Math Crosswalk - Standard 3

3. Share knowledge and participate ethically and productively as members of our democratic society.

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3.1 Skills    

AASL Learning Standards

Common Core Standard(s) ©

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

 

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

 

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.

2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.NBT.3.a. Read, write, and compare decimals to thousandths: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

A-REI.11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

3.NF.2.a. Understand a fraction as a number on the number line; represent fractions on a number line diagram: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NF.2.b. Understand a fraction as a number on the number line; represent fractions on a number line diagram: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

A-REI.11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F-IF.7.a. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases: Graph linear and quadratic functions and show intercepts, maxima, and minima.

3.1.5 Connect learning to community issues.

 

3.1.6 Use information and technology ethically and responsibly.

 

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3.2 Dispositions in Action    

AASL Learning Standards

Common Core Standard(s) ©

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

 

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

 

3.2.3 Demonstrate teamwork by working productively with others.

 

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3.3 Responsibilities    

AASL Learning Standards

Common Core Standard(s) ©

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

 

3.3.2 Respect the differing interests and experiences of others and seek a variety of viewpoints.

 

3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.

 

3.3.4 Create products that apply to authentic, real-world contexts.

G-GMD.1. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.

G-GMD.2. (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

 

3.3.6 Use information and knowledge in the service of democratic values.

 

3.3.7 Respect the principles of intellectual freedom.

 

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3.4 Self-Assessment Strategies    

AASL Learning Standards

Common Core Standard(s) ©

3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

 

3.4.2 Assess the quality and effectiveness of the learning product.

 

3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

 

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