Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Kindergarten: Math standards introduced and explicitly taught during the school year. Quarter 1 Understand Numbers 1­10 K.1 Given two sets, each containing 10 or fewer concrete objects, identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one­to­one correspondence. K.2a Tell how many objects are in a set of 15 objects or fewer by counting the number of objects orally. K.2b Write the numeral to tell how many are in a set of 15 objects or fewer. K.2c Select the corresponding numeral from a given set of numerals to identify the quantity in a set containing 15 or fewer objects. K.4a Count forward to 100 (10) and backward from 10. K.11a Identify, describe, and trace geometric figures (circle, triangle, square, rectangle). Quarter 2 Explore 5­Groups K.2 b Write the numeral to tell how many are in a set of 15 objects or fewer. K.4 a Count forward to 100 (10) and backward from 10. K.4 b Identify one more than a number and ones less than a number. K.6 Model adding and subtracting whole numbers, using up to 10 concrete objects. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) K.7 Recognize a penny (penny) nickel (nickel), dime, and quarter and determine the value of a collection of pennies (pennies) and/or nickels with a total value of 10 cents or less. K.11a Identify, describe, and trace geometric figures (circle, triangle, square, rectangle). K.13 Gather data by counting and tallying. K.14 Display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data. K.16 Identify, describe, and extend repeating patterns. Quarter 3 Teen Numbers as Tens and Ones K.1 The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one­toone correspondence. K.3 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object. K.4a The student will count forward to 100 and backward from 10. K.6 The student will model adding and subtracting whole numbers, using up to 10 concrete objects. K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. K.11a The student will identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle). Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) K.15 The student will sort and classify objects according to attributes. K.16 The student will identify, describe, and extend repeating patterns. Partners, Problem Drawings, and Tens K.2b Write the numeral to tell how many are in a set of 15 objects or fewer. K.2c Select the corresponding numeral from a given set of numerals to identify the quantity in a set containing 15 or fewer objects. K.4a Count forward to 100 (10) and backward from 10. K.4b Identify one more than a number and one less than a number. K.4c Count by fives and tens (tens) to 100. K.6 Model adding and subtracting whole numbers, using up to 10 concrete objects. K.13 Gather data by counting and tallying. K.16 Identify, describe, and extend repeating patterns . Quarter 4 Money, Time, Measurement and Numbers K.2 c Select the corresponding numeral from a given set of numerals to identify the quantity in a set containing 15 or fewer objects. K.4 a Count forward to 100 (10) and backward from 10. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) K.4 c Count by fives and tens to 100. K.7 Recognize a penny, nickel, dime, and quarter, and determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. K.8 Identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer). K.9 Tell time to the hour using analog and digital clocks. K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block. K.12 The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. Consolidation of Concepts K.2c Select the corresponding numeral from a given set of numerals. K.4a Count forward to 100 and backward from 10. K.5 Identify the parts of a set and/or region that represent fractions for halves and fourths. K.6 Model adding and subtracting whole numbers, using up to 10 concrete objects. K.7 Recognize a penny, nickel, dime, and quarter and determine the value of a collection of pennies and/or nickels Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) whose total value is 10 cents or less. K.11a Identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle). K.14 Display gathered data in object graphs, pictures graphs, and tables, and will answer questions related to the data. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) First­grade: Math standards introduced and explicitly taught during the school year. Quarter 1 Early Number Activities 1.1a Count from 0 to 100 and write the corresponding numeral. 1.2 Count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.4a Given a familiar problem situation involving magnitude, select a reasonable order of magnitude from three given quantities: a one­digit numeral, a two­digit numeral, and a three­digit numeral (e.g., 5, 50, 500). 1.4b Given a familiar problem situation involving magnitude, will explain the reasonableness of the choice. 1.5 Recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.12 Identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, vertices, and right angles. 1.17 Recognize, describe, extend, and create a wide variety of growing and repeating patterns. Operations & Simple Equations 1.1a Count from 0 to 100 and write the corresponding numerals. 1.4b Given a familiar problem situation involving magnitude, will explain the reasonableness of the choice. 1.5 Recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.7a Identify the number of pennies equivalent to a nickel, dime, and a quarter. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 1.7b Determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. 1.17 Recognize, describe, extend, and create a wide variety of growing and repeating patterns. 1.18 Demonstrate an understanding of equality through the use of the equal sign. Quarter 2 Story Problem Strategies 1.2 Count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.4b Given a familiar problem situation involving magnitude, will explain the reasonableness of the choice. 1.5 Recall addition facts with sums to 18 or less and corresponding subtraction facts. 1.6 Create and solve one­step story and picture problems using addition facts with sums to 18 or less and corresponding subtraction facts. 1.18 Demonstrate understanding of equality using the equal sign. Basic Ten­Structured Concepts 1.1a Count from 1 to 100 and write the corresponding numerals. 1.1b Group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. 1.2 Count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.4a Given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) given quantities: a one­digit numeral, a two­digit numeral, and a three­digit numeral (e.g. 5, 50, 500). 1.5 Recall addition facts with sums to 18 or less and corresponding subtraction facts. Ten­Structured Applications 1.1b Group a collection of up to 100 objects into 10s and 1s and write the corresponding numeral to develop an understanding of place value. 1.4a Given a familiar problem situation involving magnitude, select a reasonable order of magnitude from three given quantities: a one­digit numeral, a two­digit numeral, and a three­digit numeral (e.g., 5, 50, 500). 1.5 Recall basic addition facts with sums of 18 or less and the corresponding subtraction facts. 1.6 Create and solve one­step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.7a Identify the number of pennies equivalent to a nickel, dime, and a quarter. 1.7b Determine the value of a collection of pennies, nickels, and dimes whose total is 100 cents or less. 1.17 Recognize, describe, extend, and create a wide variety of growing and repeating patterns. Quarter 3 Money 1.1b Group a collection of up to 100 objects into 10s and 1s and write the corresponding numeral to develop an understanding of place value. 1.4a Given a familiar problem situation involving magnitude, select a reasonable order of magnitude from three given quantities: a one­digit numeral, a two digit numeral, and a three­digit numeral (e.g., 5, 50, 500). Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 1.5 Recall basic addition facts with sums of 18 or less and the corresponding subtraction facts. 1.6 Create and solve one­step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.7a Identify the number of pennies equivalent to a nickel, dime, and a quarter. 1.7b Determine the value of a collection of pennies, nickels, and dimes whose total is 100 cents or less. 1.17 Recognize, describe, extend, and create a wide variety of growing and repeating patterns. Comparisons and Data Formats 1.2 Count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.6 Create and solve one­step story and picture problems using addition facts with sums to 18 or less and corresponding subtraction facts. 1.9 The student will use non­standard units to measure length, weight, mass, and volume. 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to the number of sides, vertices, and right angles. 1.14 The student will investigate, identify, and describe various forms of data collection using tables, picture graphs, and object graphs. 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. 1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) and thickness. 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. Fractions, Circle Graphs, and Clocks 1.3 Identify parts of a set and/or region that represent fractions for halves, thirds, and fourths and write the fractions. (Note: Students will need to be able to identify and model fractions using the set and region/area model and represent fractions using concrete materials, pictures, and symbols.) 1.7a Identify the number of pennies equivalent to a nickel, dime, and a quarter. 1.8 Tell time to the half hour, using analog and digital clocks. 1.11 Use calendar language appropriately (e.g. , names of the months, today, yesterday, next week, last week. 1.15 Interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. Quarter 4 Money and Two­Digit Numbers 1.7a The student will identify the number of pennies equivalent to a nickel, a dime, and a quarter; 1.7 b The student will determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. Analyze Story Problems 1.2 Count forward by ones, twos, fives, and tens to 100 and backward by ones from 30. 1.5 Recall basic addition facts with sums of 18 or less and the corresponding subtraction facts. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 1.6 Create and solve one­step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts. 1.9 Use non­standard units to measure length, weight/mass, and volume. Measurement 1.4b The student, given a familiar problem situation involving magnitude, will explain the reasonableness of the choice. 1.9 The student will use nonstandard units to measure length, weight/mass, and volume. 1.10a The student will compare, using the concepts of more, less, and equivalent, (a) the volumes of two given containers and (b) the weight/mass of two objects, using a balance scale. 1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to the number of sides, vertices, and right angles. 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. Patterns 1.17 The student will recognize, describe, extend, and create a wide variety of growing and repeating patterns. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Second­grade: Math standards introduced and explicitly taught during the school year. Quarter 1 Understanding Addition and Subtraction 2.1c Compare two whole numbers between 0 and 999 using symbols and words. 2.2 Identify the ordinal positions first through twentieth and write the ordinal numbers. 2.5 Recall addition facts with sums to 20 or less and the corresponding subtraction facts. 2.6b Find the sum (≤ 99) of two whole numbers 2.7b Find the difference of two whole numbers (each ≤ 99). 2.9 Recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction. Geometry 2.16 Identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, rectangle/rectangular prism). Quarter 2 Solving Story Problems 2.4c Recognize even and odd numbers. 2.5 Recall addition facts with sums to 20 or less and the corresponding subtraction facts. 2.21 Solve story problems by completing numerical sentences involving basic facts for addition and subtraction; create story problems using numerical sentences. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Addition of 2­digit Numbers 2.1a Read, write, and identify the place value of each digit in a three­digit numeral, using models 2.1b Round two­digit numbers to the nearest ten. 2.4a The student will count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10; 2.4b The student will count backward by tens from 100. 2.4c The student will recognize even and odd numbers. 2.6a The student, given two whole numbers whose sum is 99 or less, will estimate the sum. 2.6b The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation. 2.10a The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. 2.10b The student will correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.). 2.21 Solve story problems by completing numerical sentences involving basic facts for addition and subtraction; create story problems using numerical sentences. Time 2.12 Tell and write time to the nearest five minutes, using analog and digital clocks. 2.13a The student will determine past and future days of the week. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 1.13b The student will identify specific days and dates on a given calendar. Quarter 3 Fractions 2.3a The student will identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths. 2.3b The student will write the fractions. 2.3c The student will compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths 2.15a The student will draw a line of symmetry in a figure. 2.15b The student will identify and create figures with at least one line of symmetry. 2.18 Use data from experiments to predict outcomes when the experiment is repeated. Subtracting 2­digit Numbers 2.7b Given two whole numbers, each of which is 99 or less, will find the difference, using various methods of calculation. 2.9 Recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction. 2.10ab Count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less, and correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.) Non­standard and Standard Measurement 2.11a Estimate and measure length to the nearest centimeter and inch. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 2.11b Estimate and measure weight/mass of objects in pounds/ounces and kilograms/grams using a scale. 2.11c Estimate and measure liquid volume in cups, pints, quarts, gallons, and liters. Quarter 4 Rounding Numbers 2.1b Round two­digit numbers to the nearest ten. 2.14 Read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees. Tables and Graphs 2.8 Create and solve one and two­step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs. 2.17 Use data from experiments to construct picture graphs, pictographs, and bar graphs. 2.19 Analyze data displayed in picture graphs, pictographs, and bar graphs. Number Sense and Operations All second­grade standards. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Third­grade: Math standards introduced and explicitly taught during the school year. Quarter 1 Patterns 3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, pictures, and extend the patterns, using the same or different forms. Place Value and Multi­digit Addition and Subtraction 3.2 Recognize and use the inverse relationship between addition/subtraction to complete fact sentences. 3.1a Read and write six­digit numerals and identify the place value and value of each digit. 3.4 Estimate and solve single­step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. Addition and Subtraction Word Problems 3.2 Recognize and use the inverse relationship between addition and subtraction to complete fact sentences. 3.4 Estimate and solve single­step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. 3.20a Investigate the identity and the commutative properties for addition and multiplication. 3.20b Identify examples of the identity and commutative properties for addition and multiplication. Quarter 2 Addition/ Subtraction, Money, and Data Collection 3.1b Round whole numbers, 9,999 or less, to the nearest ten, hundred and thousand. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 3.1c Compare two whole numbers between 0 and 9,999 using (>,<, or =) and words (greater than, less than or equal to). 3.4 Estimate and solve single­step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. 3.8 Determine, by counting, the value of a collection of bills and coins whose total is $5.00 or less, compare the value of bills and coins, and make change. 3.17a Collect and organize data, using observation, measurements, surveys, or experiments. 3.17b Construct a line plot, pictograph, or a bar graph to represent the data. 3.17c Read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. Multiplication and Division 0­5, 9, 10 3.1a The student will read and write six­digit numerals and identify the place value and value of each digit. 3.2 The student will recognize and use the inverse relationship between addition/subtraction and multiplication/division to complete basic fact sentences. The students will use these relationships to solve problems. 3.4 The student will estimate solutions to and solve single­step and multistep problems involving sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division fact. 3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. 3.20b The student will identify examples of the identity and commutative properties for addition and multiplication. Quarter 3 Multiplication and Division with 6,7,8 and Problem Solving 3.1a The student will read and write six­digit numerals and identify the place value and value of each digit. 3.2 The student will recognize and use the inverse relationship between addition/subtraction and multiplication/division to complete basic fact sentences. The students will use these relationships to solve problems. 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division fact. 3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. 3.20b The student will identify examples of the identity and commutative properties for addition and multiplication. F ractions & Probability 3.3a Name and write fractions (including mixed numbers) represented by a model 3.3b Model fractions (including mixed numbers) and write the fractions’ names. 3.3c Compare fractions having like and unlike denominators, using words and symbols (>, <, or =). 3.7 Add and subtract proper fractions having like denominators of 12 or less. 3.18 Investigate and describe the concept of probability as chance and list the possible results of a given situation. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Time 3.11a The student will tell time to the nearest minute, using analog and digital clocks 3.11b The student will determine elapsed time in one­hour increments over a 12­hour period. 3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. Quarter 4 2D Geometry, Area and Perimeter 3.9d The student will estimate and use U.S. Customary and metric units to measure area and perimeter. 3.10a Measure the distance around a polygon in order to determine perimeter. 3.10b Count the number of square units needed to cover a given surface in order to determine area. 3.14 Identify, describe, compare, and contrast characteristics of plane and solid geometric figures by identifying relevant characteristics, including the number of angles, vertices, and edges, and then number and shape of faces, using concrete models. 3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines. 3.16 The student will identify and describe congruent and non­congruent plane figures. 3D Figures 3.14 Identify, describe, compare, and contrast characteristics of plane and solid geometric figures by identifying relevant characteristics, including the number of angles, vertices, and edges, and then number and shape of faces, using concrete models. Measurement Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 3.9a Estimate and use U.S. Customary and metric units to measure length to the nearest ½ inch, inch, foot, yard, centimeter, and meter. 3.9b Estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters. 3.9c Estimate and use U.S. Customary and metric units to measure weight/mass in ounces, pounds, grams, and kilograms. 3.13 Read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models will be used. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Fourth­grade: Math standards introduced and explicitly taught during the school year. Quarter 1 4.1a Identify orally and in writing the place value for each digit in a whole number expressed through millions. 4.1b Compare two whole numbers expressed through millions, using symbols (>, <, or =). 4.1c Round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. 4.4a Estimate sums, differences, products, and quotients of whole numbers. 4.4b Add, subtract, and multiply whole numbers. 4.16a Recognize and demonstrate the meaning of equality in an equation. 4.16b Investigate and describe the associative property for addition and multiplication. 4.4c Divide whole numbers, finding quotients with and without remainders. 4.4d solve single­step and multistep addition, subtraction, and multiplication problems with whole numbers. 4.5a Determine common multiples and factors, including least common multiple and greatest common factor. 4.9 Determine elapsed time in hours and minutes within a 12­hour period. 4.14 Collect, organize, display, and interpret data from a variety of graphs (bar). Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Quarter 2 4.10a Identify and describe representations of points, lines, line segments, rays, and angles including end points and vertices. 4.10b Identify representations of lines that illustrate intersection, parallelism, and perpendicularity. 4.11a Investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation using mirrors, paper folding, and tracing. 4.11b Recognize the images of figures resulting from geometric transformation, such as translation, reflection, and rotation. 4.4a estimate sums, differences, products, and quotients of whole numbers. 4.4b Add, subtract, and multiply whole numbers. 4.4d solve single­step and multistep addition, subtraction, and multiplication problems with whole numbers. 4.16a Recognize and demonstrate the meaning of equality in an equation. 4.16b Investigate and describe the associative property for addition and multiplication. 4.14 Collect, organize, display, and interpret data from a variety of graphs. 4.15 Recognize, create, and extend numerical and geometric patterns. Quarter 3 Multi­Digit Division 4.4a Estimate sums, differences, products, and quotients of whole numbers. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 4.4b Add, subtract, and multiply whole numbers. 4.4c Divide whole numbers, finding quotients with and without remainders. 4.4d Solve single­step and multistep addition, subtraction, and multiplication problems with whole numbers. 4.9 Determine elapsed time in hours and minutes within a 12­hour period. 4.16a Recognize and demonstrate the meaning of equality in an equation. 4.16b Investigate and describe the associative property for addition and multiplication. Fractions 4.2a Compare and order fractions and mixed numbers. 4.2b Represent equivalent fractions. 4.2c Identify the division statement that represents a fraction. 4.5a Determine common multiples and actors, including least common multiple and greatest common factor. 4.5b Add and subtract fractions having like and un like denominators that are limited to 2,3,4,5,6,8,10, and 12 and simplify the resulting fractions, using common multiples and factors. 4.5d Solve single­step and multi­step practical problems involving addition and subtraction with fractions and decimals. Probability and Statistics 4.13a Predict the likelihood of an outcome of a simple event. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) 4.13b Represent probability as a number between 0 and 1, inclusive. Decimal Numbers 4.3a Read, write, represent, and identify decimals expressed through thousandths. 4.3b Round decimals to the nearest whole number, tenth, and hundredth. 4.3c Compare and order decimals. 4.3d Given a mode, write the decimal and fraction equivalents. 4.5c Add and subtract decimals. 4.5d Solve single­step and multi­step practical problems involving addition and subtraction with fractions and decimals. Quarter 4 Decimal Numbers 4.3a Read, write, represent, and identify decimals expressed through thousandths. 4.3b Round decimals to the nearest whole number, tenth, and hundredth. 4.3c Compare and order decimals. 4.3d Given a mode, write the decimal and fraction equivalents. 4.5c Add and subtract decimals. 4.5d Solve single­step and multi­step practical problems involving addition and subtraction with fractions and decimals. Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Metric Measurement 4.6a Estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate. 4.6b Identify equivalent measurements between units within the U.S. Customary system and between units within the metric system (grams and kilograms). 4.7a Estimate and measure length and describe the results in both metric and U.S. Customary units. 4.7b Identify equivalent measurements between units within U.S. Customary system and between units within the metric system (millimeters and centimeters; centimeter and meters; millimeters and meters). U.S. Customary Measurement 4.6a Estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate. 4.6b Identify equivalent measurements between units within the U.S. Customary system and between units within the metric system (grams and kilograms). 4.7a Estimate and measure length and describe the results in both metric and U.S. Customary units. 4.7b Identify equivalent measurements between units within U.S. Customary system and between units within the metric system (millimeters and centimeters; centimeter and meters; millimeters and meters). 4.8a Estimate and measure liquid volume and describe results in U.S. Customary units. 4.8b Identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons). Discovery ELementary Standards­Based Instruction Math Standards of Learning (SOLs) Fifth­grade: Math standards introduced and explicitly taught during the school year . Quarter 1 5.3a The student will identify and describe the characteristics of prime and composite numbers. 5.3b The student will identify and describe the characteristics of even and odd numbers. 5.4 The student will create and solve single­step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. 5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. 5.17 The student will describe the relationship found in a number pattern and express the relationship. 5.18a. The student will investigate and describe the concept of variable. 5.18b The Student will write an open sentence to represent a given mathematical relationship, using a variable. 5.18c The student will model one­step linear equations in one variable, using addition and subtraction. 5.18d The student will create a problem situation based on a given open sentence, using a single variable. 5.19 The student will investigate and recognize the distributive property of multiplication over addition. Quarter 2: Forthcoming Quarter 3: Forthcoming Quarter 4: Forthcoming