Creating an account also allows you to see alignment to Common Core standards and Universal Design for Learning, adapted goals for varying levels of support, and related staircase goals by grade.
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By (date), when given a problem involving a whole number exponent (e.g. with base that is a whole number, positive decimal, or positive fraction), (name) will use order of operations and the properties of exponents to write and evaluate the corresponding numerical expression for (4 out of 5) problems.
By (date), given a (1)-sentence word problem involving multiplication (e.g., Sarah makes 10 bracelets in an hour, how many bracelets will she make in 3 hours?”), a multiplication chart, and graph paper, (student) will develop a visual representation of the problem (e.g., draw 3 boxes and 10 lines/bracelets in each box) correctly for (4) out of (5) math problems.
By (date), when given (2-4) groups that each contain the same number of tangible objects (e.g. jelly beans, erasers, small toys), (name) will write a repeated addition sentence to represent the total number of objects on a graphic organizer and solve, for (3 out of 3) repeated addition exercises.
By (date), after a review of the associative and commutative addition rules, when given an illustrated addition equation with (2) or more single-digit addends (e.g. 5 + 2 + 3 = 10), (name) will choose the equivalent illustrated equation from a bank of (3) options, for (3 out of 3) addition equations.
By (date), when given (5) problems on finding the area or circumference of a circle with a geometric component (e.g. radius, length of side of inscribed square) labeled, (name) will find the area or circumference of a circle by using the correct formula (e.g. A = π*r^2, C = 2*π*r) for (4 out of 5) problems.
By (date), (name) will correctly write algebraic expressions for problems involving percents (e.g. new enrollment from percent increase in number of students, sale price due to percent decrease in original price) for (4 out of 5) problems.
By (date), given a (1)-sentence word problem involving multiplication (e.g., Sarah makes 10 bracelets in an hour, how many bracelets will she make in 3 hours?”), a multiplication chart, and graph paper, (student) will develop a visual representation of the problem (e.g., draw 3 boxes and 10 lines/bracelets in each box) correctly for (4) out of (5) math problems.
By (date), when given (2-4) groups that each contain the same number of tangible objects (e.g. jelly beans, erasers, small toys), (name) will write a repeated addition sentence to represent the total number of objects on a graphic organizer and solve, for (3 out of 3) repeated addition exercises.
By (date), after a review of the associative and commutative addition rules, when given an illustrated addition equation with (2) or more single-digit addends (e.g. 5 + 2 + 3 = 10), (name) will choose the equivalent illustrated equation from a bank of (3) options, for (3 out of 3) addition equations.
By (date), when given 5 mathematical expressions involving integer exponents, (name) will use the properties of integer exponents to generate an equivalent numerical expressions and the final integer value correctly for (4 out of 5) expressions (e.g. "2^3 x 2^5 = 2^(3+5) = 2^8 = 256").
By (date), given a (1)-sentence word problem involving multiplication (e.g., Sarah makes 10 bracelets in an hour, how many bracelets will she make in 3 hours?”), a multiplication chart, and graph paper, (student) will develop a visual representation of the problem (e.g., draw 3 boxes and 10 lines/bracelets in each box) correctly for (4) out of (5) math problems.
By (date), when given (2-4) groups that each contain the same number of tangible objects (e.g. jelly beans, erasers, small toys), (name) will write a repeated addition sentence to represent the total number of objects on a graphic organizer and solve, for (3 out of 3) repeated addition exercises.
By (date), after a review of the associative and commutative addition rules, when given an illustrated addition equation with (2) or more single-digit addends (e.g. 5 + 2 + 3 = 10), (name) will choose the equivalent illustrated equation from a bank of (3) options, for (3 out of 3) addition equations.
By (date), when given a polynomial identity (e.g. x^2 - y^2 = (x + y)(x - y)), (name) will substitute given values (e.g. x = 6 and y = 2) and check if both sides of the identity are equal; for cases where equality is shown using numerical values, (name) will use algebraic operations (e.g. distributive property, collecting like terms) to prove that the polynomials are equivalent expressions for (4 out of 5) problems.
By (date), when given an exponential function for a real-world problem (e.g. population of bacteria P(t) = 1000e^(.25*t), t in hours; amount after compounding interest A(t) = 500*(1.05)^t, t in years), (name) will use the properties of exponents (e.g. power rule x^(m*n) = (x^m)^n) and a calculator to write an equivalent expression and determine the required rate of growth or decay for (4 out of 5) problems.
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