Mathematics 4th Grade Math

Equivalent representations of numbers
The learner will be able to recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers. Example: 1076 = 1000 + 70 + 6; 500 + 500 + 25 + 25 + 25 + 1; 250 + 250 + 250 + 250 + 75 + 1; etc.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.1: Discussing the Need for Mathematics; 1.2: Exploring the Origins of Mathematics; 3.1: Creating Number Stories; 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 9.2: Exploring Dimensions of Massive Monuments; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms;

Place value: represent & compare
The learner will be able to use the place-value structure of the base ten number system and be able to represent and compare whole numbers to millions ( using models, illustrations, symbols, expanded notation, and problem solving) Example: 1, 246, 477 ____ 1, 244.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.1: Discussing the Need for Mathematics; 1.2: Exploring the Origins of Mathematics; 1.3: Exploring Geometry; 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 12.1: Reviewing Large Numbers; 12.2: 5-Digit Numbers; 12.3: 6-Digit Numbers; 12.4: Comparing 6-Digit Numbers; 12.5: Exploring 1,000,000; 14.2: Multiplying by Tens; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms; 18.5: Exploring the Lattice Method of Multiplication;

Compare & order numbers
The learner will be able to use mathematical language and symbols to compare and order any whole numbers with and without appropriate technology (<,>,=).

Strand	Bloom's	Scope	Hours	Source
Number Sense: Whole Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 7.5: Comparing Data; 12.1: Reviewing Large Numbers; 12.2: 5-Digit Numbers; 12.3: 6-Digit Numbers; 12.4: Comparing 6-Digit Numbers; 12.5: Exploring 1,000,000;

Write fractions
The learner will be able to write a fraction to name part of a whole, part of a set, a location on a number line, and the division of whole numbers, using models up to 12/12. 2004 Arkansas Mathematics Frameworks for examples.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.4

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 6.1: Exploring Equal Shares; 6.2: Finding a Fraction of a Set; 6.3: Comparing Fractional Sides; 6.4: Finding Equivalent Fractions; 6.5: Showing Equivalent Fractions; 10.1: Combining and Separating Fractions; 10.2: Comparing Fractions of Circle Graphs; 10.3: Combining Mixed Numbers; 10.4: Adding And Subtracting Fractions; 10.5: Thinking About Decimals; 16.1: Relating Common and Decimal Fractions; 16.2: Expressing Decimal Fractions as Tenths and Hundredths; 16.3: Using Decimals to Record Thousandths; 16.4: Adding and Subtracting Decimals; 16.5: Exploring Patterns and Estimating with Decimals;

Size of whole determines fraction size
The learner will be able to utilize models, benchmarks, and equivalent forms to recognize that size of teh whole determines the size of the fraction.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO 1.4.5

Instructional Resources

Represent & compare decimals
The learner will be able to use the place value structure of the base ten number system and be able to represent and compare decimals to hundredths (using models, illustrations, symbols, expanded notation, and problem solving.) Example: 3.87 ____ 3.78.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.6

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 6.1: Exploring Equal Shares; 6.2: Finding a Fraction of a Set; 6.3: Comparing Fractional Sides; 6.4: Finding Equivalent Fractions; 6.5: Showing Equivalent Fractions; 10.1: Combining and Separating Fractions; 10.2: Comparing Fractions of Circle Graphs; 10.3: Combining Mixed Numbers; 10.4: Adding And Subtracting Fractions; 10.5: Thinking About Decimals; 13.1: Problem Solving With Money; 13.2: Working with Bills and Coins; 13.3: Showing How Money is Spent; 13.4: Solving Problems with Movie Budgets; 16.1: Relating Common and Decimal Fractions; 16.2: Expressing Decimal Fractions as Tenths and Hundredths; 16.3: Using Decimals to Record Thousandths;

Decimal/fraction equivalents
The learner will be able to write an equivalent decimal for a given fraction relating to money. Example: 1/10 = $0.10, 1/4 = $0.25.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO. 1.4.7

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 6.1: Exploring Equal Shares; 6.2: Finding a Fraction of a Set; 6.3: Comparing Fractional Sides; 6.4: Finding Equivalent Fractions; 6.5: Showing Equivalent Fractions; 10.1: Combining and Separating Fractions; 10.2: Comparing Fractions of Circle Graphs; 10.3: Combining Mixed Numbers; 10.4: Adding And Subtracting Fractions; 10.5: Thinking About Decimals; 13.1: Problem Solving With Money; 13.2: Working with Bills and Coins; 13.3: Showing How Money is Spent; 13.4: Solving Problems with Movie Budgets; 16.1: Relating Common and Decimal Fractions; 16.2: Expressing Decimal Fractions as Tenths and Hundredths; 16.3: Using Decimals to Record Thousandths;

Equivalent fractions
The learner will be able to write a fraction that is equivalent to a given fraction with the use of models. Example: 1/3 = 2/6 = 4/12.

Strand	Bloom's	Scope	Hours	Source
Number Sense: Rational Numbers		Master	1.0	2004 Arkansas Mathematics Frameworks NO.1.4.8

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 6.1: Exploring Equal Shares; 6.2: Finding a Fraction of a Set; 6.3: Comparing Fractional Sides; 6.4: Finding Equivalent Fractions; 6.5: Showing Equivalent Fractions; 10.1: Combining and Separating Fractions; 10.2: Comparing Fractions of Circle Graphs; 10.3: Combining Mixed Numbers; 10.4: Adding And Subtracting Fractions; 10.5: Thinking About Decimals; 13.1: Problem Solving With Money; 13.2: Working with Bills and Coins; 16.1: Relating Common and Decimal Fractions; 16.2: Expressing Decimal Fractions as Tenths and Hundredths; 16.3: Using Decimals to Record Thousandths; 16.4: Adding and Subtracting Decimals; 16.5: Exploring Patterns and Estimating with Decimals;

Growing With Mathematics, Investigations; [Textbook]. 21.1: Relating Decimals to Fractions; 21.2: Using Fractions as Benchmarks; 21.3: Modeling Decimals on Number Lines; 21.4: Interpreting Decimals on a Graph; 21.5: Multiplying Decimals by Whole Numbers;

Associative & zero prop. of X
The learner will be able to develop an understanding of the associative and zero properties of multiplication using objects.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: # Theory		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.4.1

Instructional Resources

Apply number theory
The learner will be able to apply number theory: 1. Determine if any number is even or odd. 2. Use the terms multiple, factor, and divisible by in an appropriate context. 3. Generate and use divisibility rules for 2, 5, and 10. 4. Demonstrate various multiplication and division relationships.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: # Theory		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.4.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 11.4: Introducing the Mean; 11.5: Exploring Ancient Ways to Multiply and Divide; 14.1: Exploring Multiplication Patterns; 14.2: Multiplying by Tens; 14.4: Using Strategies to Multiply Mentally; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms; 18.5: Exploring the Lattice Method of Multiplication;

Math symbols
The learner will be able to use conventional mathematical symbols to write equations for contextual problems involving multiplication. See Appendix 2004 Arkansas Mathematics Frameworks for examples.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: Whole # Op.		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.4.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 11.4: Introducing the Mean; 14.1: Exploring Multiplication Patterns; 14.2: Multiplying by Tens; 14.3: Using the Distributive Property; 14.4: Using Strategies to Multiply Mentally; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms; 18.5: Exploring the Lattice Method of Multiplication;

Division: represent & explain
The learner will be able to represent and explain division as measurement and partitive division including equal groups, releated rates, price, rectangular arrays (area model), combinations and multiplicative comparison. See Appendix 2004 Arkansas Mathematics Frameworks for more details. Example: 1. Translate contextual situations involving division into conventional mathematical symbols. 2. Explain how a remainder may impact an answer in a real world situation.

Strand	Bloom's	Scope	Hours	Source
Prop. of Number Operations: Whole # Op.		Master	1.0	2004 Arkansas Mathematics Frameworks NO.2.4.4

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 20.1: Applying an Efficient Division Algorithm; 20.2: Interpreting Remainders; 20.3: Solving Multiplication and Division Problems; 20.4: Exploring the Pattern of Dividing by Ten; 20.5: Using Division to Calculate the Mean;

Computational fluency: multi-digit + &am
The learner will be able to demonstrate, with and without appropriate technology, computational fluency in multi-digit addition and subtraction in contextual problems.

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Comp. Fluency: +		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.4.1

Instructional Resources

Fluency:combinations: X & divide
The learner will be able to demonstate fluency with combinations for multiplication and division facts ( 12 X 12) and use these combinations to mentally compute related problems (30 X 50).

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Fluency: X &		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.4.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 14.1: Exploring Multiplication Patterns; 14.2: Multiplying by Tens; 14.3: Using the Distributive Property; 14.4: Using Strategies to Multiply Mentally; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms; 18.5: Exploring the Lattice Method of Multiplication;

Fluency: X & divide: contextual prob
The learner will be able to attain, with and without appropriate technology, computational fluency in multiplication and division using contextual problems using 1. two digit by two digit multiplication (larger numbers with technology) 2. up to three digit by two digit division (larger numbers with technology) 3. strategies for multiplication and dividing numbers 4. performance of operations in more than one way. 5. Estimation of products and quotients in appropriate situations 6. relationships between operations.

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Fluency: X &		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.4.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 11.4: Introducing the Mean; 14.1: Exploring Multiplication Patterns; 14.2: Multiplying by Tens; 14.3: Using the Distributive Property; 14.4: Using Strategies to Multiply Mentally; 14.5: Finding the Area of a Rectangle; 18.1: Reviewing Factors, Products, and Multiples; 18.2: Multiplying by 1-and 2-Digit Numbers; 18.3: Modeling Multiplication by a 2-Digit Number; 18.4: Developing Multiplication Algorithms;

Solve problems: multiple methods
The learner will be able to solve simple problems using operations involving addition, subtraction, and multiplication using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology).

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: App. of Computat		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.4.4

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 3.1: Creating Number Stories; 3.3: Planning a Vacation; 3.4: Problems Solving With Money; 3.5: Solving Problems About Aircraft; 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 7.1: Describing Multiplication Arrays; 7.2: Investigating Factors and Multiples; 7.3: Finding Easy Ways to Multiply; 7.4: Visualizing Multiplication; 7.5: Comparing Data; 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 11.4: Introducing the Mean; 11.5: Exploring Ancient Ways to Multiply and Divide;

Estimation strategies
The learner will be able to use estimation strategies to solve problems and judge the reasonableness of the answer.

Strand	Bloom's	Scope	Hours	Source
# Op. & Estimation: Estimation		Master	1.0	2004 Arkansas Mathematics Frameworks NO.3.4.5

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.4: Using Data to Solve Problems; 2.5: Solving Problems Involving Length; 3.5: Solving Problems About Aircraft; 11.5: Exploring Ancient Ways to Multiply and Divide; 13.4: Solving Problems with Movie Budgets; 24.2: Exploring Pathways; 24.3: Finding the Shortest Route Between Locations;

Mulitples of 10, 100, 1000
The learner will be able to identify a number that is more or less than any whole number using multiples of 10, 100, and/or 1000. Example: 100 more than 4987 is 5087.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 12.1: Reviewing Large Numbers; 12.2: 5-Digit Numbers; 12.3: 6-Digit Numbers; 12.4: Comparing 6-Digit Numbers; 12.5: Exploring 1,000,000;

Numeric & geometric patterns
The learner will be able to use repeating and growing numeric and geometric patterns to make predictions and solve problems.

Strand	Bloom's	Scope	Hours	Source
Patterns,Relations,Functions:Patterns		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.4.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.1: Discussing the Need for Mathematics; 1.2: Exploring the Origins of Mathematics; 1.3: Exploring Geometry; 1.4: Using Data to Solve Problems: 24.1: Working with Sequences of Shapes; 24.4: Exploring Line and Turning Symmetry;

Find rule for a pattern
The learner will be able to determine the relationship between sets of numbers by selecting the rule. (2 step rule in words).

Strand	Bloom's	Scope	Hours	Source
Patterns, Relations, Functions		Master	1.0	2004 Arkansas Mathematics Frameworks A.4.4.3

Number sentences: solve contextual
The learner will be able to select and/or write number sentences (equations) to find the unknown in problem-solving contexts involving two digit by one digit division using appropriate labels.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 11.1: Practicing Division and Multiplication; 11.2: Relating Multiplication and Division; 11.3: Introducing the Division Algorithm; 11.4: Introducing the Mean; 11.5: Exploring Ancient Ways to Multiply and Divide; 20.1: Applying an Efficient Division Algorithm; 20.2: Interpreting Remainders; 20.3: Solving Multiplication and Division Problems; 20.4: Exploring the Pattern of Dividing by Ten; 20.5: Using Division to Calculate the Mean;

Equations and inequalities
The learner will be able to express mathematical relationships using simple equations and inequalities (>,<,=, not equal) See 2004 Arkansas Mathematics Frameworks for symbol for not equal. Example: 4 X 5 ______ 8 X 2 + 3.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.4.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.1: Discussing the Need for Mathematics; 4.1: Reviewing 4-Digit Numbers; 4.2: Visualizing 10,000; 4.3: Reading and Writing 5-Digit Numbers; 4.4: Comparing 5-Digit Numbers; 4.5: Working with 5-Digit Numbers; 12.1: Reviewing Large Numbers; 12.2: 5-Digit Numbers; 12.3: 6-Digit Numbers; 12.4: Comparing 6-Digit Numbers; 12.5: Exploring 1,000,000;

Variable to represent unknown
The learner will be able to use a variable to represent and unknown quantity in a number sentence involving contextual situations and find the value. Example: Susie bought 48 pencils. If the pencils came in packages of 12, how many packages of pencils did she buy? P = 48 divided by 12.

Strand	Bloom's	Scope	Hours	Source
Alg. Rep.:Expressions,Equations,Inequal.		Master	1.0	2004 Arkansas Mathematics Frameworks A.5.4.3

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 3.1: Creating Number Stories; 3.2: Solving Distance Problems; 3.3: Planning a Vacation; 3.4: Problems Solving With Money; 3.5: Solving Problems About Aircraft;

Chart/table to organize information
The learner will be able to create a chart or table to organize given information and to understand relationships and explain the results. Example: Troy must read independently for 2 hours a week. If Troy reads 20 minutes a day, how long will it take him to read a total of two hours.

Strand	Bloom's	Scope	Hours	Source
Algebraic Models and Relationships		Master	1.0	2004 Arkansas Mathematics Frameworks A.6.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 8.1: Exploring Units of Time; 8.2: Telling Time as Hours and Minutes; 8.3: Relating Units of Time; 8.4: Measuring Time in Seconds; 8.5: Working With Sample Timetables; 17.1: Working With Weather Data; 17.2: Conducting Probability Experiments; 17.3: Reading Grid Maps; 17.4: Reading and Interpreting Line Graphs; 17.5: Interpreting and Constructing Pie Graphs; 24.2: Exploring Pathways; 24.3: Finding the Shortest Route Between Locations;

Proportional relationships
The learner will be able to identify, describe and generalize relationships in which quantities change proportionally. Example: If a car travels at a rate of 50 mph, how far will it travel in three hours? 1 hour = 50 miles; 2 hours = 100 miles; 3 hours = 150 miles.

Strand	Bloom's	Scope	Hours	Source
Absolute Value		Master	1.0	2004 Arkansas Mathematics Frameworks A.7.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.2: Exploring the Origins of Mathematics; 1.3: Exploring Geometry; 1.4: Using Data to Solve Problems; 2.1: Exploring Ancient Units of Measure; 2.2: Relating Meters and Kilometers; 2.4: Relating Customary Units of Length; 3.2: Solving Distance Problems; 3.3: Planning a Vacation; 3.5: Solving Problems About Aircraft; 5.1: Visualizing Line and Turning Symmetry; 5.2: Analyzing Shapes With Turning Symmetry; 5.3: Investigating Direction and Angles; 5.4: Investigating Angles and Sides; 5.5: Applying Geometry in the Real World; 9.1: Exploring Pyramids and Prisms; 9.2: Exploring Dimensions of Massive Monuments; 9.3: Finding Perimeters of Everyday Objects;

Classify 3-D solids
The learner will be able to identify, describe and classify 3 - D solids by properties including the number of vertices, edges, and shapes of faces using models.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 3 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 9.1: Exploring Pyramids and Prisms; 24.2: Exploring Pathways; 24.3: Finding the Shortest Route Between Locations; 24.4: Exploring Line and Turning Symmetry; 24.5: Creating Designs with Flips and Slides;

Regular & irregular polygons
The learner will be able to identify regular and irregular polygons including octagons.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 2 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.4.2

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 9.1: Exploring Pyramids and Prisms; 9.2: Exploring Dimensions of Massive Monuments; 15.1: Introducing Congruence and Similarity; 15.2: Using Grids to Enlarge Shapes; 15.3: Describing and Constructing Tessellations; 15.4: Exploring Angles Around a Point; 15.5: Exploring the Circle; 19.1: Finding the Area of Irregular Shapes; 24.5: Creating Designs with Flips and Slides;

One dimensional figures
The learner will be able to identify, draw, and describe a line, line segment, a ray, an angle, intersecting, perpendicular and parallel lines.

Strand	Bloom's	Scope	Hours	Source
Geometric Properties: 3 - D		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.4.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.4: Using Data to Solve Problems; 5.3: Investigating Direction and Angles; 5.4: Investigating Angles and Sides; 5.5: Applying Geometry in the Real World; 15.3: Describing and Constructing Tessellations; 15.4: Exploring Angles Around a Point; 24.3: Finding the Shortest Route Between Locations; 24.4: Exploring Line and Turning Symmetry;

Intersecting, parallel, perpendicular
The learner will be able to identify and describe intersecting, perpendicular, and parallel lines in problem solving contexts.

Strand	Bloom's	Scope	Hours	Source
Gometric Properties: Relationships		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.4.4

Instructional Resources

Classify angles relative to 90 degrees
The learner will be able to classify angles relative to 90 degrees as more than, less than, or equal to.

Strand	Bloom's	Scope	Hours	Source
Gometric Properties: Relationships		Master	1.0	2004 Arkansas Mathematics Frameworks G.8.4.5

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.3: Exploring Geometry; 5.3: Investigating Direction and Angles; 5.4: Investigating Angles and Sides; 5.5: Applying Geometry in the Real World; 15.3: Describing and Constructing Tessellations; 15.4: Exploring Angles Around a Point;

Transformations
The learner will be able to determine the result of a transformation of a two dimensional figure as a slide (translation), flip (reflection), or turn (rotation) and justify the answer.

Strand	Bloom's	Scope	Hours	Source
Transformations of Shapes:Symmetry&T		Master	1.0	2004 Arkansas Mathematics Frameworks G.9.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 5.1: Visualizing Line and Turning Symmetry; 5.2: Analyzing Shapes With Turning Symmetry; 24.4: Exploring Line and Turning Symmetry; 24.5: Creating Designs with Flips and Slides;

Coordinate geometry
The learner will be able to locate and identify points on a coordinate grid and name the ordered pair (quadrant one only) using common language and geometric vocabulary ( horizontal and vertical).

Strand	Bloom's	Scope	Hours	Source
Coordinate Geometry		Master	1.0	2004 Arkansas Mathematics Frameworks G.10.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 15.2: Using Grids to Enlarge Shapes; 17.3: Reading Grid Maps; 17.4: Reading and Interpreting Line Graphs;

3 - D model with cubes
The learner will be able to construct a three dimensional model composed of cubes when given an illustration.

Strand	Bloom's	Scope	Hours	Source
Visualization & Geometric models:Spa		Master	1.0	2004 Arkansas Mathematics Frameworks G.11.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 5.1: Visualizing Line and Turning Symmetry; 5.2: Analyzing Shapes With Turning Symmetry; 9.1: Exploring Pyramids and Prisms; 9.3: Finding Perimeters of Everyday Objects;

Combining & subdividing models
The learner will be able to create new figures by combining and subdividing models of existing figures in multiple ways and record the results in a table. See 2004 Arkansas Mathematics Frameworks for a pictorial example.

Strand	Bloom's	Scope	Hours	Source
Visualization & Geometric models:Spa		Master	1.0	2004 Arkansas Mathematics Frameworks G.11.4.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 5.1: Visualizing Line and Turning Symmetry; 5.2: Analyzing Shapes With Turning Symmetry; 9.3: Finding Perimeters of Everyday Objects; 9.4: Solving Problems with Perimeter; 9.4: Finding Distance Around Boxes; 15.2: Using Grids to Enlarge Shapes;

60 sec/1 minute
The learner will be able to recognize that 60 seconds equals 1 minute.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Time: Clock		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 8.1: Exploring Units of Time; 8.2: Telling Time as Hours and Minutes; 8.3: Relating Units of Time; 8.4: Measuring Time in Seconds; 8.5: Working With Sample Timetables;

Temperature: contextual problems
The learner will be able to distinguish the temperature in contextual problems using the Fahrenheit scale on a thermometer.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Temperature		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.4.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 17.1: Working With Weather Data;

Relationships: units of measurement
The learner will be able to use the relationships among units of measurement. LENGHT: 12 in = 1 ft. ; 3 ft. = 1 yd. ; 36 in = 1 yd. ; 100 cm = 1 m CAPACITY: 2 cups = 1 pint; 2 pints = 1 quart; 4 quarts = 1 gallon; WEIGHT: 16 ounces = 1 lb.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Tools & Attribu		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.4.3

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.4: Relating Customary Units of Length; 2.5: Solving Problems Involving Length; 13.5: Solving Capacity and Cost Problems; 19.4: Relating Measures for Area; 23.1: Exploring Weight, Capacity, and Volume; 23.4: Working with Pounds, Ounces, and Tons; 23.5: Investigating Large Animal Weights;

Conversion table: units of measurement
The learner will be able to create and complete a conversion table to show relationships between units of measurement in the same system.

Strand	Bloom's	Scope	Hours	Source
Physical Attributes: Tools & Attribu		Master	1.0	2004 Arkansas Mathematics Frameworks M.12.4.4

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 17.2: Conducting Probability Experiments; 17.5: Interpreting and Constructing Pie Graphs;

Calendar: elapsed time
The learner will be able to using a calendar to determine elapsed time from month to month.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Calendar		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 1.5: Interpreting and Discussing Graphs; 3.2: Solving Distance Problems;

Convert minutes/hours
The learner will be able to solve problems involving conversions between minutes and hours.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Clock		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.2

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 8.1: Exploring Units of Time; 8.2: Telling Time as Hours and Minutes; 8.3: Relating Units of Time; 8.4: Measuring Time in Seconds; 8.5: Working With Sample Timetables;

State time multiple ways
The learner will be able to restate the time in muliple ways given an analog clock to the nearest 1 minute.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Clock		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.3

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 8.1: Exploring Units of Time; 8.2: Telling Time as Hours and Minutes; 8.3: Relating Units of Time; 8.4: Measuring Time in Seconds; 8.5: Working With Sample Timetables;

Elapsed time
The learner will be able to determine elapsed time in contextual situations to five minute intervals with beginning time unknown. Example: Mary watch a movie for one hour and 15 minutes. The movie ended at 8: 15. When did the movie begin.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Elapsed Time		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.4

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 3.2: Solving Distance Problems; 8.5: Working With Sample Timetables;

Apply money concepts
The learner will be able to apply money concepts in contextual situations. Example: 1. Determine the better buy. 2. Determine the change back with the least amount of currency. 3. Compare money.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Money		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.5

Instructional Resources

-	Growing With Mathematics, Investigations; [Textbook]. 3.1: Creating Number Stories; 3.3: Planning a Vacation; 3.4: Problems Solving With Money; 3.5: Solving Problems About Aircraft; 13.1: Problem Solving With Money; 13.2: Working with Bills and Coins; 13.3: Showing How Money is Spent;

Read temperatures
The learner will be able to read temperatures on Fahrenheit and Celsius scales.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Temperature		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.6

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 17.1: Working With Weather Data;

Measurement tools
The learner will be able to use appropriate customary and metric measurement tools for lenght, capacity, and mass.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Applications		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.7

Instructional Resources

Measurement: Customary & metric
The learner will be able to estimate and measure length, capacity/volume and mass using appropriate customary and metric units. LENGTH: 1/2 inch, 1 cm PERIMETER: inches, feet, centimeters, meters AREA: square inches, square feet, square centimeters, square meters WEIGHT: Pounds/ounces MASS: Kilograms/ grams CAPACITY: cups, pints, quarts, gallons VOLUME: liters.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Applications		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.8

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 2.1: Exploring Ancient Units of Measure; 2.2: Relating Meters and Kilometers; 2.3: Introducing the Millimeter; 2.4: Relating Customary Units of Length; 2.5: Solving Problems Involving Length; 9.4: Solving Problems with Perimeter; 9.4: Finding Distance Around Boxes; 13.5: Solving Capacity and Cost Problems; 19.1: Finding the Area of Irregular Shapes; 19.2: Finding the Area of a Triangle; 19.3: Calculating Areas from Scale Drawings; 19.4: Relating Measures for Area; 19.5: Estimating and Comparing Areas; 22.1: Finding the Volume of Rectangular Prisms; 22.2: Using Cubic Units to Measure Volume; 22.3: Exploring the Volume of Irregular Shapes; 22.4: Reviewing Units of Capacity;

Perimeter of rectangle
The learner will be able to use strategies for finding the perimeter of a rectangle.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Perimeter		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.9

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 9.4: Solving Problems with Perimeter; 9.4: Finding Distance Around Boxes;

Area of rectangle
The learner will be able to use strategies for finding the area of a rectangle.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Area		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.10

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 14.5: Finding the Area of a Rectangle; 19.1: Finding the Area of Irregular Shapes; 19.2: Finding the Area of a Triangle; 19.3: Calculating Areas from Scale Drawings; 19.4: Relating Measures for Area; 19.5: Estimating and Comparing Areas;

Volume: rectangular prisms & cubes
The learner will be able to use strategies to find the volume (cubic units) of rectangular prisms and cubes.

Strand	Bloom's	Scope	Hours	Source
Systems of Measurement: Applications		Master	1.0	2004 Arkansas Mathematics Frameworks M.13.4.11

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 14.5: Finding the Area of a Rectangle; 22.1: Finding the Volume of Rectangular Prisms; 22.2: Using Cubic Units to Measure Volume; 22.3: Exploring the Volume of Irregular Shapes; 23.1: Exploring Weight, Capacity, and Volume;

Data collection plan
The learner will be able to create a data collection plan after being given a topic and collect, organize, display, describe, and interpret simple data using frequency tables or line plots, pictographs, and bar graphs.

Strand	Bloom's	Scope	Hours	Source
Data Repres. :Collect, Organize, Display		Master	1.0	2004 Arkansas Mathematics Frameworks DAP 14.4.1

Instructional Resources

-	Growing With Mathematics, Investigations: [Textbook]. 2.3: Introducing the Millimeter; 7.5: Comparing Data;

Represent & interpret data
The learner will be able to represent and interpret data using pictographs, bar graphs, and line graphs in which symbols or intervals are greater than one.

Strand	Bloom's	Scope	Hours	Source
Data Analysis		Master	1.0	2004 Arkansas Mathematics Frameworks DAP 15.4.1

Instructional Resources

Growing With Mathematics, Investigations: [Textbook]. 1.4: Using Data to Solve Problems; 1.5: Interpreting and Discussing Graphs; 2.3: Introducing the Millimeter; 7.5: Comparing Data; 17.2: Conducting Probability Experiments; 17.4: Reading and Interpreting Line Graphs; 17.5: Interpreting and Constructing Pie Graphs;