ex 25:8,9 God
has set patterns
to follow
Introduced Week 23 Activity 6.2 ―Properties of
Parallelograms‖ (text
p3290 and tools to
Observe Activity
226
construct a
parallelogram
Introduced Week 23 Activity 6.3 ―Proving
Quadrilaterals are
Parallelograms‖ (text
p344 #30) and tools to
construct a
parallelogram.
Observe Activity
5. Construct
congruent figures
and similar figures
using tools, such
as compass,
straightedge, and
protractor or
dynamic geometry
software.
Developed Week 2 Activity 1.5 ―Segment and
Angle Bisectors‖ (text
p33) and tools to
construct segment and
angle bisectors.
Observe Activity Is 44:13
Careful
construction by
caring
craftsmen
Developed Week 13 Activity 4.3 ―Proving Triangles
are Congruent: SSS
and SAS‖ (text p213)
and tools to copy a
triangle.
Observe Activity
Introduced Week 24 Activity 7.2 ―Reflections‖ (text
p403) and tools to
construct reflections.
Observe Activity
Developed Week 25 Activity 7.2 ―Reflections‖ (text
p411) and tools to
construct double
reflections.
Observe Activity
Introduced Week 28 Activity 8.6 ―Proportions and
Similar Triangles‖
(text p497) and
technology to
compare segment
lengths in triangles.
Observe Activity
227
Introduced Week 29 Activity 8.7 ―Dilations‖ (text
p507) and tools to
construct a dilation.
Observe Activity
Developed Week 31 Activity 9.3 ―The Converse of
the Pythagorean
Theorem‖ (text p543)
and technology to
explore how angle
measures are related
to sides of triangle.
Observe Activity
6. Identify the
reflection and
rotation symmetries
of two- and three-
dimensional
figures.
Developed Week 24 Lecture and
Power point
7.2 ―Reflections‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
Rom 12:2 god
wants us to be a
reflection of his
Son
Introduced Week 25 Lecture and
Power point
7.3 ―Rotations‖ (text)
and Smart Board
Homework, White
Board, Quiz, Test
Developed Week 26 Lecture and
Power point
7.6 ―Frieze Patterns‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
7. Perform
reflections and
rotations using
compass and
straightedge
constructions and
dynamic geometry
software.
Introduced Week 24 Activity 7.2 ―Reflections‖ (text
p403) and tools to
construct reflections.
Observe Activity
Introduced Week 25 Activity 7.3 ―Rotations‖ (text
p413) and tools to
construct a rotation.
Observe Activity
8. Derive
coordinate rules for
translations,
reflections and
Introduced Week 16 Lecture and
Power point
4.7 ―Triangles and
Coordinate Proof‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
Ex 30:22,23
Rules are
necessary for
proper results
228
rotations of
geometric figures in
the coordinate
plane.
Developed Week 25 Lecture and
Power point
7.4 ―Translations and
Vectors‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 26 Lecture and
Power point
7.5 ―Glide Reflections
and Compositions‖
(text) & Smart Board
Homework, White
Board, Quiz, Test
9. Show and
describe the results
of combinations of
translations,
reflections and
rotations
(compositions);
e.g., perform
compositions
and specify the
result of a
composition as the
outcome of a single
motion, when
applicable.
Introduced Week 26 Lecture and
Power point
7.5 ―Glide Reflections
and Compositions‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
Num 1 Step-
by-step rules
realize the goal
Developed Week 26 Lecture and
Power point
7.6 ―Frieze Patterns‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
10. Solve problems
involving chords,
radii and arcs
within the same
circle.
Introduced Week 33 Lecture and
Power point
10.2 ―Arcs and
Circles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Prov 15:28
Answers come
with diligence
Introduced Week 33 Lecture, Power
point and
Group Activity
10.3 ―Inscribed
Angles‖ (text), Smart
Board & Activity
Observation of
activity, Homework,
White Board, Quiz,
229
p612 Test
Developed Week 34 Lecture and
Power point
10.4 ―Other Angle
Relationships in
Circles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Developed Week 34 Lecture, Power
point and
Group Activity
10.5 ―Segment
Lengths in Circles‖
(text), Smart Board
and Activity p628
Observation of
activity, Homework,
White Board, Quiz,
Test
Patterns,
Functions
and
Algebra
Standard
1. Define function
formally and with
f(x) notation.
Not
Addressed
2. Describe and
compare
characteristics of
the following
families of
functions: square
root, cubic, absolute
value and basic
trigonometric
functions; e.g.,
general shape,
possible number of
roots, domain and
range.
Developed Week 27 Lecture and
Power point
8.2 ―Problem Solving
in Geometry with
Proportions‖ (text)
and Smart Board.
Homework, White
Board, Quiz, Test
Ex 2:19 Names
follow common
chacteristics
Developed Week 36 Lecture and
Power point
12.4 ―Volume of
Prisms and Cylinders‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
3. Solve equations
and formulas for a
specified variable;
Developed Week 4 Lecture and
Power point
1.7 ―Introduction to
Perimeter,
Circumference and
Homework, White
Board, Quiz, Test
Ecc 7:25
Seeking truth is
a whole heart
230
e.g., express
the base of a
triangle in terms of
the area and height.
Area‖ (text) and Smart
Board.
issue
Developed Week 11 Lecture, Power
point and Desk
Activity
3.6 ―Parallel Lines
and the Coordinate
Plane‖ (text), Smart
Board and desk white
boards
Observe Activity,
Homework, White
Board, Quiz, Test
Developed Week 32 Lecture and
Power point
9.6 ―Solving Right
Triangles‖ (text) and
Smart Board.
Homework, White
Board, Quiz, Test
4. Use algebraic
representations and
functions to
describe and
generalize
geometric
properties and
relationships.
Developed Week 2 Lecture and
Power point
1.3 ―Segments and
Their Measures‖ (text)
and Smart Board
Homework, White
Board, Quiz, Test
I Tim 1:16
Patterns show
us deeper
meaning
Developed Week 3 Lecture and
Power point
1.5 ―Segment and
Angle Bisectors‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
Developed Week 4 Lecture and
Power point
1.6 ―Angle Pair
Relationships‖ (text)
and Smart Board.
Homework, White
Board, Quiz, Test
Developed Week 4 Lecture and
Power point
1.7 ―Introduction to
Perimeter,
Circumference and
Area‖ (text) and Smart
Board.
Homework, White
Board, Quiz, Test
Developed Week 10 Lecture, Power
point and
3.3 ―Parallel Lines
and Transversals‖
Reaction to
Demonstration,
231
Demonstration (text), Smart Board
and Manipulatives.
Homework, White
Board, Quiz, Test
Developed Week 11 Lecture and
Power point
3.6 ―Parallel Lines in
the Coordinate Plane‖
(text) and Smart
Board.
Homework, White
Board, Quiz, Test
Developed Week 13 Lecture and
Power point
4.1 ―Triangles and
Angles‖ (text) and
Smart Board.
Homework, White
Board, Quiz, Test
Developed Week 23 Lecture and
Power point
6.2 ―Properties of
Parallelograms‖ (text)
and Smart board.
Homework, White
Board, Quiz, Test
Developed Week 28 Lecture and
Power point
8.3 ―Similar
Polygons‖ (text) and
Smart Board.
Homework, White
Board, Quiz, Test
5. Solve simple
linear and nonlinear
equations and
inequalities having
square roots as
coefficients and
solutions.
Developed Week 30 Lecture, Power
point, and
Technology
9.3 ―The Converse of
the Pythagorean
Theorem‖ (text),
Smart Board, and
Geogebra Program
Homework, White
Board, Quiz, Test
Heb 8:5
Knowing there
is a pattern
gives us hope
for an answer
Developed Week 31 Lecture and
Power point
9.4 ―Special Right
Triangles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
6. Solve equations
and inequalities
having rational
expressions as
coefficients and
solutions.
Developed Week 11 Lecture, Power
point, and
Technology
3.6 ―Parallel Lines in
the Coordinate Plane‖
(text), Smart Board,
and Geogebra
Program
Homework, White
Board, Quiz, Test
Developed Week 18 Lecture and
Power point
5.3 ―Medians and
Altitudes of
Triangles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
232
7. Solve systems of
linear inequalities.
Not
Addressed
8. Graph the
quadratic
relationship that
defines circles.
Not
Addressed
9. Recognize and
explain that the
slopes of parallel
lines are equal and
the slopes of
perpendicular lines
are negative
reciprocals
Developed Week 11 Lecture and
Power point
3.6 ―Parallel Lines in
the Coordinate Plane‖
(text) and Smart
Board
Homework, White
Board, Quiz, Test
Num 8:4
Compare
objects to a
known pattern
Developed Week 12 Lecture, Power
point and
Activity
3.7 ―Perpendicular
Lines in the
Coordinate Plane‖ and
Activity p172 (text)
and Smart Board
Response to Activity,
Homework, White
Board, Quiz, Test
Developed Week 22 Lecture and
Power point
6.3 ―Proving
Quadrilaterals are
Parallelograms‖ (text)
and Smart Board
Homework, White
Board, Quiz, Test
10. Solve real-
world problems that
can be modeled
using linear,
quadratic,
exponential or
square root
functions.
Developed Week 31 Lecture and
Power point
9.4 ―Special Right
Triangles‖ (text) and
Smart Board
Homework, White
Board, Quiz, Test
Math 7:2 You
must be
consistent in
applying rules
11. Solve real-
world problems that
can be modeled,
using systems of
Not
Addressed
233
linear equations and
inequalities.
12. Describe the
relationship
between slope of a
line through the
origin
and the tangent
function of the
angle created by the
line and the
positive x-axis.
Introduced Week
32
Lecture, Power
point and
outdoor Activity
9.5 ―Trigonometric
Ratios‖ (text), Smart
Board and Radio
Tower
Response to Activity,
Homework, White
Board, Quiz, Test
Is 28:17 A line
makes a
division
Data
Analysis
and
Probability
Standard
1. Describe
measures of center
and the range
verbally,
graphically and
algebraically
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
Gen 7-8 God
puts events in
order
2. Represent and
analyze bivariate
data using
appropriate
graphical
displays
(scatterplots,
parallel box-and-
whisker plots,
histograms
with more than one
set of data, tables,
charts,
spreadsheets) with
and without
technology.
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
Ezk 40-40:17
God visibly
displays
numbers
234
3. Display bivariate
data where at least
one variable is
categorical.
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
4. Identify outliers
on a data display;
e.g., use
interquartile range
to identify outliers
on a box-and-
whisker plot.
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
Jn 7:24 Judge
by conformity
with God‘s
common truth
5. Provide
examples and
explain how a
statistic may or
may not be an
attribute of the
entire population;
e.g., intentional or
unintentional
bias may be
present.
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
Jer 7:8 Words
must be tested
6. Interpret the
relationship
between two
variables using
multiple
graphical displays
and statistical
measures; e.g.,
scatterplots, parallel
box-and-whisker
plots, and measures
of center and
spread.
Reinforced Week
17-24
Lecture and
Power point
Power Point developed
from other texts
White Board and
Response to Smart
Board
235
7. Model problems
dealing with
uncertainty with
area models
(geometric
probability).
Reinforced Week
17-24
Lecture and
Power point
11.6 ―Geometric
Probability‖ (text),
Smart Board and
Demonstration
White Board and
Response to Smart
Board
8. Differentiate and
explain the
relationship
between the
probability of
an event and the
odds of an event,
and compute one
given the other.
Reinforced Week
17-24
Lecture and
Power point
Power Point
developed from other
texts
White Board and
Response to Smart
Board
Mark 4:24 Use
proper
procedures
236
Mansfield Christian School
High School Personal Finance
Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
Act - Activities
Com – Complete
GW – Group Work
MM – Multi Media (Video, Audio)
Ven – Venn Diagram
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Activities and
Resources
Assessment of
Learning
Biblical
Integration
Explain the
use of a
budget in
making
personal
economic
decisions and
planning for
the future
Explain why
incomes will differ
in the labor market
depending on
supply and demand
on skills, abilities
and education
levels
Introduced
Developed
Week
13-15
18
Video
Workbook
Discussion
Activities
Guest Speaker
Activities
Group Work
Multi-Media
Complete
Participation
Test
Proverbs 23:4-5
―Do not wear
yourself out to
get rich. Have
the wisdom to
show restraint.‖
Explain the role of
individuals in the
economy as
producers,
consumers, savers,
workers and
investors.
Introduced
Developed
Week 1-
3
10-14
18
Video
Workbook
Discussion
Activities
Guest Speaker
Activities
Group Work
Multi-Media
Venn Diagram
Complete
Participation
Test
Proverbs 21:20
―In the house of
the wise are
stores of choice
food and oil, but
a foolish man
devours all he
has.‖
Explain the
consequences of
the economic
choices made by
individuals and the
Introduced
Developed
Week
1-18
Video
Workbook
Discussion
Activities
Guest Speaker
Activities
Group Work
Multi Media
Venn Diagram
Complete
Participation
Test
Luke 14:28-30
―Suppose one of
you wants to
build a tower.
What is the first
237
tools which they
use to manage their
financial resources
including: budgets,
savings,
investments, credit,
and philanthropy.
thing you will
do? Won‘t you
sit down and
figure out how
much it will
cost and if you
have enough
money? What
if you start
building the
tower, but
cannot finish?
Everyone who
sees what is
happening will
laugh. They
will say, ‗You
started building,
but could not
finish the job.‖
Describe how
interest rates affect
savers and
borrowers.
Introduced
Developed
Week 1-
7
12-14
18
Video
Workbook
Discussion
Activities
Guest Speaker
Activities
Group Work
Multi Media
Venn Diagram
Complete
Participation
Test
Proverbs 22:7
―The rich rule
over the poor,
and the
borrower is
slave to the
lender.‖
238
Mansfield Christian School
Transition To College Math
Curriculum Guide
Performance Scale Key
Introduced
Developed
Reinforced
Not Addressed
Instructional Method Key
L - Lecture
D – Demonstration
Lab – Labratory
G – Group Activity
Standard Indicator Performance
Scale
Time
Frame
Instructional
Method
Instructional
Resources
Assessment of
Learning
Biblical
Integration
Number,
Number
Sense and
Operations
Standard
7. Compute sums,
differences,
products and
quotients of
complex numbers.
Reinforced Week
30
Lecture, Small
Groups, and
Graphing
Calculator
10.4 ―Solving
Quadratic Equations
With Quadratic
Formula‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Heb 6:14
Progress is the
Lord‘s plan
8. Use fractional
and negative
exponents as
optional ways of
representing and
finding solutions for
problem situations;
e.g., 272/3 =
(271/3)2 = 9.
Reinforced Week
20
Lecture, Small
Groups, and
Graphing
Calculator
7.2 ―Simplifying
Symbols in
Exponential
functions‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Measurement
Standard
2. Use radian and
degree angle
measures to solve
problems and
perform
conversions as
needed.
Reinforced Week
34
Lecture, Small
Groups, and
Graphing
Calculator
12.1 ―Conversions
Between Degrees and
Radians‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Is 40:22 God
measures from
a circle
5. Solve real-world
problems involving
area, surface area,
Reinforced Week
32
Lecture, Small
Groups, and
Graphing
11.1 ―Triangles‖
(text) and Smart
View
Test, Quiz,
Workbook, and
Homework
239
volume and
density to a
specified degree of
precision.
Calculator
Patterns,
Functions
and Algebra
Standard
1. Identify and
describe problem
situations involving
an iterative process
that can be
represented as a
recursive function;
e.g., compound
interest.
Reinforced Week 7 Lecture, Small
Groups, and
Graphing
Calculator
3.5 ―An Introduction
to the Analysis of the
Exponential
Function‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Rev 13:18
Numbers help
us solve the
unknown
2. Translate a
recursive function
into a closed form
expression or
formula for the nth
term to solve a
problem situation
involving an
iterative process;
e.g., find the value
of an annuity after 7
years.
Reinforced Week
20
Lecture, Small
Groups, and
Graphing
Calculator
7.4 ―The Exponential
Function as a
Mathematical
Model‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Amos 7:1
Exponential
growth
3. Describe and
compare the
characteristics of the
following families
of functions:
quadratics with
complex roots,
polynomials of any
degree, logarithms,
and rational
functions; e.g.,
Reinforced Week
6-8
Lecture, Small
Groups, and
Graphing
Calculator
Ch 3 ―Common
Behaviors of
functions‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Mark 4:30
Comparing like
characteristics
240
general shape,
number of roots,
domain and range,
asymptotic
behavior.
4. Identify the
maximum and
minimum points of
polynomial, rational
and trigonometric
functions
graphically and with
technology.
Reinforced Week
28
Lecture, Small
Groups, and
Graphing
Calculator
10.1 ―The Quadratic
Function‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Is 40:18 The
apex is God
5. Identify families
of functions with
graphs that have
rotation
symmetry or
reflection symmetry
about the y-axis, x-
axis or y = x.
Reinforced Week
28
Lecture, Small
Groups, and
Graphing
Calculator
10.1 ―The Quadratic
Function‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
James 3:9
Looking at the
sameness of
symmetry
6. Represent the
inverse of a function
symbolically and
graphically as a
reflection about y =
x.
Reinforced Week
36
Lecture, Small
Groups, and
Graphing
Calculator
14.3 ―Solving
Logarithmic and
Exponential
Equations‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
8. Solve equations
involving radical
expressions and
complex roots
Reinforced Week
27
Lecture, Small
Groups, and
Graphing
Calculator
9.5 ―Solving
Equations
Containing the
Square Root
Function‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
11. Describe how a
change in the value
Reinforced Week 8 Lecture, Small
Groups, and
3.5 ―An Introduction
to the Analysis of the
Test, Quiz,
Workbook, and
I Chron 28:7 A
constant among
241
of a constant in an
exponential,
logarithmic or
radical equation
affects the graph of
the equation.
Graphing
Calculator
Exponential
Function‖ (text) and
Smart View
Homework variables
Data
Analysis and
Probability
Standard
4. Create a
scatterplot of
bivariate data,
identify trends, and
find a function to
model the data.
Reinforced Week 3 Lecture, Small
Groups, and
Graphing
Calculator
2.2 ―Data
Relationships
Represented
Numerically and
Graphically‖ (text)
and Smart View
Test, Quiz,
Workbook, and
Homework
Prov 25:11
Pictures give
pleasant results
8. Analyze and
interpret univariate
and bivariate data to
identify patterns,
note trends, draw
conclusions, and
make predictions.
Reinforced Week 4 Lecture, Small
Groups, and
Graphing
Calculator
2.3 ―Geometric
Behaviors of Data
Relationships‖ (text)
and Smart View
Test, Quiz,
Workbook, and
Homework
Titus 2:7 Many
examples allow
identification of
a pattern
Mathematical
Modeling
Use and apply
functions in
mathematical
modeling
Reinforced Week
14
Lecture, Small
Groups, and
Graphing
Calculator
5.4 ―The Linear
Function as a
Mathematical Model‖
(text) and Smart View
Test, Quiz,
Workbook, and
Homework
Prov 2:2-5
Apply
understanding
and you will
find knowledge
Reinforced Week
21
Lecture, Small
Groups, and
Graphing
Calculator
7.4 ―The Exponential
Function as a
Mathematical Model‖
(text) and Smart View
Test, Quiz,
Workbook, and
Homework
Reinforced Week
27
Lecture, Small
Groups, and
Graphing
Calculator
9.6‖The Square Root
Function as a
Mathematical Model‖
(text) and Smart View
Test, Quiz,
Workbook, and
Homework
Reinforced Week
30
Lecture, Small
Groups, and
Graphing
Calculator
10.5 ―The Quadratic
Function as a
Mathematical Model‖
(text) and Smart View
Test, Quiz,
Workbook, and
Homework
242
Reinforced Week
34
Lecture, Small
Groups, and
Graphing
Calculator
12.4 ―Trigonometric
Functions as
Mathematical
Models‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Reinforced Week
35
Lecture, Small
Groups, and
Graphing
Calculator
13.4 ―Modeling with
Systems of
Equations‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
Reinforced Week
36
Lecture, Small
Groups, and
Graphing
Calculator
14.4 ―The
Logarithmic Function
as a Mathematical
Model‖ (text) and
Smart View
Test, Quiz,
Workbook, and
Homework
243
Post-secondary Option
Math 130
Course Syllabus 2009-2010
Math 130 (College Algebra) is a college-level mathematics class. The outcomes, textbooks, and expectations of
the course are set by North Central State College‘s Mathematics Department. Grading rubrics and grading
scales are determined by the college.
Course Description: Math 130 is a five credit hour study of algebraic operations and applications including: i) polynomial operations,
rational expressions, exponents, radicals; ii) linear and quadratic equations, inequalities, absolute value applications;
iii) graphs of elementary functions and non-functions including inverse functions, combining functions, and
translating and transforming functions; iv) study of polynomial functions, including the Fundamental Theorem of
Algebra, zeroes of polynomials, rational functions, partial fractions; v) exponential and logarithmic functions
including graphs and applications; vi) Gauss-Jordan elimination and Cramer‘s Rule.
Course Outcomes and Biblical Integration: Students should be able to:
Outcome Biblical Integration
1. The student will demonstrate the use of
basic algebraic truths by simplifying
algebraic expressions and by performing
algebraic operations.
The ability to see and describe the world in
mathematical constructs is a gift of God to
man. I Corinthians 2:14-16 (God‘s Spirit
gives true understanding)
2. The student will solve & demonstrate the
solving of linear, quadratic, absolute value
and complex equations and their applications
God is concerned with consistency and
precision in connecting His laws with
creation. Exodus 25;8-9,40
3. The student will demonstrate an analysis
of polynomial, rational, and absolute value
inequalities.
4. The student will demonstrate graphing
functions and non-functions and inequalities.
(This includes combining functions, inverse
functions, translating functions and
transforming functions.
Mathematical structure reflects the spatial
and quantitative characteristics of God‘s
planned creation. Isaiah 40:26; Jeremiah
31:35-37
5. The student will demonstrate an analysis
of polynomial and rational functions
including finding sign changes and roots.
6. The student will demonstrate changing a
rational fraction into partial fractions.
God has created an orderly universe and
mathematics reflect those proper procedures.
I Corinthians 14:40
7. The student will simplify expressions
containing exponential and/or logarithmic
functions.
With God‘s understanding the complex
becomes understandable and simple. Psalm
147:5
8. The student will solve equations and
application problems containing exponential
244
and/or logarithmic functions.
9. The student graph exponential and/or
logarithmic functions.
Care must be taken when transferring
spiritual concepts to our daily walk
Ephesians 5:15
10. The student will solve a system of linear
equations in several unknowns by algebraic
methods, G-J elimination, and Cramer‘s
Rule.
Our ways are many times unknown, but God
through Jesus is always the known way.
John 14:6
It is the overall objective of MCS‘s Mathematics Department that students be knowledgeable of the theory and
application of mathematics at the pre-calculus level. This includes thinking logically and rationally when interfacing
learned mathematical procedures with practical problems. The holistic integration of mathematics into student‘s
lives is our goal.
245
North Central State College
COURSE SYLLABUS
2009-2010
A. Course Number and Title: MTH 130 - College Algebra
B. Academic Division: Business, Liberal Arts & Education
C. Department: Math
Program: Math
D. Lecture Hours: 5
E. Lab Hours: 0
F. Credit Hours: 5
G. Prerequisites: MTH 121 (minimum grade of C- required).
H. Course Description from Catalog:
A study of algebraic operations and applications including: i) polynomial operations, rational expressions,
exponents, radicals; ii) linear and quadratic equations, inequalities, absolute value applications; iii) graphs of
elementary functions and non-functions including inverse functions, combining functions, and translating and
transforming functions; iv) study of polynomial functions, including the Fundamental Theorem of Algebra, zeroes of
polynomials, rational functions, partial fractions; v) exponential and logarithmic functions including graphs and
applications; vi) Gauss-Jordan elimination and Cramer‘s Rule. Successful completion in MTH 121 or a Compass
algebra score of 70 or higher. Mandatory math placement required.
I. Textbook:
1. Title: Algebra and Trigonometry, Enhanced with Graphing utilities, 5e
Author: Michael Sullivan, Michael Sullivan III
Publisher: Prentice Hall
J. Workbook(s) and/or Lab Manual(s): None
246
K. Purpose of Course: The purpose of this course is to convey to the student the concepts and skills of college
algebra topics.
L. Supplies Needed: Graphing calculator recommended. (Currently recommending TI-84)
M. Course Outcomes/Assessment Procedures:
The following Core Learning Outcomes are addressed in this course:
Core Learning Outcome
Communication – Written A
Communication – Speech B
Culture and Community C
Critical Thinking D
Computer Literacy E
Computation F
Upon successful completion of this course, the student should be able to:
Outcomes Assessments
1. The student will
demonstrate the use of basic
algebraic truths by
simplifying algebraic
expressions and by
performing algebraic
operations.
Tests, Final Exam A,D,F
2. The student will solve &
demonstrate the solving of
linear, quadratic, absolute
value and complex equations
and their applications
Tests, Final Exam A,D,F
3. The student will
demonstrate an analysis of
polynomial, rational, and
absolute value inequalities.
Tests, Final Exam A,D,F
4. The student will
demonstrate graphing
functions and non-functions
and inequalities. (This
includes combining
functions, inverse functions,
translating functions and
transforming functions.
Tests, Final Exam A,D,F
5. The student will
demonstrate an analysis of
polynomial and rational
functions including finding
sign changes and roots.
Tests, Final Exam A,D,F
247
6. The student will
demonstrate changing a
rational fraction into partial
fractions.
Tests, Final Exam A,D,F
7. The student will simplify
expressions containing
exponential and/or
logarithmic functions.
Tests, Final Exam A,D,F
8. The student will solve
equations and application
problems containing
exponential and/or
logarithmic functions.
Tests, Final Exam A,D,F
9. The student graph
exponential and/or
logarithmic functions.
Tests, Final Exam A,D,F
10. The student will solve a
system of linear equations in
several unknowns by
algebraic methods, G-J
elimination, and Cramer‘s
Rule.
Tests, Final Exam A,D,F
248
N. Course Content:
1. Graphs, Equations, and Inequalities
Graphing Techniques of rectangular coordinates along with graphing of polynomials, linear, quadratic and
radical equations
Linear, Quadratic and Radical Equations
Complex Numbers
Inequalities (including absolute value)
Applications
2. Graphs
Intercepts, Symmetry, Graphing Key Equations
Lines
Circles
Variations
3. Functions and Their Graphs
Functions
The Graph of a Function
Properties of Functions
Library of Functions
Graphing Techniques: Transformations
4. Linear and Quadratics Functions
Quadratic Functions and Their Properties
Applications
5. Polynomial and Rational Functions
Polynomial Functions
Rational Functions
Graphs of Rational Functions
Polynomial and Rational Inequalities
Real Zeros of Polynomial Function
Complex Zeros; Fundamental Theorem of Algebra
6. Exponential and Logarithmic Functions
Composite Functions
Inverse Functions
Exponential Functions and Applications
Logarithmic Functions and Applications
Properties of Logarithms
Logarithms and Exponential Equations
7. Systems of Equations
Systems of Linear Equations: Substitution and Elimination
Systems of Linear Equations: Matrices
Systems of Linear Equations: Determinants
Partial Function Decomposition
249
Post-secondary Option
Math 131
Course Syllabus 2009-2010
Math 131 (College Trigonometry & analytic Topics) is a college-level mathematics class. The outcomes,
textbooks, and expectations of the course are set by North Central State College‘s Mathematics Department.
Grading rubrics and grading scales are determined by the college.
Course Description: Math 131 is a five credit hour study of trigonometric functions, their graphs, inverse functions, trigonometric identities, equations, and
applications.
Course Outcomes and Biblical Integration: Students should be able to:
Outcome Biblical Integration
1. The student will memorize the basic
trigonometric functions in terms of an
acute angle of a right triangle.
Seeing the benefit of truth stored in the mind
to its usefulness for life. Proverbs 22:29
2. The student will memorize and use
basic trigonometric identities.
―
3. The student will memorize the laws of
sines and cosines.
―
4. The student will be able to apply the
trigonometric functions to various problems.
Learn to apply what you know of truth to be
useful to yourself and others. I
Corinthians 16:13
5. The student will be able to graph the
trigonometric functions
Seeing God‘s creation pictures for us the
underlying character of God. Psalm 19:1-4
6. The student will be able to solve
trigonometric equations
Mysteries are solved when we know the truth
of the foundations on which they rest.
Daniel 4:9
7. The student will be able to apply
trigonometry to real life problems.
To discern the proper connection between
theory and life application takes practice and
maturity Hebrews 5:14
It is the overall objective of MCS‘s Mathematics Department that students be knowledgeable of the theory and
application of mathematics at the pre-calculus level. This includes thinking logically and rationally when interfacing
learned mathematical procedures with practical problems. The holistic integration of mathematics into student‘s
lives is our goal.
250
North Central State College
COURSE SYLLABUS
2009-2010
A. Course Number and Title: MTH 131 – College Trigonometry & Analytic Topics.
B. Academic Division: Business, Liberal Arts & Education
C. Department: Math
Program: Math
D. Lecture Hours: 5
E. Lab Hours: 0
F. Credit Hours: 5
G. Prerequisites: MTH 130 (minimum grade of C- required).
H. Course Description from Catalog: A study of trigonometric functions, their graphs, inverse functions,
trigonometric identities, equations, and applications.
I. Textbook:
1. Title: Algebra and Trigonometry, Enhanced with Graphing utilities, 5e
Author: Michael Sullivan, Michael Sullivan III
Publisher: Prentice Hall
J. Workbook(s) and/or Lab Manual(s): None
251
K. Purpose of Course: the purpose of this course is to prepare students for the regular Calculus sequence (MTH
141, 142, & 143)
L. Supplies Needed: Graphing calculator recommended. (Currently recommending TI-84)
M. Course Outcomes/Assessment Procedures:
The following Core Learning Outcomes are addressed in this course:
Core Learning Outcome
Communication – Written A
Communication – Speech B
Culture and Community C
Critical Thinking D
Computer Literacy E
Computation F
Upon successful completion of this course, the student should be able to:
Outcomes Assessments
1The student will memorize
the basic trigonometric
functions in terms of an acute
angle of a right triangle
Tests and/or quizzes, Final
Exam
A,D,F
2. The student will memorize
and use basic trigonometric
identities.
Tests and/or quizzes, Final
Exam
A,D,F
3. The student will memorize
the laws of sines and cosines
Tests and/or quizzes, Final
Exam
A,D,F
4. The student will be able to
apply the trigonometric
functions to various
problems.
Tests and/or quizzes, Final
Exam
A,D,F
5. The student will be able to
graph the trigonometric
functions.
Tests and/or quizzes, Final
Exam
A,D,F
6. The student will be able to
solve trigonometric
equations.
Tests and/or quizzes, Final
Exam
A,D,F
7.
The student will be able to
apply trigonometry to real
life problems.
Tests and/or quizzes, Final
Exam
A,D,F
252
N. Course Content:
1. Trigonometric Functions
1. Angles and Their Measure
2. Trigonometric Functions: Right Triangle approach, Unit Circle approach
3. Properties of the Trigonometric Functions
4. Graphs of the Sine and Cosine Functions
5. Graphs of the Tangent, Cotangent, Cosecant, and Secant Functions
6. Phase Shift; Sinusoidal Curve Fitting
2. Analytic Trigonometry
1. The Inverse Sine, Cosine, and Tangent Functions
2. The Inverse Trigonometric Functions (Continues)
3. Trigonometric Identities
4. Sum and Difference Formulas
5. Double-angle and Half-angle Formulas
6. Product-to-Sum and Sum-to-Product Formulas
7. Trigonometric Equations I
8. Trigonometric Equations II
3. Applications of Trigonometric Functions
1. Right Triangle Trigonometry; Applications
2. The Law of Sines
3. The Law of Cosines
4. Area of a Triangle
5. Simple Harmonic Motion; Damped Motion; Combining Waves
253
Post-secondary Option
Math 132
Course Syllabus 2009-2010
Math 132 (Analytic and Pre-calculus Topics) is a college-level mathematics class. The outcomes, textbooks,
and expectations of the course are set by North Central State College‘s Mathematics Department. Grading
rubrics and grading scales are determined by the college.
Course Description: Math 132 is a five credit hour study of polar coordinates and their applications (including De Moivre‘s
Theorem), vectors, the conics, parametric equations, sequences/series, mathematical induction, The Binomial
Theorem, and counting methods.
Course Outcomes and Biblical Integration: Students should be able to:
Outcome Biblical Integration
1. The student will be able graph equations
in polar form.
Seeing a picture makes a concept more
understandable. Proverbs 25:11
2. The student will be able to convert
equations back and forth between
rectangular and polar forms.
Conversions between compatible systems
and be made if done carefully. Ezra 8:24-34
3. The student will be able to graph complex
numbers.
Some concepts are obscure until another
viewpoint makes them visible.
I Corinthians 13:12
4. The student will be able to perform
operations in complex numbers (including
using DeMoivre‘s Theorem).
The unknown can be known and used if you
have the proper guide. Acts 17:23
5.
The student will be able recognize and graph
the equations of the three major conics
(parabolas, ellipses, and hyperbolas) both in
rectangular and polar forms.
Recognizing the consistency and design in
the objects of creation shows us the
immutable character and characteristics of
God. Psalm 8:3-9
6. The student will be able to graph
parametric equations.
7. The student will be able to convert
parametric equations to rectangular form.
God is able to multiply miraculously, but our
conversions must always be equal.
John 6:9-13
8. The student will be able solve problems
involving sequences and series (arithmetic,
geometric, and other).
Even though we cannot grasp the
immeasurable and the infinite, we can gain
many truths about them. Romans 11:33-34
9. The student will be able to use
mathematical induction to prove a variety
of assertions.
Many truths are learned by paying attention
to what we see and hear from reliable
sources. Isaiah 1:18
254
10. The student will be able to apply
counting methods such as permutation and
combinations.
For numbers to have meaning there must be a
rational method for obtaining them.
Numbers 26:1-4, 52-54
11. The student will be able to solve basic
probability problems.
Solutions to problems become possible when
there is a fundamental design and designer at
their foundation. Romans 1:19
It is the overall objective of MCS‘s Mathematics Department that students be knowledgeable of the theory and
application of mathematics at the pre-calculus level. This includes thinking logically and rationally when interfacing
learned mathematical procedures with practical problems. The holistic integration of mathematics into student‘s
lives is our goal.
255
North Central State College
COURSE SYLLABUS
2009-2010
A. Course Number and Title: MTH 132 – Analytic and Pre-Calculus Topics
B. Academic Division: Business, Liberal Arts & Education
C. Department: Math
Program: Math
D. Lecture Hours: 5
E. Lab Hours: 0
F. Credit Hours: 5
G. Prerequisites: MTH 131 (minimum grade of C- required).
H. Course Description from Catalog: A study of polar coordinates and their applications (including De Moivre‘s
Theorem), vectors, the conics, parametric equations, sequences/series, mathematical induction, The Binomial
Theorem, and counting methods.
I. Textbook:
1. Title: Algebra and Trigonometry, Enhanced with Graphing utilities, 5e
Author: Michael Sullivan, Michael Sullivan III
Publisher: Prentice Hall
J. Workbook(s) and/or Lab Manual(s): None
K. Purpose of Course: The purpose of this course is to prepare students for the regular Calculus sequence (MTH
141,142, & 143)
L. Supplies Needed: Graphing calculator recommended. (Currently recommending TI-84)
M. Course Outcomes/Assessment Procedures:
The following Core Learning Outcomes are addressed in this course:
Core Learning Outcome
Communication – Written A
Communication – Speech B
Culture and Community C
Critical Thinking D
Computer Literacy E
Computation F
256
Upon successful completion of this course, the student should be able to:
Outcomes Assessments
1. The student will be able
graph equations in polar
form.
Tests, Final Exam A,D,F
2. The student will be able to
convert equations back and
forth between rectangular
and polar form
Tests, Final Exam A,D,F
3. The student will be able to
graph complex numbers.
Tests, Final Exam A,D,F
4. The student will be able to
perform operations in
complex numbers (including
using DeMoivre‘s Theorem).
Tests, Final Exam A,D,F
5. The student will be able
recognize and graph the
equations of the three major
conics (parabolas, ellipses,
and hyperbolas) both in
rectangular and polar forms.
Tests, Final Exam A,D,F
6. The student will be able to
graph parametric equations.
Tests, Final Exam A,D,F
7. The student will be able to
convert parametric equations
to rectangular form.
Tests, Final Exam A,D,F
8. The student will be able
solve problems involving
sequences and series
(arithmetic, geometric, and
other).
Tests, Final Exam A,D,F
9. The student will be able to
use mathematical induction
to prove a variety of
assertions.
Tests, Final Exam A,D,F
10. The student will be able
to apply counting methods
such as permutation and
combinations
Tests, Final Exam A,D,F
11.
The student will be able to
solve basic probability
problems.
Tests, Final Exam A,D,F
N. Course Content:
1. Polar Coordinates; Vectors
1. Polar Coordinates
2. Polar Equations and Graphs
257
3. The Complex Plane; De Moivre‘s Theorem
4. Vectors
5. The Dot Product
2. Analytic Geometry
1. Conics
2. The parabola
3. The Ellipse
4. The Hyperbola
5. Rotation of Axes; General Form of a Conic
6. Polar Equations of Conics
7. Plane Curves and Parametric Equations
3. Sequences: Induction; the Binomial Theorem
1. Sequences
2. Arithmetic Sequences
3. Geometric Sequences; Geometric Series
4. Mathematical Induction
5. The Binomial Theorem
4. Counting and Probability
1. Counting
2. Permutations and Combinations
3. Probability
258
259
Calculus
Course Syllabus 2010-2011
Calculus is a year long course with a pre-calculus prerequisite. Mathematical topics are
considered from a theoretical development and applied to practical situations.
Topics Biblical Integration
A study of limits, continuity God has set His limits on creation. Prov 8:29
Derivatives, basic differentiation rules and
rates of change, product and quotient rules,
higher derivatives, the chain rule
God‘s moral rules are binding on us if we want
a life pleasing (right) to Him. Math 19:16-19
Implicit differentiation, related rates
Extrema, Roll‘s Theorem and the Mean Value
Theorem, curve sketching
Disciples will look like their Master if they are
faithful in the details. Jn 13:35
Differentiation of trigonometric functions
Logarithmic functions, and exponential
functions
A study of areas, the Fundamental Theorem of
Calculus, integration by substitution, numerical
integration
Mathematical truths are always the same.
Malachi 3:6
Integration of logarithmic functions,
trigonometric functions, exponential functions,
inverse functions
The many disjointed parts we now know will
be known in completeness when Christ comes.
I Cor 13:9-10
Volumes, arc length and surfaces of revolution
Work, centers of mass, fluid pressure All creation works by God‘s prescription.
Col 3:17
Trigonometric substitution, parametric
equations, polar coordinates, and integration by
parts
God keeps track of angles as well as lengths
and rates. Is 38:8
A study of differential equations, partial
fractions
Integration by tables, indeterminate form and
L‘Hopital‘s Rule
Reference to the law will keeps us straight and
lead us rightly. Eph 3:24
Partial derivatives, differentials, and
differential equations.
260
GRADES
Early
Ed. K 1 2 3 4 5 6 7 8 9 10 11 12
Number, Number Sense and Operations
Standard
1. Use place value concepts to represent whole numbers
using numerals, words and physical models. I I D D R
2.Recognize, classify, compare and order whole numbers. I D D D R
3. Represent commonly used fractions using words and
physical models. I I D D D R
4.Determine the value of a collection of coins and dollar
bills. I D D
5.Make change using coins for values up to one dollar. I I D D
6.Count, using numerals and ordinal numbers. I I D D D
7.Model, represent and explain addition as combining sets
and counting on. I I D D D
8. Model, represent and explain subtraction as comparison,
take-away and part-to-whole. I D D D
9. Model, represent and explain multiplication as
repeatedaddition, rectangular arrays and skip counting. I D
10. Model, represent and explain division as sharing
equally, repeated subtraction and rectangular arrays. I D
11. Demonstrate fluency in addition facts with addends
through 9 and corresponding subtractions. I D
12. Demonstrate fluency in adding and subtracting
multiples of 10, and recognize combinations that make 10. I D
13. Add and subtract two-digit numbers with and without
regrouping. I D R
14. Use place value structure of the base-ten number system
to read, write, represent and compare whole numbers and
decimals. I D D R
15. Recognize and generate equivalent representations for
whole numbers, fractions and decimals. I D D R
16. Represent commonly used fractions and mixed numbers
using words and physical models. I D
17. Use models, points of reference and equivalent forms of
commonly used fractions to judge the size of fractions and
to compare, describe and order them. I D D R
18. Recognize and classify numbers as prime or composite
and list factors. I D D R
19. Count money and make change using both coins and
paper bills. I D
20. Model and use commutative and associative properties
for addition and multiplication. I D D D
21. Use relationships between operations, such as
subtraction as the inverse of addition and division as the
inverse of multiplication. I D D D
22. Demonstrate fluency in multiplication facts with factors
through 10 and corresponding divisions. I D
23. Estimate the results of whole number computations
using a variety of strategies, and judge the reasonableness. I D D R
MATH SCOPE &
SEQUENCE
I-Introduced D-Developed R-Reinforced
261
24. Analyze and solve multi-step problems involving
addition, subtraction, multiplication and division of whole
numbers. I D D R
25. Use a variety of methods and appropriate tools (mental
math, paper and pencil, calculators) for computing with
whole numbers. I D D R
26. Add and subtract commonly used fractions with like
denominators and decimals, using models and paper and
pencil. I D D R
27. Represent and compare numbers less than 0 through
familiar applications and extending the number line. I D R
28. Compare, order and convert among fractions, decimals
and percents. I D R
29. Develop meaning for percents, including percents
greater than 100 and less than 1. I D
30. Use models and pictures to relate concepts of
ratio,proportion and percent. I D R
31. Use order of operations, including use of parenthesis
and exponents to solve multi-step problems, and verify and
interpret the results. I D D
32. Apply number system properties when performing
computations. I D D
33. Apply and explain the use of prime factorizations,
common factors, and common multiples in problem
situations. I D D R R
34. Use and analyze the steps in standard and non-standard
algorithms for computing with fractions, decimals and
integers. I D D R
35. Use a variety of strategies, including proportional
reasoning, to estimate, compute, solve and explain solutions
to problems involving integers, fractions,
decimals and percents. I D
36. Use scientific notation to express large numbers and
numbers less than one. I D D R R
37. Identify subsets of the real number system. I D D R
38. Apply properties of operations and the real number
system, and justify when they hold for a set of numbers. I D D D R
39. Connect physical, verbal and symbolic representations
of integers, rational numbers and irrational numbers. I D D D
40. Compare, order and determine equivalent forms of real
numbers. I D D D R
41. Explain the effects of operations on the magnitude of
quantities. I D D D
42. Estimate, compute and solve problems involving real
numbers, including ratio, proportion and percent, and
explain solutions. I D D D D
43. Find the square root of perfect squares, and
approximate the square root of non-perfect squares. I D D D D
44. Estimate, compute and solve problems involving
scientific notation, square roots and numbers with integer
exponents. I D D D R
45. Demonstrate that vectors and matrices are systems
having some of the same properties of the real number
system. I
46. Develop an understanding of properties of and
representations for addition and multiplication of vectors
and matrices. I
262
47. Apply factorials and exponents, including fractional
exponents, to solve practical problems. I D
48. Demonstrate fluency in operations with real numbers,
vectors and matrices, using mental computation or paper
and pencil calculations for simple cases and technology for
more complicated cases. I R
49. Represent and compute with complex numbers. I D R
Measurement Standard
1. Explain the need for standard units of measure. I I D D D D
2. Select appropriate units for length, weight, volume
(capacity) and time, using:
• objects; i.e., non-standard units; I I D D D D
• U.S. customary units: inch, foot, yard, ounce, pound,
cup, quart, gallon,minute, hour, day, week and year; I I D D D D
• metric units: centimeter, meter, gram and liter. I D
3. Develop common referents for units of measure for
length, weight, volume (capacity) and time to make
comparisons and estimates. I I D D D D
4. Apply measurement techniques to measure length,
weight and volume (capacity). I D
5. Recognize that using different units of measurement will
yield different numbers for the same measurement. I D
6. Select appropriate units for perimeter, area, weight,
volume (capacity), time and temperature, using:
• objects of uniform size; I D D
• U.S. customary units; e.g., mile, square inch, cubic
inch, second, degree Fahrenheit, and other units as
appropriate; I D D
• metric units; e.g., millimeter, kilometer, square
centimeter, kilogram, cubic centimeter, degree Celsius, and
other units as appropriate. I D D
7. Know that the number of units is inversely related to the
size of the unit for any item being measured. I D D R
8. Develop common referents for units of measure for
length, weight, volume capacity) and time to make
comparisons and estimates. I D D R
9. Identify appropriate tools and apply counting techniques
for measuring side lengths, perimeter and area of squares,
rectangles, and simple irregular two-dimensional
shapes,volume of rectangular prisms, and time and
temperature. I D D R
10. Tell time to the nearest minute. I R
11. Select appropriate units to measure angles,
circumference, surface area, mass and volume, using: I D
• U.S. customary units; e.g., degrees, square feet,
pounds, and other units as appropriate; I D R
• metric units; e.g., square meters, kilograms and other
units as appropriate. I D R
12. Convert units of length, area, volume, mass and time
within the same measurement system. I D D R
13. Identify appropriate tools and apply appropriate
techniques for measuring angles, perimeter or
circumference and area of triangles, quadrilaterals,
circles and composite shapes, and surface area and volume
of prisms and cylinders
. I D D R
263
14. Select a tool and measure accurately to a specified level
of precision. I
15. Use problem solving techniques and technology as
needed to solve problems involving length, weight,
perimeter, area, volume, time and temperature. I D R
16. Analyze and explain what happens to area and
perimeter or surface area and volume when the dimensions
of an object are changed. I D R
17. Understand and demonstrate the independence of
perimeter and area for two-dimensional shapes and of
surface area and volume for three-dimensional shapes. I
18. Solve increasingly complex non-routine measurement
problems and check for reasonableness of results. I D
19. Use formulas to find surface area and volume for
specified three-dimensional objects accurate to a specified
level of precision. I D
20. Apply indirect measurement techniques, tools and
formulas, as appropriate, to find perimeter, circumference
and area of circles, triangles, quadrilaterals and
composite shapes, and to find volume of prisms, cylinders,
and pyramids. I D D
21. Use proportional reasoning and apply indirect
measurement techniques, including right triangle
trigonometry and properties of similar triangles, to solve
problems involving measurements and rates. I D D
22. Estimate and compute various attributes, including
length, angle measure, area, surface area and volume, to a
specified level of precision. I D D
23. Write and solve real-world, multi-step problems
involving money, elapsed time and temperature, and verify
reasonableness of solutions. I D R
24. Explain differences amongaccuracy, precision and
error, and describe how each of those can affect solutions in
measurement situations. I D R
25. Apply various measurement scales to describe
phenomena and solve problems.
26. Estimate and compute areas and volume in increasingly
complex problem situations.
27. Solve problem situations involving derived
measurements; e.g., density, acceleration.
Geometry and Spatial Sense Standard
1. Describe and create plane figures: circle, rectangle,
square, triangle, hexagon, trapezoid, parallelogram and
rhombus, and identify them in the environment. I I D D D R
2. Describe solid objects: cube rectangular prism, sphere,
cylinder, cone and pyramid, and identify them in the
environment. I D D D R
3. Sort and compare two-dimensional figures and three-
dimensional objects according to their characteristics and
properties. I D R
4. Identify, explain and model (superposition, copying) the
concept of shapes being congruent and similar. I D D D
5. Recognize two- and three-dimensional objects from
different positions. I D D R
6. Describe location, using comparative (before, after),
directional (above, below), and positional (first, last) words. I I D D R
7. Identify and draw figures with line symmetry. I
264
8. Provide rationale for groupings and comparisons of two-
dimensional figures and three-dimensional objects. I D
9. Describe and identify points, lines and planes in the
environment. I D D
10. Describe and identify intersecting, parallel and
perpendicular lines or segments in the environment. I D D
11. Identify and draw right, obtuse, acute and straight
angles. I D D
12. Use attributes to describe, classify and sketch plane
figures and build solid objects. I D D
13. Develop definitions of classes of shapes. I D D
14. Find and name locations in coordinate systems. I D D
15. Identify and describe lineand rotational symmetry in
two-dimensional shapes and designs. I D D
16. Describe, identify and model reflections, rotations and
translations, using physical materials. I D D
17. Describe a motion or series of transformations that
show two shapes are congruent. I D D
18. Identify and label angle parts and the regions defined
within the plane where the angle resides. I D D
19. Draw circles, and identify and determine the
relationships among the radius, diameter, center and
circumference. I D D
20. Specify locations and plot ordered pairs on a coordinate
plane. I D D D R
21. Identify, describe and classify types of line pairs,
angles, two-dimensional figures and three-dimensional
objects using their properties. I D R
22. Use proportions to express relationships among
corresponding parts of similar figures. I D D
23. Describe and use the concepts of congruence, similarity
and symmetry to solve problems. I D D D
24. Describe and use properties of triangles to solve
problems involving angle measures and side lengths of
right triangles. I D D D D
25. Predict and describe results (size, position, orientation)
of transformations of two-dimensional figures. I D
26. Identify and draw three-dimensional objects from
different views (top, side, front and perspective). I D
27. Apply properties of equalityand proportionality to solve
problems involving congruent or similar figures; e.g., create
a scale drawing. I D
28. Formally define geometric figures. I D R
29. Describe and apply the properties of similar and
congruent figures; and justify conjectures involving
similarity and congruence. I D R
30. Recognize and apply angle relationships in situations
involving intersecting lines, perpendicular lines and parallel
lines. I D R
31. Use coordinate geometry to represent and examine the
properties of geometric figures. I D D
32. Draw and construct representations of two- and three-
dimensional geometric objects using a variety of tools, such
as straightedge, compass and technology. I D D
33. Represent and model transformations in a coordinate
plane and describe the results. I D
265
34. Prove or disprove conjectures and solve problems
involving two and three-dimensional objects represented
within a coordinate system. D
35. Establish the validity of conjectures about geometric
objects, their properties and relationships by counter-
example, inductive and deductive reasoning, and critiquing
arguments made by others. D
36. Use right triangle trigonometric relationships to
determine lengths and angle measures. I D D D R
37. Use trigonometric relationships to verify and determine
solutions in problem situations. I D
38. Represent transformations within a coordinate system
using vectors and matrices.
Patterns, Functions and Algebra Standard
1. Sort, classify and order objects by size, number and other
properties, and describe the attributes used. I I D D R
2. Extend sequences of sounds and shapes or simple
number patterns, and create and record similar patterns. I I D D R
3. Create and extend patterns, and describe the rule in
words. I I D D
4. Model problem situations, using objects, pictures,
numbers and other symbols. O I D D
5. Solve open sentences and explain strategies. I D
6. Represent an unknown quantity as a variable using a
symbol, such as: I
7. Describe and compare qualitative and quantitative
changes.
8. Analyze and extend patterns, and describe the rule in
words. I D
9. Use patterns to make predictions, identify relationships,
and solve problems. I D
10. Write and solve open sentences and explain strategies. I D D D
11. Represent an unknown quantity as a variable using a
symbol, including letters. I I D
12. Use variables to create and solve equations representing
problem situations. I I D
13. Construct and use a table of values to solve problems
associated with mathematical relationships. I
14. Describe how a change in one variable affects the value
of a related variable. I D
15. Describe, extend and determine the rule for patterns and
relationships occurring in numeric patterns, computation,
geometry, graphs and other applications. I D R
16. Represent, analyze and generalize a variety of patterns
and functions with tables, graphs, words and symbolic
rules. I D D
17. Use variables to create and solve equations and
inequalities representing problem situations. I D D D
18. Use symbolic algebra to represent and explain
mathematical relationships. I D D
19. Use rules and variables to describe patterns, functions
and other relationships. I D D
20. Use representations, such as tables, graphs and
equations, to model situations and to solve problems,
especially those that involve linear relationships. I D D D D
21. Write, simplify and evaluate algebraic expressions. I D D D D
266
22. Solve linear equations and inequalities symbolically,
graphically and numerically. I D D D
23. Explain how inverse operations are used to solve linear
equations. I D D D
24. Use formulas in problem-solving situations. I D D D D
25. Graph linear equations and inequalities. I D D
26. Analyze functional relationships, and explain how a
change in one quantity results in a change in the other.
27. Approximate and interpret rates of change from
graphical and numerical data.
28. Generalize and explain patterns and sequences in order
to find the next term and the nth term. I D R
29. Identify and classify functions as linear or nonlinear,
and contrast their properties using tables, graphs or
equations. I
30. Translate information fromone representation (words,
table, graph or equation) to another representation of a
relation or function. I D
31. Use algebraic representations, such as tables, graphs,
expressions, functions and inequalities, to model and solve
problem situations. I D D
32. Analyze and compare functions and their graphs using
attributes, such as rates of change, intercepts and zeros. I
33. Solve and graph linear equations and inequalities. I D R
34. Solve quadratic equations with real roots by graphing,
formula and factoring. I
35. Solve systems of linear equations involving two
variables graphically and symbolically. I D
36. Model and solve problem situations involving direct
and inverse variation. I
37. Describe and interpret rates of change from graphical
and numerical data. I
38. Analyze functions by investigating rates of change,
intercepts, zeros, asymptotes, and local and global
behavior. I D
39. Use the quadratic formula to solve quadratic equations
that have complex roots. I D
40. Use recursive functions to model and solve problems;
e.g., home mortgages, annuities. I D
41. Apply algebraic methods to represent and generalize
problem situations involving vectors and matrices. I
Data Analysis and Probability Standard
1. Pose questions and gather data about everyday situations
and familiar objects. I I D D R
2. Sort and classify objects by attributes, and organize data
into categories in a simple table or chart. I I D D D R
3. Represent data using objects, picture graphs and bar
graphs. I I D D D R
4. Describe the probability of chance events as more, less or
equally likely to occur. I D D D R
5. Gather and organize data from surveys and classroom
experiments, including data collected over a period of time. I I D D D D R
6. Read and interpret tables, charts, graphs (bar, picture,
line, line plot), and timelines as sources of information,
identify main idea, draw conclusions, and
make predictions. I I D D D R
267
7. Construct charts, tables and graphs to represent data,
including picture graphs, bar graphs, line graphs, line plots
and Venn diagrams. I I D D D R
8.Read, interpret and construct graphs in which icons
represent more than a single unit or intervals greater than
one; e.g., each = 10 bicycles or the intervals on
an axis are multiples of 10. I D D
9. Describe data using mode, median and range. I D D
10. Conduct a simple probability experiment and draw
conclusions about the likelihood of possible outcomes. I D D
11. Identify and represent possible outcomes, such as
arrangements of a set of up to four members and possible
combinations from several sets, each containing
2 or 3 members. I D I
12. Use the set of possible outcomes to describe and predict
events. I D
13. Read, create and use line graphs, histograms, circle
graphs, box-and-whisker plots, stem-and-leaf plots, and
other representations when appropriate. I D D
14. Interpret data by looking for patterns and relationships,
draw and justify conclusions, and answer related questions. I D R
15. Evaluate interpretations and conclusions as additional
data are collected, modify conclusions and predictions, and
justify new findings. I D D
16. Compare increasingly complex displays of data, such as
multiple sets of data on the same graph. I D D
17. Collect, organize, display and interpret data for a
specific purpose or need. I D R
18. Determine and use the range, mean, median and mode
to analyze and compare data, and explain what each
indicates about the data. I D D R
19. Evaluate conjectures and predictions based upon data
presented in tables and graphs, and identify misuses of
statistical data and displays. I D R
20. Find all possible outcomes of simple experiments or
problem situations, using methods such as lists, arrays and
tree diagrams. I D D
21. Describe the probability of an event using ratios,
including fractional notation. I D D
22. Compare experimental and theoretical results for a
variety of simple experiments.
23. Make and justify predictions based on experimental and
theoretical probabilities. I D
24. Create, interpret and use graphical displays and
statistical measures to describe data; e.g., box-and-whisker
plots, histograms, scatterplots, measures of center and
variability. I D R R
25. Evaluate different graphical representations of the same
data to determine which is the most appropriate
representation for an identified purpose. I D
26. Compare the characteristics of the mean, median and
mode for a given set of data, and explain which measure of
center best represents the data. I D
27. Find, use and interpret measures of center and spread,
such as mean and quartiles, and use those measures to
compare and draw conclusions about sets of data. I D
268
28. Evaluate the validity of claims and predictions that are
based on data by examining the appropriateness of the data
collection and analysis. I D
29. Construct convincing arguments based on analysis of
data and interpretation of graphs. I D
30. Describe sampling methods and analyze the effects of
method chosen on how well the resulting sample represents
the population. I D
31. Use counting techniques, such as permutations and
combinations, to determine the total number of options and
possible outcomes. I D
32. Design an experiment to test a theoretical probability,
and record and explain results. I
33. Compute probabilities of compound events,
independent events, and simple dependent events. I
34. Make predictions based on theoretical probabilities and
experimental results. I D R
35. Create and analyze tabular and graphical displays of
data using appropriate tools, including spreadsheets and
graphing calculators. I D
36. Use descriptive statistics to analyze and summarize
data, including measures of center, dispersion, correlation
and variability. I
37. Design and perform a statistical experiment, simulation
or study; collect and interpret data; and use descriptive
statistics to communicate and support predictions and
conclusions. I D
38. Connect statistical techniques to applications in
workplace and consumer situations. I
Mathematical Process Standard
1. Use a variety of strategies to understand problem
situations; e.g., discussing with peers, stating problems in
own words, modeling problems with diagrams
or physical materials, identifying a pattern. I D D D R R
2. Identify and restate in own words the question or
problem and the information needed to solve the problem. I D D D R R
3. Generate alternative strategies to solve problems. I D D R R
4. Evaluate the reasonableness of predictions, estimations
and solutions. I D D R R
5. Explain to others how a problem was solved. I D D D R R
6. Draw pictures and use physical models to represent
problem situations and solutions. I D D D R R
7. Use invented and conventional symbols and common
language to describe a problem situation and solution. I D D R R
8. Recognize the mathematical meaning of common words
and phrases, and relate everyday language to mathematical
language and symbols. I D D D R R
9. Communicate mathematical thinking by using everyday
language and appropriate mathematical language. I D R
10. Apply and justify the use of a variety of problem-
solving strategies; e.g., make an organized list, guess and
check. I D
11. Use an organized approach and appropriate strategies to
solve multi-step problems. I D
269
12. Interpret results in the context of the problem being
solved; e.g., the solution must be a whole number of buses
when determining the number of buses necessary
to transport students. I D R
13. Use mathematical strategies to solve problems that
relate to other curriculum areas and the real world; e.g., use
a timeline to sequence events; use symmetry in artwork. I D
14. Link concepts to procedures and to symbolic notation;
e.g., model 3 x 4 with a geometric array, represent one-third
by dividing an object into three equal parts. I D
15. Recognize relationships among different topics within
mathematics; e.g., the length of an object can be
represented by a number. I D
16. Use reasoning skills to determine and explain the
reasonableness of a solution with respect to the problem
situation. I D
17. Recognize basic valid and invalid arguments, and use
examples and counter examples, models, number
relationships, and logic to support or refute. I D
18. Represent problem situations in a variety of forms
(physical model, diagram, in words or symbols), and
recognize when some ways of representing a problem may
be more helpful than others. I D
19. Read, interpret, discuss and write about mathematical
ideas and concepts using both everyday and mathematical
language. I D
20. Use mathematical language to explain and justify
mathematical ideas, strategies and solutions. I D
21. Clarify problem-solving situation and identify potential
solution processes; e.g., consider different strategies and
approaches to a problem, restate problem
from various perspectives. I D R
22. Apply and adapt problem-solving strategies to solve a
variety of problems, including unfamiliar and non-routine
problem situations. I D R
23. Use more than one strategy to solve a problem, and
recognize there are advantages associated with various
methods. I D R
24. Recognize whether an estimate or an exact solution is
appropriate for a given problem situation. I D R
25. Use deductive thinking to construct informal arguments
to support reasoning and to justify solutions to problems. I D
26. Use inductive thinking to generalize a pattern of
observations for particular cases, make conjectures, and
provide supporting arguments for conjectures. I
27. Relate mathematical ideas to one another and to other
content areas; e.g., use area models for adding fractions,
interpret graphs in reading, science and social studies. I D R
28. Use representations to organize and communicate
mathematical thinking and problem solutions. I D R
29. Select, apply, and translate among mathematical
representations to solve problems; e.g., representing a
number as a fraction, decimal or percent as
appropriate for a problem. I D D
30. Communicate mathematical thinking to others and
analyze the mathematical thinking and strategies of others. I D D
31. Recognize and use mathematical language and symbols
when reading, writing and conversing with others. I D R
270
32. Formulate a problem or mathematical model in
response to a specific need or situation, determine
information required to solve the problem, choose
method for obtaining this information, and set limits for
acceptable solution.
33. Apply mathematical knowledge and skills routinely in
other content areas and practical situations.
34. Recognize and use connections between equivalent
representations and related procedures for a mathematical
concept; e.g., zero of a function and the x-intercept of the
graph of the function, apply proportional thinking when
measuring, describing functions, and comparing
probabilities. I D
35. Apply reasoning processes and skills to construct
logical verifications or counter-examples to test conjectures
and to justify and defend algorithms and solutions. I
36. Use a variety of mathematical representations flexibly
and appropriately to organize, record and communicate
mathematical ideas. I
37. Use precise mathematical language and notations to
represent problem situations and mathematical ideas. I D
38. Write clearly and coherently about mathematical
thinking and ideas. I
39. Locate and interpret mathematical information
accurately, and communicate ideas, processes and solutions
in a complete and easily understood manner. I D
40. Construct algorithms for multi-step and non-routine
problems. I D
41. Construct logical verifications or counterexamples to
test conjectures and to justify or refute algorithms and
solutions to problems. I D
42. Assess the adequacy and reliability of information
available to solve a problem. I D
43. Select and use various types of reasoning and methods
of proof. I D
44. Evaluate a mathematical argument and use reasoning
and logic to judge its validity. I D
45. Present complete and convincing arguments and
justifications, using inductive and deductive reasoning,
adapted to be effective for various audiences. I
46. Understand the difference between a statement that is
verified by mathematical proof, such as a theorem, and one
that is verified empirically using examples or data. I
47. Use formal mathematical language and notation to
represent ideas, to demonstrate relationships within and
among representation systems, and to formulate
generalizations. I
48. Communicate mathematical ideas orally and in writing
with a clear purpose and appropriate for a specific
audience. I D
49. Apply mathematical modeling to workplace and
consumer situations, including problem formulation,
identification of a mathematical model, interpretation of
solution within the model, and validation to original
problem situation. I D
271
