MATHEMATICS - Michigan



|Mathematics Elementary and Middle School (Grades K-8) GLCEs Organization |

|STRAND 1 |STRAND 2 |STRAND 3 |STRAND 4 |STRAND 5 |

|Numbers and |Algebra |Measurement |Geometry |Data and |

|Operations (N) |(A) |(M) |(G) |Probability (D) |

|Domains |

| | | | | |

|ME: Meaning, notation, place |PA: Patterns, relations, |UN: Units and systems of |GS: Geometric shape, |RE: Data representation |

|value, and comparisons |functions, and change |measurement |properties, and mathematical arguments | |

| | | | |AN: Data interpretation and |

|MR: Number relationships |RP: Representation |TE: Techniques and formulas |LO: Location and spatial |analysis |

|and meaning of operations | |for measurement |relationship | |

| |FO: Formulas, | | |PR: Probability |

|FL: Fluency with operations |expressions, |PS: Problem solving |SR: Spatial reasoning and | |

|and estimations |equations, and inequalities |involving measurement |geometric modeling | |

| | | | | |

| | | |TR: Transformation and | |

| | | |symmetry | |

| Mathematics High School Content Expectations (HSCEs) Organization |

|STRAND 1 |STRAND 2 |STRAND 3 |STRAND 4 |

|Quantitative Literacy |Algebra & Functions |Geometry & Trigonometry |Statistics& Probability |

|and Logic (L) |(A) |(G) |(S) |

|Standards |

| | | | |

|L1: Reasoning About Numbers, |A1: Expressions, Equations, and |G1: Figures and Their Properties |S1: Univariate Data-Examining |

|Systems and Quantitative Situations |Inequalities | |Distributions |

| | |G2: Relationships Between | |

|L2: Calculation, Algorithms, and |A2: Function |Figures |S2: Bivariate Data-Examining |

|Estimation | | |Relationships |

| |A3: Mathematical Modeling |G3: Transformations of Figures in | |

|L3: Mathematical Reasoning, Logic, | |the Plane |S3: Samples, Surveys, and |

|and Proof | | |Experiments |

| | | | |

| | | |S4: Probability Models and |

| | | |Probability CalcullationT |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Meaning, notation, place value, and comparisons |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.ME.04.01 |N.ME.06.05 |L1.1.1 |

|Elementary and Middle School Grade Level Content |Read and write numbers to 1,000,000; relate them |Order rational numbers and place them on the number |Know the different properties that hold in different |

|Expectation v.12.05 |to the quantities they represent; compare and |line. |number systems and recognize that the applicable |

| |order. | |properties change in the transition from the positive|

|High School Content Expectation (April 2006)[i] | | |integers to all integers, to the rational numbers, |

| | | |and to the real numbers. |

|Supported Independence |N.ME.e4.SI.EG01a |N.ME.m6.SI.EG05a |EHSCE.SI.L1.1.1a |

| |Using quantities of concrete objects or visual |Using numbers, demonstrate understanding of the terms|Using numbers, demonstrate understanding of the terms|

|Extended Grade Level Content Expectation/ |representations, demonstrate understanding of the |same as, greater than, and/or less than (numbers |equal to, greater than, and/or less than (numbers |

|Extended High School Content Expectation |terms same and/or more (numbers 0-20). |0-50). |1-100). |

| | | | |

|Classroom/LEA/ISD and State |Example: |Example: |Example: |

| |use visuals (jars of marbles, dice) |compare two numbers with different digits in the tens|compare two numbers with the same digit in the tens |

| | |column |column |

|Participation |N.ME.e4.P.EG01a |N.ME.m6.P.EG05a |EHSCE.P.L1.1.1a |

| |Given two sets of objects with extreme |Given two sets of objects with extreme differences, |Given two sets of objects with extreme differences, |

|Extended Grade Level Content Expectation/ |differences, be able to determine which has more. |be able to determine which has more. The larger set |be able to determine which has more. The larger set |

|Extended High School Content Expectation |The larger set will have 5 times more objects than|will have 4 times as many objects as the smaller set.|will have 3 times as many objects as the smaller set.|

| |the smaller set. | | |

|Classroom/LEA/ISD and State | | |Example: |

| |Example: |Example: |2 jars, one with 15 marbles and one with 5 marbles |

| |2 jars, one with 25 marbles, and one with 5 |2 jars, one with 20 marbles, and one with 5 marbles | |

| |marbles | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Meaning, notation, place value, and comparisons |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.ME.04.01 |N.ME.06.05 |L1.1.1 |

|Elementary and Middle School Grade Level Content |Read and write numbers to 1,000,000; relate them |Order rational numbers and place them on the number |Know the different properties that hold in different |

|Expectation v.12.05 |to the quantities they represent; compare and |line. |number systems and recognize that the applicable |

| |order. | |properties change in the transition from the positive|

|High School Content Expectation (April 2006)i | | |integers to all integers, to the rational numbers, |

| | | |and to the real numbers. |

|Supported Independence |N.ME.e4.SI.EG01b |N.ME.m6.SI.EG05b |EHSCE.SI.L1.1.1b |

| |Count up to 20 using whole numbers. |Count up to 50 using whole numbers. |Count up to 100 using whole numbers. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Example: |Example: |Example: |

| |complete 20 repetitions of an exercise (knee |count out 50 marbles from a bag containing 100 |count out 100 marbles from a bag containing 200 |

|Classroom/LEA/ISD and State |bends, situps, etc.) |marbles |marbles |

|Participation |N.ME.e4.P.EG01b |N.ME.m6.P.EG05b |EHSCE.P.L1.1.1b |

| |Discriminate the number 1 from another object or |Discriminate the number 1 from another object or |Discriminate the number 1 from another object or |

|Extended Grade Level Content Expectation/ |symbol. |symbol. |symbol. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State |use a plastic 1 and a plastic animal |use a plastic 1 and a plastic animal |use a plastic 1 and a plastic animal |

| |use a picture of the number 1 and a picture of the|use a picture of the number 1 and a picture of the |use a picture of the number 1 and a picture of the |

| |letter A |letter A |letter A |

|Participation |N/A |N.ME.m6.P.EG05c |EHSCE.P.L1.1.1c |

| | |Associate value with the number 1. |Associate value with the number 1. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | |Example: |Example: |

| | |when directed, students will "just take one" |when directed, students will "just take one" |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Meaning, notation, place value, and comparisons |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.ME.04.01 |N.ME.06.05 |L1.1.1 |

|Elementary and Middle School Grade Level Content |Read and write numbers to 1,000,000; relate them |Order rational numbers and place them on the number |Know the different properties that hold in different |

|Expectation v.12.05 |to the quantities they represent; compare and |line. |number systems and recognize that the applicable |

| |order. | |properties change in the transition from the positive|

|High School Content Expectation (April 2006)i | | |integers to all integers, to the rational numbers, |

| | | |and to the real numbers. |

|Supported Independence |N.ME.e4.SI.EG01c |N.ME.m6.SI.EG05c |EHSCE.SI.L1.1.1c |

| |Fill in a missing number on a number line. Number |Fill in missing numbers on a number line. Number |Fill in missing numbers on a number line. Number |

|Extended Grade Level Content Expectation/ |line limited to starting at 1 and ending at 10, |line limited to starting at 1 and ending at 10, with |line limited to starting at 1 and ending at 10, with |

|Extended High School Content Expectation |with only 1 missing number. |2 missing numbers. |3 missing numbers. |

| | | | |

|Classroom/LEA/ISD and State |Example: |Example: |Example: |

| | | | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Meaning, notation, place value, and comparisons |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.ME.04.01 |N.ME.06.05 |L1.1.1 |

|Elementary and Middle School Grade Level Content |Read and write numbers to 1,000,000; relate them |Order rational numbers and place them on the number |Know the different properties that hold in different |

|Expectation v.12.05 |to the quantities they represent; compare and |line. |number systems and recognize that the applicable |

| |order. | |properties change in the transition from the positive|

|High School Content Expectation (April 2006)i | | |integers to all integers, to the rational numbers, |

| | | |and to the real numbers. |

|Supported Independence |N.ME.e4.SI.EG01d |N.ME.m6.SI.EG05d |EHSCE.SI.L1.1.1d |

| |Use ordinal terms to identify position in sequence|Use ordinal terms to identify position in sequence |Use ordinal terms to identify position in sequence |

|Extended Grade Level Content Expectation/ |and/or complete a sequence with up to 3 steps |and/or complete a sequence with up to 3 steps (e.g., |and/or complete a sequence with up to 3 steps (e.g., |

|Extended High School Content Expectation |(e.g., 1st, 2nd, 3rd). |1st, 2nd, 3rd). |1st, 2nd, 3rd). |

| | | | |

|Classroom/LEA/ISD and State |Example: |Example: |Example: |

| |Direct the student to, “first, take off your coat,|Direct the student to, “first, take off your coat, |Direct the student to, “first, take off your coat, |

| |second, put it on the hook, and third, sit at your|second, put it on the hook, and third, sit at your |second, put it on the hook, and third, sit at your |

| |desk. |desk. |desk. |

|Participation |N.ME.e4.P.EG01c |N.ME.m6.P.EG05d |EHSCE.P.L1.1.1d |

| |Use ordinal terms to identify position in a |Use ordinal terms to identify position in a pattern |Use ordinal terms to identify position in a pattern |

|Extended Grade Level Content Expectation/ |pattern or sequence (e.g., 1st, 2nd, 3rd). |or sequence (e.g., 1st, 2nd, 3rd). |or sequence (e.g., 1st, 2nd, 3rd). |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |The teacher engages the student in the first step |The teacher engages the student in the first step of |The teacher engages the student in the first step of |

| |of a familiar routine and then asks, “What comes |a familiar routine and then asks, “What comes |a familiar routine and then asks, “What comes |

| |second?” |second?” |second?” |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Meaning, notation, place value, and comparisons |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.ME.04.20 |N.ME.06.06 |L1.2.1 |

|Elementary and Middle School Grade Level Content |Understand fractions as parts of a set of objects.|Represent rational numbers as fractions or |Use mathematical symbols (e.g., interval notation, |

|Expectation v.12.05 | |terminating decimals when possible, and translate |set notation, summation notation) to represent |

| | |between these representations. |quantitative relationships and situations. |

|High School Content Expectation (April 2006)i | | | |

| | | | |

|Supported Independence |N.ME.e4.SI.EG20a |N.ME.m6.SI.EG06a |EHSCE.SI.L1.2.1a |

| |Identify the difference between full or whole and |Recognize and/or name commonly used fractions such as|Recognize, name, and/or write commonly used fractions|

|Extended Grade Level Content Expectation/ |half. |½, ⅓, and ¼. |such as ½, ⅓, and ¼. |

|Extended High School Content Expectation | | | |

| |Examples: |Example: |Examples: |

|Classroom/LEA/ISD and State |Identify a picture that is a half of an object. |Match pictures, pies, measuring cups, etc., to the |Match pictures, pies, measuring cups, etc., to the |

| |Equally divide a small set of objects. |common fractions. |common fractions. |

| |Recognize/differentiate a whole object from a half| |write a common fraction |

| |of the same type of object (apple, pizza, etc.). | | |

|Participation |N.ME.e4.P.EG20a |N.ME.m6.P.EG06a |EHSCE.P.L1.2.1a |

| |Differentiate between a whole object and part of |Differentiate between a whole object and part of an |Differentiate between a whole object and part of an |

|Extended Grade Level Content Expectation/ |an object. |object. |object. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State |a whole puzzle vs. one piece |a whole puzzle vs. one piece |a whole puzzle vs. one piece |

| |a whole pizza vs. one piece |a whole pizza vs. one piece |a whole pizza vs. one piece |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Number relationships and meaning of operations |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.MR.04.07 |A.RP.07.02 |A2.1.1 |

|Elementary and Middle School Grade Level Content |Use factors and multiples to compose and decompose|Represent directly proportional and linear |Recognize whether a relationship (given in |

|Expectation v.12.05 |whole numbers. |relationships using verbal descriptions, tables, |contextual, symbolic, tabular, or graphical form) is |

| | |graphs, and formulas, and translate among these |a function and identify its domain and range. |

|High School Content Expectation (April 2006)i | |representations. | |

| | | | |

|Supported Independence |N.MR.e4.SI.EG07a |A.RP.m7.SI.EG02a |EHSCE.SI.A2.1.1a |

| |Create, describe, and/or extend simple number |Create, describe, and/or extend simple number |Create, describe, and/or extend simple number |

|Extended Grade Level Content Expectation/ |patterns or patterns involving counting objects or|patterns or patterns involving counting objects or |patterns or patterns involving counting objects or |

|Extended High School Content Expectation |symbols. |symbols. |symbols. |

| | | | |

|Classroom/LEA/ISD and State |Examples: |Examples: |Examples: |

| |1, 2,___, 4 |2, 4, ___, 8 |5, 10, ___, 20 |

| |2, 4, ___ |5, 10, ___ |10, 20, ___ |

| | | | |

| | | | |

| | | | |

| | | | |

|Participation |N.MR.e4.P.EG07a |A.RP.m7.P.EG02a |EHSCE.P.A2.1.1a |

| |Extend or describe patterns involving objects or |Extend or describe patterns involving objects or |Extend or describe patterns involving objects or |

|Extended Grade Level Content Expectation/ |symbols. |symbols. |symbols. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State | | | |

| | | | |

| | | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Number relationships and meaning of operations |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.MR.03.15 |N.ME.06.06 |L1.1.5 |

|Elementary and Middle School Grade Level Content |Given problems that use any one of the four |Represent rational numbers as fractions or |Justify numerical relationships (e.g., show that the |

|Expectation v.12.05 |operations with appropriate numbers, represent |terminating decimals when possible, and translate |sum of even integers is even; that every integer can |

| |with objects, words (including “product” and |between these representations. |be written as 3m+k, where k is 0, 1, or 2, and m is |

|High School Content Expectation (April 2006)i |“quotient”), and mathematical statements; solve. | |an integer; or that the sum of the first n positive |

| | | |integers is n (n+1)/2). |

|Supported Independence |N.MR.e3.SI.EG15a |N.ME.m6.SI.EG06b |EHSCE.SI.L1.1.5a |

| |Select appropriate numbers in order to solve |Select appropriate numbers in order to solve |Select appropriate numbers in order to solve |

|Extended Grade Level Content Expectation/ |problems. Limited to no more than 10. |problems. Limited to no more than 25. |problems. Limited to no more than 50. |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |selecting the correct number of envelopes needed |selecting the correct number of envelopes needed to |selecting the correct number of envelopes needed to |

| |to mail 10 letters |mail 25 letters |mail 50 letters |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Fluency with operations and estimations |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.FL.04.08 |N.FL.07.07 |L2.1.5 |

|Elementary and Middle School Grade Level Content |Add and subtract whole numbers fluently. |Solve problems involving operations with integers. |Add, subtract, and multiply complex numbers; use |

|Expectation v.12.05 | | |conjugates to simplify quotients of complex numbers. |

| | | | |

|High School Content Expectation (April 2006)i | | | |

| | | | |

|Supported Independence |N.FL.e4.SI.EG08a |N.FL.m7.SI.EG07a |EHSCE.SI.L2.1.5a |

| |Demonstrate knowledge of basic addition and/or |Calculate sums and/or differences using two 2-digit |Calculate sums and/or differences using two 3-digit |

|Extended Grade Level Content Expectation/ |subtraction facts (single digits, no regrouping, |numbers. Use of manipulatives and/or a calculator is |numbers. Use of manipulatives and/or a calculator is |

|Extended High School Content Expectation |and sums/differences less than ten). Use of |permissible. |permissible. |

| |manipulatives and/or a calculator is permissible. | | |

|Classroom/LEA/ISD and State | |Example: |Example: |

| |Example: |Give the student 10 red blocks and 15 blue blocks and|Give the student 100 red beads and 100 blue beads and|

| |Give the student 3 red blocks and 2 blue blocks |ask, “How many blocks are there altogether?” |ask, “How many beads are there altogether?” |

| |and ask, “How many blocks are there altogether?” | | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: NUMBERS AND OPERATIONS |

|Domain: Fluency with operations and estimations |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N.FL.04.08 |N.FL.07.07 |L1.1.5 |

|Elementary and Middle School Grade Level Content |Add and subtract whole numbers fluently. |Solve problems involving operations with integers. |Justify numerical relationships (e.g. show that the |

|Expectation v.12.05 | | |sum of even integers is even; that every integer can |

| | | |be written as 3m+k, where k is 0, 1, or 2, and m is |

|High School Content Expectation (April 2006)i | | |an integer; or that the sum of the first n positive |

| | | |integers is n (n+1)/2). |

|Supported Independence |N.FL.e4.SI.EG08b |N.FL.m7.SI.EG07b |EHSCE.SI.L1.1.5b |

| |Select appropriate numbers (or number of objects) |Select appropriate numbers (or number of objects) |Select appropriate numbers (or number of objects) |

|Extended Grade Level Content Expectation/ |needed to solve addition or subtraction problems |needed to solve addition or subtraction problems and |needed to solve addition or subtraction problems and |

|Extended High School Content Expectation |and calculate the sum or difference. Limited to |calculate the sum or difference. Limited to two |calculate the sum or difference. Limited to two |

| |single digits, no regrouping, and sums/differences|2-digit numbers. Use of manipulatives and/or a |3-digit numbers. Use of manipulatives and/or a |

|Classroom/LEA/ISD and State |less than ten. Use of manipulatives and/or a |calculator is permissible. |calculator is permissible. |

| |calculator is permissible. | | |

| | |Example: |Example: |

| |Example: |selecting the correct number of envelopes needed to |selecting the correct number of envelopes needed to |

| |selecting the correct number of envelopes needed |mail 10 letters and 15 greeting cards |mail 100 letters and 100 greeting cards |

| |to mail 3 letters and 5 greeting cards | | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |D.RE.04.01 |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content |Construct tables and bar graphs from given data. |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 | |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |D.RE.e4.SI.EG01a |D.RE.m7.SI.EG01a |EHSCE.SI.L1.2.4a |

| |Gather and/or organize data using pictures or |Gather and/or organize data using pictures or |Gather and/or organize data using pictures or |

|Extended Grade Level Content Expectation/ |concrete objects that can be collected and sorted |concrete objects to represent real life situations or|concrete objects to represent real life situations or|

|Extended High School Content Expectation |(maximum of 10 objects and 1 attribute). |to make a pictograph (maximum of 15 objects and 2 |to make a pictograph (maximum of 15 objects and 3 |

| | |attributes). |attributes). |

|Classroom/LEA/ISD and State |Examples: | | |

| |make a pictograph by sorting pictures of |Examples: |Examples: |

| |classmates by absent/present |make a pictograph by sorting pictures of classmates |make a pictograph by sorting pictures of classmates |

| |sort a group of 10 pictures of familiar people by |by absent/present males |by absent/present males with brown hair |

| |hair color |sort a group of 15 pictures of familiar people by |sort a group of 15 pictures of familiar people by |

| | |hair color and gender |hair color, gender, and color of shirt |

|Participation |D.RE.e4.P.EG01a |D.RE.m7.P.EG01a |EHSCE.P.L1.2.4a |

| |Differentiate between themselves and an inanimate |Differentiate between themselves and another person. |Differentiate between themselves and another person. |

|Extended Grade Level Content Expectation/ |object. | | |

|Extended High School Content Expectation | |Example: |Example: |

| |Example: |choose a picture of themselves over another person |choose a picture of themselves over another person |

|Classroom/LEA/ISD and State |choose a picture of themselves over an object | | |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content | |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 | |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |N/A |D.RE.m7.SI.EG01b |EHSCE.SI.L1.2.4b |

| | |Read and interpret pictographs with a scale of one. |Solve problems using pictographs with a scale of one |

|Extended Grade Level Content Expectation/ | | |and totals of ten or less. |

|Extended High School Content Expectation | |Example: | |

| | | |Example: |

|Classroom/LEA/ISD and State | | | |

|Participation |N/A |N/A |EHSCE.P.L1.2.4b |

| | | |Organize data by sorting pictures or objects. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | |Example: |

| | | |Using pictures of self and classmates, differentiate |

|Classroom/LEA/ISD and State | | |between present/absent, male/female, or activity |

| | | |choices |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |D.RE.04.03 |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content |Solve problems using data presented in tables and |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 |bar graphs, (e.g., compare data represented in two|stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| |bar graphs and read bar graphs showing two data |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i |sets). |address specific questions. |media. |

|Supported Independence |D.RE.e4.SI.EG03a |D.RE.m7.SI.EG01c |EHSCE.SI.L1.2.4c |

| |Identify what type or quantity of data are needed |Identify what type or quantity of data are needed to |Identify what type or quantity of data are needed to |

|Extended Grade Level Content Expectation/ |to answer a question, solve a problem, or complete|answer a question, solve a problem, or complete a |answer a question, solve a problem, or complete a |

|Extended High School Content Expectation |a chart or pictograph. |chart, bar graph, pictograph, or circle graph. |chart, bar graph, pictograph, or circle graph. |

| | | | |

|Classroom/LEA/ISD and State |Example: |Example: |Example: |

| |Show the student a set of 3 objects (comb, tooth |Show the student a set of 5 different articles of |Show the student a set of 5 different articles of |

| |brush, and soap) and ask, “Which one do we need to|clothing (hat, jacket, shorts, sandals, and gloves) |clothing (hat, jacket, shorts, sandals, and gloves) |

| |brush our teeth?” |and ask, “Which ones do we need to go outside on a |and ask, “Which ones do we need to go outside on a |

| | |cold day?” |cold day?” |

|Participation |D.RE.e4.P.EG03a |D.RE.m7.P.EG01b |EHSCE.P.L1.2.4c |

| |Identify which of 2 choices is needed to answer a |Identify which of 2 choices is needed to answer a |Identify which of 2 choices is needed to answer a |

|Extended Grade Level Content Expectation/ |question or solve a problem. |question or solve a problem. |question or solve a problem. |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |The student is shown a spoon and a fork and asked,|The student is shown a spoon and a fork and asked, |The student is shown a spoon and a fork and asked, |

| |“Which one do we need?” to complete a table place |“Which one do we need?” to complete a table place |“Which one do we need?” to complete a table place |

| |setting missing a spoon. |setting missing a spoon. |setting missing a spoon. |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content | |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 | |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |N/A |D.RE.m7.SI.EG01d |EHSCE.SI.L1.2.4d |

| | |Use a calendar to locate significant dates. |Use a calendar to locate significant dates. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | |Example: |Example: |

| | |The student locates his/her birthday and the first |The student locates his/her birthday and the first |

|Classroom/LEA/ISD and State | |day of winter vacation on the calendar. |day of winter vacation on the calendar. |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content | |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 | |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |N/A |D.RE.m7.SI.EG01e |EHSCE.SI.L1.2.4e |

| | |Read a work/activity schedule for classroom and job |Read a work/activity schedule for classroom and job |

|Extended Grade Level Content Expectation/ | |related activities. |related activities. |

|Extended High School Content Expectation | | | |

| | |Example: |Example: |

|Classroom/LEA/ISD and State | |The student is shown his daily pictorial schedule and|The student is shown his daily pictorial schedule and|

| | |asked, “What are we doing next?” |asked, “What are we doing next?” |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |D.RE.04.02 |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content |Order a given set of data, find the median, and |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 |specify the range of values. |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |D.RE.e4.SI.EG02a |D.RE.m7.SI.EG01f |EHSCE.SI.L1.2.4f |

| |Follow complete or partial daily routine |Follow complete or partial daily routine |Follow complete or partial daily routine |

|Extended Grade Level Content Expectation/ |patterns-limited to 2 steps. |patterns-limited to 3 steps. |patterns-limited to 3 steps. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State |washing hands |washing hands |washing hands |

| |setting a table, |setting a table |setting a table |

| |recipe directions with visual cues |recipe directions with visual cues |recipe directions with visual cues |

| |personal hygiene |personal hygiene |personal hygiene |

|Participation |D.RE.e4.P.EG02a |D.RE.m7.P.EG01c |EHSCE.P.L1.2.4d |

| |Follow an eating, dressing, or physical activity |Follow an eating, dressing, or physical activity |Follow an eating, dressing, or physical activity |

|Extended Grade Level Content Expectation/ |pattern/sequence-limited to indicating or engaging|pattern/sequence-limited to indicating or engaging in|pattern/sequence-limited to indicating or engaging in|

|Extended High School Content Expectation |in the next step. |the next step. |the next step. |

| | | | |

|Classroom/LEA/ISD and State |Examples: |Examples: |Examples: |

| |socks then shoes |socks then shoes |socks then shoes |

| |shirt then coat |shirt then coat |shirt then coat |

| |coat then outside |coat then outside |coat then outside |

|MATHEMATICS |

|STRAND: DATA AND PROBABILITY |

|Domain: Data representation |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |D.RE.04.02 |D.RE.07.01 |L1.2.4 |

|Elementary and Middle School Grade Level Content |Order a given set of data, find the median, and |Represent and interpret data using circle graphs, |Organize and summarize a data set in a table, plot, |

|Expectation v.12.05 |specify the range of values. |stem and leaf plots, histograms, and box-and-whisker |chart, or spreadsheet; find patterns in a display of |

| | |plots, and select appropriate representation to |data; understand and critique data displays in the |

|High School Content Expectation (April 2006)i | |address specific questions. |media. |

|Supported Independence |D.RE.e4.SI.EG02b |D.RE.m7.SI.EG01g |EHSCE.SI.L1.2.4g |

| |Check and/or complete sets of corresponding tasks.|Check and/or complete sets of corresponding tasks. |Check and/or complete sets of corresponding tasks. |

|Extended Grade Level Content Expectation/ |This may include multiple uses of 1:1 |This may include multiple uses of 1:1 correspondence |This may include multiple uses of 1:1 correspondence |

|Extended High School Content Expectation |correspondence necessary to complete a single |necessary to complete a single task. |necessary to complete a single task. |

| |task. | | |

|Classroom/LEA/ISD and State | |Example: |Example: |

| |Example: |The student is shown a table with three place |The student is shown a table with three place |

| |The student is shown a table with three place |settings where one is missing a plate and asked, |settings where one is missing a plate and asked, |

| |settings where one is missing a plate and asked, |“What do we need to complete the place settings?” |“What do we need to complete the place settings?” |

| |“What do we need to complete the place settings?” | | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: ALGEBRA |

|Domain: Formulas, expressions, equations, and inequalities |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |A.FO.06.06 |A1.1.1 |

|Elementary and Middle School Grade Level Content | |Represent information given in words using algebraic |Give a verbal description of an expression that is |

|Expectation v.12.05 | |expressions and equations. |presented in symbolic form, write an algebraic |

| | | |expression from a verbal description, and evaluate |

|High School Content Expectation (April 2006)i | | |expressions given values of the variables. |

|Supported Independence |N/A |A.FO.m6.SI.EG06a |EHSCE.SI.A1.1.1a |

| | |Identify the unknown component and quantity in an |Identify the unknown component and quantity in an |

|Extended Grade Level Content Expectation/ | |applied problem. |applied problem. |

|Extended High School Content Expectation | | | |

| | |Example: |Example: |

|Classroom/LEA/ISD and State | |While completing 5 place settings, the student |While completing 5 place settings, the student |

| | |recognizes that there is a missing item (e.g., fork) |recognizes that there is a missing item (e.g., fork) |

| | |and identifies the correct quantity (5) needed. |and identifies the correct quantity (5) needed. |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |M.UN.06.01 |L3.1.1 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Convert between basic units of measurement within a |Convert units of measurement within and between |

|Expectation v.12.05 |units of measure. |single measurement system, (e.g., square inches to |systems; explain how arithmetic operations on |

| | |square feet). |measurements affect units, and carry units through |

|High School Content Expectation (April 2006)i | | |calculations correctly. |

|Supported Independence |M.UN.e4.SI.EG01a |M.UN.m6.SI.EG01a |EHSCE.SI.L3.1.1a |

| |Associate time with common events of the day. |Associate time with common events of the day. |Associate time with common events of the day. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Examples: |Examples: |Examples: |

| |lunch time, snack time |lunch time, snack time |lunch time, snack time |

|Classroom/LEA/ISD and State |beginning/end of school day |beginning/end of school day |beginning/end of school day |

|Participation |M.UN.e4.P.EG01a |M.UN.m6.P.EG01a |EHSCE.P.L3.1.1a |

| |Associate activities with the approximate time of |Associate activities with the approximate time of |Associate activities with the approximate time of |

|Extended Grade Level Content Expectation/ |day. |day. |day. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State |meals |meals |meals |

| |going to school /going home |going to school / going home |going to school / going home |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |M.UN.06.01 |L3.1.1 |

|Elementary and Middle School Grade Level Content | |Convert between basic units of measurement within a |Convert units of measurement within and between |

|Expectation v.12.05 | |single measurement system, (e.g., square inches to |systems; explain how arithmetic operations on |

| | |square feet). |measurements affect units, and carry units through |

|High School Content Expectation (April 2006)i | | |calculations correctly. |

|Supported Independence |N/A |M.UN.m6.SI.EG01b |EHSCE.SI.L3.1.1b |

| | |Tell time to the hour using a digital or analog |Tell time to the hour using a digital or analog |

|Extended Grade Level Content Expectation/ | |clock. |clock. |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

| | | | |

| | | | |

| | |Example: |Example: |

| | |The student is shown 3 picture cards, each with a |The student is shown 3 picture cards, each with a |

| | |clock showing a different time, and asked, “Lunch is |clock showing a different time, and asked, “Lunch is |

| | |at 12:00. Which shows 12:00?” |at 12:00. Which shows 12:00?” |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |M.UN.06.01 |L3.1.1 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Convert between basic units of measurement within a |Convert units of measurement within and between |

|Expectation v.12.05 |units of measure. |single measurement system, (e.g., square inches to |systems; explain how arithmetic operations on |

| | |square feet). |measurements affect units, and carry units through |

|High School Content Expectation (April 2006)i | | |calculations correctly. |

|Supported Independence |M.UN.e4.SI.EG01b |M.UN.m6.SI.EG01c |EHSCE.SI.L3.1.1c |

| |Know and use common terms for parts of the day |Know and use common terms for parts of the day (e.g.,|Know and use common terms for parts of the day (e.g.,|

|Extended Grade Level Content Expectation/ |(e.g., morning, afternoon, evening, night) and/or |morning, afternoon, evening, night) and/or relative |morning, afternoon, evening, night) and/or relative |

|Extended High School Content Expectation |relative time (e.g., yesterday, today, tomorrow). |time (e.g., yesterday, today, tomorrow). |time (e.g., yesterday, today, tomorrow). |

| | | | |

|Classroom/LEA/ISD and State |Examples: |Examples: |Examples: |

| |The student could be asked, “What did you have for|The student could be asked, “What did you have for |The student could be asked, “What did you have for |

| |lunch yesterday?” |lunch yesterday?” |lunch yesterday?” |

| |The student could be asked, “What was our first |The student could be asked, “What was our first |The student could be asked, “What was our first |

| |activity this morning?” |activity this morning?” |activity this morning?” |

|Supported Independence |N/A |M.UN.m6.SI.EG01d |EHSCE.SI.L3.1.1d |

| | |Order the days of the week or months of the year in |Order the days of the week or months of the year in |

|Extended Grade Level Content Expectation/ | |the correct sequence. Limited to no more than 3 |the correct sequence, up to 7 consecutive days of the|

|Extended High School Content Expectation | |consecutive days of the week or 6 consecutive months |week and 12 consecutive months of the year. |

| | |of the year. | |

|Classroom/LEA/ISD and State | | |Example: |

| | |Example: |The student could be given 7 cards, each with a day |

| | |The student could be given 3 cards, each with a month|of the week, and directed, “Here are cards showing |

| | |of the year, and directed, “Here are cards showing |the days of the week. Put them in order from first to|

| | |January, March, and February. Put them in order from |last.” |

| | |first to last.” | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.03 |A.RP.06.10 |A1.1.1 |

|Elementary and Middle School Grade Level Content |Measure and compare integer temperatures in |Represent simple relationships between quantities |Give a verbal description of an expression that is |

|Expectation v.12.05 |degrees. |using verbal descriptions, formulas or equations, |presented in symbolic form, write an algebraic |

| | |tables, and graphs, (e.g., perimeter-side |expression from a verbal description, and evaluate |

|High School Content Expectation (April 2006)i | |relationship for a square, distance-time graphs, and |expressions given values of the variables. |

| | |conversions such as feet to inches). | |

|Supported Independence |M.UN.e4.SI.EG03a |A.RP.m6.SI.EG10a |EHSCE.SI.A1.1.1b |

| |Compare approximate temperatures in order to solve|Compare approximate temperatures in order to solve |Compare approximate temperatures in order to solve |

|Extended Grade Level Content Expectation/ |problems. |problems. |problems. |

|Extended High School Content Expectation | | | |

| |Example: |Examples: |Examples: |

|Classroom/LEA/ISD and State |Identify appropriate clothing for different |Identify appropriate clothing for different |Identify appropriate clothing for different |

| |temperatures. |temperatures. |temperatures. |

| | |Give the student pictures of two thermometers with |Give the student pictures of two thermometers with |

| | |temperatures at least 30 degrees different and ask, |temperatures at least 30 degrees different and ask, |

| | |“Which one shows a warmer temperature?” |“Which one shows a warmer temperature?” |

|Participation |M.UN.e4.P.EG03a |A.RP.m6.P.EG10a |EHSCE.P.A1.1.1a |

| |Differentiate between warm and cold items. |Differentiate between warm and cold items. |Differentiate between warm and cold items. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Examples: |Examples: |Examples: |

| |warm vs. cold water |warm vs. cold water |warm vs. cold water |

|Classroom/LEA/ISD and State |select clothing for appropriate temperatures |select clothing for appropriate temperatures |select clothing for appropriate temperatures |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |M.TE.05.09 |G2.1.3 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Use filling (unit cubes or liquid), and counting or |Know and use the relationship between the volumes of |

|Expectation v.12.05 |units of measure. |measuring to find the volume of a cube and |pyramids and prisms (of equal base and height) and |

| | |rectangular prism. |cones and cylinders (of equal base and height). |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |M.UN.e4.SI.EG01c |M.TE.m5.SI.EG09AA |EHSCE.SI.G2.1.3a |

| |Measure volume using cups. |Measure volume using a cup and half cup. |Measure volume using a cup, quarter cup, and/or half|

|Extended Grade Level Content Expectation/ | | |cup. |

|Extended High School Content Expectation |Example: |Example: | |

| |While making lemonade, direct the student to add 2|While making lemonade, direct the student to add 2 |Example: |

|Classroom/LEA/ISD and State |cups of water to the pitcher. |and ½ cups of water to the pitcher. |While making lemonade, direct the student to add 2 |

| | | |and ¼ cups of water to the pitcher. |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |G.SR.07.01 |L3.1.1 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Use a ruler and other tools to draw squares, |Convert units of measurement within and between |

|Expectation v.12.05 |units of measure. |rectangles, triangles, and parallelograms with |systems; explain how arithmetic operations on |

| | |specified dimensions. |measurements affect units, and carry units through |

|High School Content Expectation (April 2006)i | | |calculations correctly. |

|Supported Independence |M.UN.e4.SI.EG01d |G.SR.m7.SI.EG01a |EHSCE.SI.L3.1.1e |

| |Identify which of two objects is heavier or |Identify and/or use the appropriate measuring device |Identify and/or use the appropriate tool for |

|Extended Grade Level Content Expectation/ |longer. |to measure the length or weight of an object in whole|different types of measurement. |

|Extended High School Content Expectation | |units (pounds or inches). | |

| |Example: | |Example: |

|Classroom/LEA/ISD and State |The student could be given a bowling ball and a |Example: |The student could be shown a ruler, thermometer, and |

| |ping-pong ball and asked, “Which one is heavier?” |The student could be shown a ruler and a scale then |a scale then asked, “Which one do we use to measure |

| | |asked, “Which one do we use to measure the length of |the temperature outside?” |

| | |a pencil in inches?” | |

|Participation |M.UN.e4.P.EG01b |G.SR.m7.P.EG01a |EHSCE.P.L3.1.1b |

| |Compare size between two like objects (which is |Compare size between two like objects (which is |Compare size between two like objects (which is |

|Extended Grade Level Content Expectation/ |bigger or smaller). |bigger or smaller). |bigger or smaller). |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |large vs. small block of the same color |large vs. small block of the same color |large vs. small block of the same color |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |M.UN.06.01 |L1.2.1 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Convert between basic units of measurement within a |Use mathematical symbols (e.g., interval notation, |

|Expectation v.12.05 |units of measure. |single measurement system, (e.g., square inches to |set notation, summation notation) to represent |

| | |square feet). |quantitative relationships and situations. |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |M.UN.e4.SI.EG01e |M.UN.m6.SI.EG01e |EHSCE.SI.L1.2.1b |

| |Match a designated coin to another of the same |Identify different coins and bills (up to $1 and $5).|Identify different coins and bills ($1 , $5, $10, and|

|Extended Grade Level Content Expectation/ |denomination presented within a group. | |$20), and/or use bills for purchases. |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |The student is shown a quarter, then directed to |The students is shown a group of coins of various |The students is shown a group of bills of various |

| |find another quarter within a group of 9 coins of |denominations and directed to find a quarter. |denominations and directed to find a $5 bill. |

| |various denominations. | | |

|Participation |M.UN.e4.P.EG01c |M.UN.m6.P.EG01b |EHSCE.P.L1.2.1b |

| |Distinguish a coin from another similar object. |Distinguish a coin from another similar object. |Distinguish a coin from another similar object. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Examples: |Examples: |Examples: |

| |coin vs. button |coin vs. button |coin vs. button |

|Classroom/LEA/ISD and State |coin vs. bottle cap |coin vs. bottle cap |coin vs. bottle cap |

|Participation |N/A |N/A |EHSCE.P.L1.2.1c |

| | | |Recognize coins or bills as money. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | |Example: |

| | | |The student is shown a $1 bill and a greeting card |

|Classroom/LEA/ISD and State | | |then asked, “Which one is money?” |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |M.UN.04.01 |M.UN.06.01 |L1.2.1 |

|Elementary and Middle School Grade Level Content |Measure using common tools and select appropriate |Convert between basic units of measurement within a |Use mathematical symbols (e.g., interval notation, |

|Expectation v.12.05 |units of measure. |single measurement system, (e.g., square inches to |set notation, summation notation) to represent |

| | |square feet). |quantitative relationships and situations. |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |M.UN.e4.SI.EG01f |M.UN.m6.SI.EG01f |EHSCE.SI.L1.2.1c |

| |Count out a specified amount of money up to $5 ($1|Count out a specified amount of money up to $5 ($1 |Count out a specified amount of money up to $20 using|

|Extended Grade Level Content Expectation/ |bills only). |bills only). |$1 $5, and/ or $10 bills. |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |When presented with a stack of ten $1 bills, the |When presented with a stack of ten $1 bills, the |When presented with a stack of ten $1 bills, two $5 |

| |student correctly counts out $5. |student correctly counts out $5. |bills, and one $10 bill the student correctly counts |

| | | |out $20. |

|Participation |M.UN.e4.P.EG01d |M.UN.m6.P.EG01c |EHSCE.P.L1.2.1d |

| |Follow a procedure using pre-counted money to pay |Follow a procedure using pre-counted money to pay for|Follow a procedure using pre-counted money to pay for|

|Extended Grade Level Content Expectation/ |for real life things. |real life things. |real life things. |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |The student correctly identifies the correct |The student correctly identifies the correct person |The student correctly identifies the correct person |

| |person to receive money for a snack or lunch item.|to receive money for a snack or lunch item. |to receive money for a snack or lunch item. |

| | | | |

|MATHEMATICS |

|STRAND: MEASUREMENT |

|Domain: Units and systems of measurement |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |M.UN.06.01 |L1.2.1 |

|Elementary and Middle School Grade Level Content | |Convert between basic units of measurement within a |Use mathematical symbols (e.g., interval notation, |

|Expectation v.12.05 | |single measurement system, (e.g., square inches to |set notation, summation notation) to represent |

| | |square feet). |quantitative relationships and situations. |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |N/A |M.UN.m6.SI.EG01g |EHSCE.SI.L1.2.1d |

| | |Determine if they have enough money for a purchase up|Determine if they have enough money for a purchase up|

|Extended Grade Level Content Expectation/ | |to $5. |to $20. |

|Extended High School Content Expectation | | | |

| | |Example: |Example: |

|Classroom/LEA/ISD and State | |The student is shown an object costing $5 or less and|The student is shown an object costing $20 or less |

| | |asked, “Do you have enough money to buy this?” |and asked, “Do you have enough money to buy this?” |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: GEOMETRY |

|Domain: Geometric shape, properties, and mathematical arguments |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |G.GS.04.02 |G.GS.04.02 |G1.1.6 |

|Elementary and Middle School Grade Level Content |Identify basic geometric shapes, including isosceles,|Identify basic geometric shapes, including isosceles,|Recognize Euclidean Geometry as an axiom system; |

|Expectation v.12.05 |equilateral, and right triangles, and use their |equilateral, and right triangles, and use their |know the key axioms and understand the meaning of |

| |properties to solve problems. |properties to solve problems. |and distinguish between undefined terms (e.g., |

|High School Content Expectation (April 2006)i | | |point, line, plane), axioms, definitions, and |

| | | |theorems. |

| | | | |

|Supported Independence |G.GS.e4.SI.EG02a |G.GS.m4.SI.EG02AA |EHSCE.SI.G1.1.6a |

| |Identify common two dimensional shapes (e.g., square,|Identify common two dimensional shapes (e.g., square,|Differentiate between common two dimensional |

|Extended Grade Level Content Expectation/ |circle, star). |circle, triangle, and star). |shapes (e.g., square, circle, triangle, star). |

|Extended High School Content Expectation | | | |

| |Example: |Example: |Example: |

|Classroom/LEA/ISD and State |The student is shown pictures of a square, circle, |The student is shown pictures of a square, circle, |The student is shown pictures of a square, circle,|

| |and star then asked, “Which one is a circle?” |and star then asked, “Which one is a circle?” |and star then asked, “Which one is a circle?” |

|Participation |G.GS.e4.P.EG02a |G.GS.m4.P.EG02AA |EHSCE.P.G1.1.6a |

| |Differentiate between round and square or sphere and |Differentiate between round and square or sphere and |Differentiate between round and square or sphere |

|Extended Grade Level Content Expectation/ |cube.. |cube. |and cube. |

|Extended High School Content Expectation | | | |

| |Examples: |Examples: |Examples: |

|Classroom/LEA/ISD and State |selecting a circle when shown pictures of a circle |selecting a circle when shown pictures of a circle |selecting a circle when shown pictures of a circle|

| |and a square |and a square |and a square |

| |selecting a ball when given a ball and a block |selecting a ball when given a ball and a block |selecting a ball when given a ball and a block |

| |(sphere/cube) |(sphere/cube) |(sphere/cube) |

|MATHEMATICS |

|STRAND: GEOMETRY |

|Domain: Location and spatial relationship |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |G.LO.01.02 |G.TR.08.10 |G3.1.1 |

|Elementary and Middle School Grade Level Content |Describe relative position of objects on a plane and |Understand and use reflective and rotational |Define reflection, rotation, translation, and |

|Expectation v.12.05 |in space, using words such as above, below, behind, |symmetries of two-dimensional shapes and relate them |glide reflection and find the image of a figure |

| |in front of. |to transformations to solve problems. |under a given isometry. |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |G.LO.e1.SI.EG02AA |G.TR.m8.SI.EG10a |EHSCE.SI.G3.1.1a |

| |Identify the positions of objects in space using |Identify the positions of objects in space using |Identify the positions of objects in space using |

|Extended Grade Level Content Expectation/ |terms describing relative position (e.g., first, |terms describing relative position (e.g., first, |terms describing relative position (e.g., first, |

|Extended High School Content Expectation |last, above, below, behind, in front of, inside, |last, above, below, behind, in front of, inside, |last, above, below, behind, in front of, next to, |

| |outside, next to). |outside, next to, left, right). |inside, outside, beside, left, right). |

|Classroom/LEA/ISD and State | | | |

| |Example: |Example: |Example: |

| |The student could be handed a ball then directed, |The student could be handed a ball then directed, |The student could be handed a ball then directed, |

| |“Put this ball on the floor in front of you, then put|“Put this ball on the floor in front of you, then put|“Put this ball on the floor in front of you, then |

| |it behind you. |it behind you. |put it behind you. |

|Participation |N/A |G.TR.m8.P.EG10a |EHSCE.P.G3.1.1a |

| | |Self-awareness of position. Students will know the |Self-awareness of position. Students will know the|

|Extended Grade Level Content Expectation/ | |difference between standing up and sitting down |difference between standing up and sitting down |

|Extended High School Content Expectation | |(ambulatory students only). |(ambulatory students only). |

| | | | |

|Classroom/LEA/ISD | |Example: |Example: |

| | |The student could be moved into a standing position |The student could be moved into a standing |

| | |and asked, “Are you sitting down?” |position and asked, “Are you sitting down? |

|Participation |N/A |G.TR.m8.P.EG10b |EHSCE.P.G3.1.1b |

| | |Demonstrate understanding of terms describing |Demonstrate understanding of terms describing |

|Extended Grade Level Content Expectation/ | |relative position (e.g., between, in, out, inside, |relative position (e.g., between, in, out, inside,|

|Extended High School Content Expectation | |outside). |outside). |

| | | | |

|Classroom/LEA/ISD and State | |Example: |Example: |

| | |The student could be moved to the classroom door and |The student could be moved to the classroom door |

| | |asked, “Are you inside the room?” |and asked, “Are you inside the room?” |

|MATHEMATICS |

|STRAND: GEOMETRY |

|Domain: Spatial reasoning and geometric modeling |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |G.SR.04.03 |N/A |N/A |

|Elementary and Middle School Grade Level Content |Identify and count the faces, edges, and vertices of | | |

|Expectation v.12.05 |basic three-dimensional geometric solids including | | |

| |cubes, rectangular prisms, and pyramids; describe the| | |

|High School Content Expectation (April 2006)i |shape of their faces. | | |

|Supported Independence |G.SR.e4.SI.EG03a |N/A |N/A |

| |Match objects to their outlines. | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Example: | | |

| |The student could be given a shape sorter with holes | | |

|Classroom/LEA/ISD and State |in the shapes of a triangle, square, and star, then | | |

| |handed a block and directed, “Put the block in the | | |

| |right hole.” | | |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

|MATHEMATICS |

|STRAND: GEOMETRY |

|Domain: Transformation and symmetry |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |G.TR.04.05 |G.TR.06.03 |G3.1.1 |

|Elementary and Middle School Grade Level Content |Recognize rigid motion transformations (flips, |Understand the basic rigid motions in the plane |Define reflection, rotation, translation, and |

|Expectation v.12.05 |slides, turns) of a two-dimensional object. |(reflections, rotations, translations), relate these |glide reflection and find the image of a figure |

| | |to congruence, and apply them to solve problems. |under a given isometry. |

|High School Content Expectation (April 2006)i | | | |

| | | | |

|Supported Independence |G.TR.e4.SI.EG05a |G.TR.m6.SI.EG03a |EHSCE.SI.G3.1.1b |

| |Demonstrate knowledge of the routes involved in |Demonstrate knowledge of the routes involved in |Demonstrate knowledge of the routes involved in |

|Extended Grade Level Content Expectation/ |moving around the school (bathroom, gym, cafeteria, |moving around the school (bathroom, gym, cafeteria, |moving around the school (bathroom, gym, |

|Extended High School Content Expectation |bus stop, etc). |bus stop, etc). |cafeteria, bus stop, etc). |

| | | | |

|Classroom/LEA/ISD and State |Examples: |Examples: |Examples: |

| |The student could be directed, “Take this note to the|The student could be directed, “Take this note to the|The student could be directed, “Take this note to |

| |office.” |office.” |the office.” |

| |The student could be told, “We need to check our |The student could be told, “We need to check our |The student could be told, “We need to check our |

| |books back into the library, please lead us there.” |books back into the library, please lead us there.” |books back into the library, please lead us |

| | | |there.” |

|Participation |G.TR.e4.P.EG05a |G.TR.m6.P.EG03a |EHSCE.P.G3.1.1c |

| |Demonstrate finding targeted areas/objects. |Demonstrate finding targeted areas/objects. |Demonstrate finding targeted areas/objects. |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation |Examples: |Examples: |Examples: |

| |finding the office, classroom, bathroom, bus stop, |finding the office, classroom, bathroom, bus stop, |finding the office, classroom, bathroom, bus stop,|

|Classroom/LEA/ISD and State |etc. |etc. |etc. |

| |using eye gaze, locate familiar objects/people in the|using eye gaze, locate familiar objects/people in the|using eye gaze, locate familiar objects/people in |

| |immediate vicinity |immediate vicinity |the immediate vicinity |

|MATHEMATICS |

|STRAND: GEOMETRY |

|Domain: Transformation and symmetry |

| |

|Level of Independence (Full, SI, P) |Elementary School-Grades 3-5 |Middle School-Grades 6-8 |High School |

|Assessable at: |(Linked to Grade 4)* |(Linked to Grade 7)* | |

|(Classroom/LEA/ISD; State) | | | |

| |

|Mathematics |N/A |G.TR.06.03 |G3.1.1 |

|Elementary and Middle School Grade Level Content | |Understand the basic rigid motions in the plane |Define reflection, rotation, translation, and |

|Expectation v.12.05 | |(reflections, rotations, translations), relate these |glide reflection and find the image of a figure |

| | |to congruence, and apply them to solve problems. |under a given isometry. |

|High School Content Expectation (April 2006)i | | | |

|Supported Independence |N/A |G.TR.m6.SI.EG03b |EHSCE.SI.G3.1.1c |

| | |Use maps to find locations. Understand and use |Use maps to find locations. Understand and use |

|Extended Grade Level Content Expectation/ | |directions such as north, south, east, and west and |directions such as north, south, east, and west |

|Extended High School Content Expectation | |directional terms such as left, right, forward, and |and directional terms such as left, right, |

| | |back. |forward, and back. |

|Classroom/LEA/ISD and State | | | |

| | |Example: |Example: |

| | |Given a simple map of the school, the student could |Given a simple map of the school, the student |

| | |be directed, “You are here on the map. Go out the |could be directed, “You are here on the map. Go |

| | |classroom door, turn left, and take this note to Mrs.|out the classroom door, turn left, and take this |

| | |O’Brien. |note to Mrs. O’Brien. |

|Participation |N/A |N/A |N/A |

| | | | |

|Extended Grade Level Content Expectation/ | | | |

|Extended High School Content Expectation | | | |

| | | | |

|Classroom/LEA/ISD and State | | | |

-----------------------

[i] Michigan Department of Education (2006). High school content expectations: Mathematics. Retrieved from the Michigan Department of Education Web site:

-----------------------

[pic]

[pic]

[pic]

[pic]

[pic]

[pic] is 1 person.

How many people are below?

[pic]

[pic] is 1 person.

How many people are below?

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download