2007 Mathematics Curriculum .k12.ms.us



2007

Mississippi Mathematics

Framework

Revised

Mississippi Department of Education

2007

2007 Mississippi Mathematics Framework

Revised

Hank M. Bounds, Ph.D., State Superintendent of Education

Beth H. Sewell, Ed.D., Executive to the State Superintendent

Kristopher Kaase, Ph.D., Associate State Superintendent

Trecina Green, Bureau Director, Office of Curriculum and Instruction

Camille Chapman, Division Director, Office of Curriculum and Instruction

Marcus Thompson, Mathematics Specialist

Mississippi Department of Education

Post Office Box 771

Jackson, Mississippi

39205-0771

(601) 359-2586

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above mentioned entities:

Director, Office of Human Resources

Mississippi Department of Education

359 North West Street

Suite 359

Jackson, Mississippi 39201

(601) 359-3511

ACKNOWLEDGEMENTS

The Mississippi Department of Education gratefully acknowledges the hard work and dedication of the following educators for developing a quality framework document to improve mathematics education in Mississippi classrooms.

John Bakelaar, Jackson Public School District

Marilyn Bingham, Covington County School District

Libby Chance, Forrest County School District

Martha Charlwood, East Union School District

Amanda Cross, Meridian Public School District

Kathy Dedwylder, Enterprise School District

Dana Franz, Mississippi State University

Linda Gater, Jackson Public School District

Faith Gibson, Rankin County School District

Jennifer Halfacre, Mississippi University for Women

Amanda Hanegan, Meridian Public School District

David Jay Herbert, Delta State University

Pamela Hilton, Natchez-Adams School District

Brad Johns, Rankin County School District

Nita Johnson, Grenada School District

Vicki Kibodeaux, Hattiesburg School District

Joe Knight, Desoto County School District

Phillip Knight, Copiah County School District

Genny Lindsey, Rankin County School District

Pat Luscomb, Rankin County School District

Cathy Lutz, Madison County School District

Shauneille Mason, Holly Springs School District

Felicia McCardle, Richton School District

Stephanie McCullough, Gulfport School District

Aisha McGee, Mississippi Department of Education

Wayne McGee, Copiah County School District

Jan Metzger, Oxford School District

Clif Mims, University of Mississippi

Viola Mixon, McComb School District

Cathey Orian, Mississippi Valley State University

Mary Phinisey, Columbus Municipal School District

Gwenda Purnell, Pascagoula School District

Debbie Ray, Pontotoc School District

Terry Richardson, Columbus Municipal School District

Joan Roberts, Corinth School District

Tina Scholtes, Starkville School District

Ruth Ann Striebeck, Greenville School District

Emily Thompson, McComb School District

Anita Waltman, East Jasper School District

Amy Zitta, Starkville School District

Special thanks to those individuals who served on the Mathematics Advisory Team and provided feedback in developing this document.

ACKNOWLEDGEMENTS

The Mississippi Department of Education also appreciates the efforts of the following educators for working on the vertical and horizontal alignment of this document.

Dr. Barbara Dougherty, University of Mississippi

Linda Flanagan, Rankin County School District

Brad Johns, Rankin County School District

Gail Keith, Oxford Public School District

Cathy Lutz, Madison County School District

Sherra Shearer, Rankin County School District

Jenny Simmons, Lee County School District

Bethany Spayde, Long Beach School District

Julie S. Torrent, North Pontotoc School District

Susan Williford, Mississippi Department of Education

TABLE OF CONTENTS

Introduction……………………………………………………………………………………...6

Kindergarten…………………………………………………………………………………...15

First Grade……………………………………………………………………………………..18

Second Grade………………………………………………………………………………….21

Third Grade…………………………………………………………………………………….24

Fourth Grade…………………………………………………………………………………...27

Fifth Grade……………………………………………………………………………………...31

Sixth Grade……………………………………………………………………………………..34

Seventh Grade………………………………………………………………………………....38

Pre-Algebra……………………………………………………………………………………..42

Transition to Algebra…………………………………………………………………………...45

Algebra I…………………………………………………………………………………………48

Geometry………………………………………………………………………………………..51

Algebra II………………………………………………………………………………………..55

Advanced Algebra……………………………………………………………………………...59

Trigonometry……………………………………………………………………………………62

Pre-Calculus…………………………………………………………………………………….65

Discrete Mathematics…………………………………………………………………………..68

Calculus………………………………………………………………………………………….71

Statistics…………………………………………………………………………………………74

Survey of Mathematical Topics………………………………………………………………..77

Introduction to Engineering…………………………………………………………………….80

MISSION STATEMENT

The Mississippi Department of Education is dedicated to student success including the improvement of student achievement in mathematics in order to produce citizens who are capable of making complex decisions, solving complex problems, and communicating fluently in a technological society. Through the utilization of the 2007 Mathematics Framework Revised, teachers will challenge their students to think more deeply about the mathematics content, thus improving student understanding of mathematics. This document is based on premises that all children can learn, and that high expectations produce high achievement.

PURPOSE

The primary purpose of the 2007 Mathematics Framework Revised is to provide a basis for curriculum development for K-12 mathematics teachers in Mississippi. The framework provides an outline of what students should learn through competencies and objectives. The 2007 Mathematics Framework Revised replaces the 2007 Mississippi Mathematics Framework that was piloted during the 2006-2007 school year. The content of the framework is centered on the strands of number and operations, algebra, geometry, measurement, and data analysis & probability. Instruction in these strands is designed to expose students to experiences, which reflect the value of mathematics, to enhance students’ confidence in their ability to do mathematics, and to help students communicate and reason mathematically.

CYCLE

All Mississippi content area frameworks are reviewed on a six-year cycle. Approximately three years after a framework is implemented, a writing team is selected to review the current framework and recommend changes and modifications based on best practices in the teaching of content areas as reflected in state and national trends.

The implementation (required) year for the 2007 Mathematics Framework Revised is school year 2007-2008.

ORGANIZATION

The framework is organized by grade level (K-8) and by secondary courses (grades 9-12). A general description that includes the purpose, overview, and prerequisites is found preceding each curriculum outline for the grade level/course. To enhance the implementation of the framework, a section of Literature Connections, Technology Connections, a Glossary, and Resources are included at the end of the framework. The curriculum outline for the 2007 Mathematics Framework Revised is formatted as follows:

COURSE

STRANDS

STRAND

COMPETENCY

OBJECTIVE

DEPTH OF KNOWLEDGE (DOK) LEVEL

STRANDS

The 2007 Mathematics Framework Revised is comprised of five content strands: Number and Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability. The five process standards (problem solving, communication, reasoning and proof, connections, and representations) should permeate all instructional practices. The five interrelated content strands along with the five process strands combine to provide continuity to the teaching of K-12 mathematics. Students should be given the opportunity to use higher-order thinking to solve routine and non-routine problems as well as to connect the mathematical topics within and across strands and real-world applications. Communication strategies focus on the inclusion of reading, writing, speaking, and critical listening as ways for students to justify their answers or explain their thinking and reasoning. Communication strategies strengthen students’ understanding and their achievement. Incorporating representations into lessons allow students to use tables, charts, graphs, diagrams, symbols, and physical materials to model mathematical ideas.

These strands overlap and should be integrated and embedded throughout teachers’ daily lesson plans. This continuity provides the necessary foundation for successful completion of high school mathematics requirements. The five strands help to assure that appropriate processes are used and important concepts are learned throughout each grade level and secondary course. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum.

COMPETENCIES

The competencies, printed in bold face type, are the required learning standards for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi Subject Area Tests are aligned to the competencies. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may relate to one, many, or all of the mathematics framework strands and may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as “mastered.”

OBJECTIVES

The objectives indicate how competencies can be fulfilled through a progression of content and concepts at each grade level and course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time.

The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective.

DEPTH OF KNOWLEDGE

Each objective for the 2007 Mathematics Framework Revised has been assigned a Depth of Knowledge (DOK) level based on the work of Norman L. Webb. DOK levels help administrators, teachers, and parents understand the objective in terms of the complexity of what students are expected to know and do. Standards (i.e., competencies and objectives) vary in terms of complexity. Some objectives expect students to reproduce a fact or complete a sequence of steps, while others expect students to reason, extend their thinking, synthesize information from multiple sources, and produce significant work over time. Teachers must know what level of complexity is required by an objective in order to ensure that students have received prior instruction or have had an opportunity to learn content at the level students will be expected to demonstrate or perform. Assessment items must be created to ensure that what is elicited from students on the assessment is as demanding cognitively as what students are expected to know and do as stated in the objectives.

Four levels of Depth of Knowledge (DOK) are used in the 2007 Mathematics Framework Revised. The levels represent a hierarchy based on two main factors. (1) One factor is sophistication and complexity. Sophistication will depend on the abstractness of the activity, the degree to which simple knowledge and skills have to be recalled or drawn upon, the amount of cognitive processing required, the complexity of the content concepts used, the amount of content that has to be recalled or drawn upon, the lack of routine, and the need to extend knowledge meaningfully or produce novel findings. (2) The other factor is that students at the grade level tested have received prior instruction or have had an opportunity to learn the content. Objectives and assessment items that address complex knowledge can still have a low DOK level if the required knowledge is commonly known and students with normal instruction at a grade level should have had the opportunity to learn how to routinely (habitually) perform what is being asked.

The four levels of Depth of Knowledge (DOK) are described below.

Levels:

Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be included at this lowest level. Other key words that signify a Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and “explain” could be classified at different levels depending on what is to be described and explained.

Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response. A level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generally distinguish a Level 2 item include “classify,” “organize,” “estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data requires first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Some action verbs, such as “explain,” “describe,” or “interpret” could be classified at different levels depending on the object of the action. For example, if an item required students to explain how light affects mass by indicating there is a relationship between light and heat, this is considered a Level 2. Interpreting information from a simple graph, requiring reading information from the graph, also is a Level 2. Interpreting information from a complex graph that requires some decisions on what features of the graph need to be considered and how information from the graph can be aggregated is a level 3. Caution is warranted in interpreting Level 2 as only skills because some reviewers will interpret skills very narrowly, as primarily numerical skills, and such interpretation excludes from this level other skills such as visualization skills and probability skills, which may be more complex simply because they are less common. Other Level 2 activities include explaining the purpose and use of experimental procedures; carrying out experimental procedures; making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts.

Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking is a Level 3. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are complex and abstract. The complexity does not result from the fact that there are multiple answers, a possibility for both levels 1 and 2, but because the task requires more demanding reasoning. An activity, however, that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Other

Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve problems.

Level 4 (Extended Thinking) requires complex reasoning, planning, developing, and thinking most likely over an extended period of time. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and high-order thinking. For example, if a student has to take the water temperature from a river each day for a month and then construct a graph, this would be classified as a Level 2. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4. At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections - relate ideas within the content area or among content areas - and have to select one approach among many alternatives on how the situation should be solved, in order to be at this highest level. Level 4 activities include designing and conducting experiments; making connections between a finding and related concepts and phenomena; combining and synthesizing ideas into new concepts; and critiquing experimental designs.

The Revision Process for the Mathematics Framework

From nominations by school district superintendents and others, the Mississippi Mathematics Curriculum Writing Team was selected in January 2003. The purpose of the team was to draft a new mathematics framework. The team was composed of teachers, administrators, and university professors throughout Mississippi.

All nominated, but not selected to the Mississippi Mathematics Curriculum Writing Team, were asked to serve on the Mathematics Curriculum Advisory Team. The Advisory Team was composed of teachers, administrators, university professors, and other professionals interested in mathematics education.

In order to gain a sufficient understanding of the direction of mathematics education, the writing team reviewed the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics (2000), the National Assessment of Educational Progress (NAEP) Mathematics Framework for 2005, current literature and research. These resources served as a foundation for the development of the framework.

Drafts were distributed to the writing team and advisory team in March 2005 and to superintendents and curriculum coordinators in November 2005 as a part of the Administrative Procedures Act. Revisions were made in response to the submitted suggestions and feedback. The Mississippi Department of Education solicited further comment from the Norman Webb Group, and other outside evaluators to assure a vertical flow of mathematics with emphasis on rigorous mathematical content and alignment with national standards.

The Refinement Process for the Mathematics Framework

Through the process of developing performance level descriptors and test item specifications with teacher committees, misalignments and gaps in the framework were identified. In addition, the National Council of Teachers of Mathematics released the Curriculum Focal Points for Pre-Kindergarten through Grade 8 Mathematics in September 2006. The Curriculum Focal Points provides a guide for states to design more focused curricular expectations for pre-K through grade 8 mathematics curriculum. These sources of information, as well as feedback received from over 200 practitioners through survey responses on the 2007 framework, were used to refine the document. This revised edition is more focused and better aligned vertically and horizontally and coincides with the implementation of the Mississippi Curriculum Test, Second Edition (MCT2).

SEQUENCE

Students will progress according to grade level through the sixth grade. Beginning in the seventh grade, students are given course sequence options. Below are proposed secondary course sequence options:

Proposed Secondary Course Sequence Options

|Grade |OPTION 1 |OPTION 2 |OPTION 3 |OPTION 4 |

|Level | | | | |

|7 |7th grade |7th grade |Pre-Algebra |Pre-Algebra |

| |Math |Math | | |

| | | |Transition to | |

|8 |Pre-Algebra |Pre-Algebra |Algebra |Algebra I |

| |Transition to | | |Geometry or |

|9 |Algebra |Algebra I |Algebra I |Algebra II |

| | |Geometry or |Geometry or |Geometry or |

|10 |Algebra I |Algebra II |Algebra II |Algebra II |

| | | | |Advanced |

|11 |Geometry or |Geometry or |Geometry or |Algebra, |

| |Algebra II |Algebra II |Algebra II |Trigonometry, or |

| | | | |Elective |

| | |Advanced |Advanced |Pre-Calculus, |

|12 |Geometry or |Algebra, |Algebra, |Calculus, |

| |Algebra II |Trigonometry, or |Trigonometry, or |Statistics, or |

| | |Elective |Elective |Elective |

The following secondary mathematics electives have been included in the 2007 Mathematics Framework Revised:

● Advanced Algebra, Pre-Calculus, Trigonometry, Discrete Mathematics, and

Statistics, which are designed for students who have successfully completed

Algebra II; and

● Calculus, which provides a survey of Calculus without the theory and rigor necessary

to receive advanced placement credit. This course is designed for the student who

has a thorough knowledge of college preparatory mathematics.

The following secondary electives have been included in the 2007 Mathematics Framework Revised:

• Survey of Mathematical Topics and Introduction to Engineering, which may not be

included in the four mathematics courses required for graduation, however, these

courses may be included in the 4 ½ general electives required for graduation.

TECHNOLOGY

The Mississippi Department of Education strongly encourages the use of technology in all mathematics classrooms. The learning and teaching of mathematics can be greatly enhanced when quality instructional technology is appropriately used.

The appropriate use of instructional technology is integrated throughout the 2007 Mathematics Framework Revised. Suggested teaching strategies at each grade level and in every secondary course incorporate technology in the form of calculators, software, or on-line internet resources. The graphing calculator is an integral part of mathematics courses beginning with Seventh Grade.

The MDE believes strongly in NCTM’s Principles and Standards for School Mathematics Technology Principle):

“Electronic technologies - calculators and computers - are essential tools for teaching, learning, and doing mathematics. They furnish visual images of mathematical ideas, they facilitate organizing and analyzing data, and they compute efficiently and accurately. They can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement, and number. When technological tools are available, students can focus on decision making, reflection, reasoning, and problem solving.”

“Students can learn more mathematics more deeply with the appropriate use of technology. Technology should not be used as a replacement for basic understandings and intuitions; rather, it can and should be used to foster those understandings and intuitions. In mathematics-instruction programs, technology should be used widely and responsibly, with the goal of enriching students’ learning of mathematics.” (NCTM, 2000, page 24-25)

KINDERGARTEN

Kindergarten is the foundation for the development of mathematical concepts. Students explore different representations of numbers 0 to 20, expressing them in symbolic form with manipulatives like base-ten blocks or in diagrams. The representations help to show how numbers can be decomposed or broken apart into groups. Two- and three-dimensional shapes, patterns, generalizations, units of measurement, and data analysis are also stressed. The instructional emphases are on mathematical language development with writing and talking mathematics, multiple representations, and critical thinking. Mathematics instruction at this level should include manipulatives, cooperative and collaborative learning experiences, and problem solving.

The framework is comprised of five content strands: number and operations, algebra, geometry, measurement, and data analysis & probability. The five process strands are problem solving, reasoning & proof, communication, connections, and representation. The five interrelated content strands along with the five process strands combine to provide continuity to the teaching of K – 12 Mathematics. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum.

The competencies, printed in bold face type, are the required learning standards for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi Subject Area Tests are aligned to the competencies. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may relate to one, many, or all of the mathematics framework strands and may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as “mastered.”

The objectives indicate how competencies can be fulfilled through a progression of content and concepts at each grade level and course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time.

The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective.

KINDERGARTEN

CONTENT STRANDS:

Number and Operations Algebra

Geometry Measurement

Data Analysis & Probability

Competencies and Objectives:

NUMBER AND OPERATIONS

1. Identify and represent relationships among sets of whole numbers up to

20 using manipulatives.

a. Count forward to 20 and backward from 10. (DOK 1)

b. Create models of sets of objects 0 to 20. (DOK 1)

c. Recognize and write numbers to represent quantities 0 to 20. (DOK 1)

d. Compose and decompose two-digit numbers (up to 20) with

representations in words and physical models. (DOK 2)

e. Determine “first” through “tenth” (ordinal numbers), “next,” and “last”

positions. (DOK 1)

f. Develop multiple representations for addition (combining of sets) and

subtraction (take-away, missing addend, comparison). (DOK 2)

g. Apply mathematical language by telling when a certain number is “too

many,” “not enough,” “just right,” “more than,” “less than,” or “equal to”

for a given situation. (DOK 1)

ALGEBRA

2. Identify, describe, and reproduce patterns using concrete objects.

a. Describe a rule for sorting objects. (DOK 2)

b. Identify, reproduce, and extend repeating patterns in visual, auditory, and

physical contexts. (DOK 2)

c. Identify and describe qualitative changes (such as temperature changes – it feels hotter). (DOK 1)

d. Identify and describe quantitative changes (such as temperature increases five degrees). (DOK 1)

GEOMETRY

3. Identify and classify two-dimensional shapes.

a. Recognize and describe open and closed figures. (DOK 1)

b. Identify two-dimensional figures such as the square,

rectangle, triangle, and circle. (DOK 1)

c. Demonstrate an understanding of positional words (e.g., in,

above, below, over, under, beside, etc.). (DOK 1)

MEASUREMENT

4. Identify measurable attributes of objects.

a. Measure the length, weight, and capacity of objects using nonstandard

units. (DOK 2)

b. Determine and describe comparisons of length (longer, shorter, the same),

mass (heavier, lighter, the same), and capacity (holds more, less, or about

the same) using different-shaped or congruent containers, objects or

figures. (DOK 2)

c. Recognize the clock (analog and digital) and calendar as measurements

of time. (DOK 1)

d. Determine attributes of objects that can be compared, such as length,

area, mass or volume/capacity. (DOK 1)

DATA ANALYSIS & PROBABILITY

5. Collect, organize, and interpret data.

a. Collect and organize data by counting and using tally marks and other

symbols. (DOK 1)

b. Describe data by using mathematical language such as more than, less than, etc. (DOK 1)

FIRST GRADE

The First Grade mathematics framework extends concepts from Kindergarten. Students explore number relationships through place value concepts (units, tens, and hundreds) as they develop addition and subtraction models. These models are related to the actions of the computations (joining for addition and take-away, comparison, and missing addend for subtraction). Students describe patterns in number, computational, and geometric contexts. Data analysis continues the generalizations of patterns in pictographs and bar graphs as interpretations are made. The instructional emphases are on mathematical language development with writing and talking mathematics, multiple representations, and critical thinking. Mathematics instruction at this level should include manipulatives, cooperative and collaborative learning experiences, and problem solving.

The framework is comprised of five content strands: number and operations, algebra, geometry, measurement, and data analysis & probability. The five process strands are problem solving, reasoning & proof, communication, connections, and representation. The five interrelated content strands along with the five process strands combine to provide continuity to the teaching of K – 12 Mathematics. Even though the process strands are not listed throughout the framework, these strands should be incorporated when presenting the content of the curriculum.

The competencies, printed in bold face type, are the required learning standards for all students. The Mississippi Curriculum Test, Second Edition (MCT2) and Mississippi Subject Area Tests are aligned to the competencies. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may relate to one, many, or all of the mathematics framework strands and may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as “mastered.”

The objectives indicate how competencies can be fulfilled through a progression of content and concepts at each grade level and course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time.

The Mississippi Curriculum Test, Second Edition (MCT2) will be developed based on the objectives found in the framework. At least fifty percent (50%) of the test items on the MCT2 must match the Depth of Knowledge level assigned to the objectives for each competency. The Depth of Knowledge (DOK) level is indicated at the end of each objective.

FIRST GRADE

CONTENT STRANDS:

Number and Operations Algebra

Geometry Measurement

Data Analysis & Probability

Competencies and Objectives:

NUMBER AND OPERATIONS

1. Understand and represent relationships among numbers and compute operations (addition and subtraction) with and without manipulatives.

a. Recognize and write numbers 0 to 100. (DOK 1)

b. Compose and decompose two-digit numbers with representations in

words and physical models. (DOK 2)

c. Explain how to compare and order two-digit numbers using the terms

“more,” “less,” “greater than,” “less than,” “equal to,” and “almost,” and the

symbols >, , ................
................

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