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Patterns, Functions and Algebra
A. Analyze and extend patterns, and describe the rule in words.
B. Use patterns to make predictions, identify relationships, and solve problems.
C. Write and solve open sentences and explain strategies.
D. Represent an unknown quantity as a variable using a symbol, including letters.
E. Use variables to create and solve equations representing problem situations.
F. Construct and use a table of values to solve problems associated with mathematical relationships.
G. Describe how a change in one variable affects the value of a related variable.
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Data Analysis and Probability
A. Gather and organize data from surveys and classroom experiments, including data collected over a period of time.
B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions.
C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams.
D. Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each b = 10 bicycles or the intervals on an axis are multiples of 10.
E. Describe data using mode, median and range.
F. Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes.
G. Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing 2 or 3 members.
H. Use the set of possible outcomes to describe and predict events.
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Mathematical Processes
A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check.
B. Use an organized approach and appropriate strategies to solve multi-step problems.
C. Interpret results in the context of the problem being solved; e.g., the solution must be a whole number of buses when determining the number of buses necessary to transport students.
D. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork.
E. Link concepts to procedures and to symbolic notation; e.g., model 3 x 4 with a geometric array, represent one-third by dividing an object into three equal parts.
F. Recognize relationships among different topics within mathematics; e.g., the length of an object can be represented by a number.
G. Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation.
H. Recognize basic valid and invalid arguments, and use examples and counter examples, models, number relationships, and logic to support or refute.
I. Represent problem situations in a variety of forms (physical model, diagram, in words or symbols), and recognize when some ways of representing a problem may be more helpful than others.
J. Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language.
K. Use mathematical language to explain and justify mathematical ideas, strategies and solutions.
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