New Math Standards

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New Math Standards

• Washington Expectations for
• Learning in Grades K-12

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Dr. Terry Bergeson
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Number Strand

• In Kindergarten through Grade 2, students
  learn to use whole numbers to describe sets of
  objects and locations on the number line.
• Students in Grades 3-5 extend their
  understanding of numbers and place value to
  include fractions and decimals for describing
  parts of wholes, parts of sets, and locations on
  the number line.

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Number Strand
Order the following numbers from least to
greatest. 7/6, 6.2, 1/12, 0.88
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Operations Strand

• As they use their knowledge of whole numbers
  to describe situations that involve joining,
  separating, and comparing, students in
  Kindergarten through Grade 2 learn to add and
  subtract whole numbers and use these operations
  to solve problems.

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Operations Strand

• Combining tens and ones
• 68 37 90 15 105
• Compensating
• 68 37 65 40 105
• Incremental
• 68 37 68 30 7 105

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Operations Strand

• In Grades 35, students learn the
• meaning of multiplication and division to
  describe situations that involve joining equal
  groups and separating sets into equal-sized
  groups.
• Students learn to multiply and divide whole
  numbers, and they select from addition,
  subtraction, multiplication, and division the
  appropriate operations needed to solve problems.

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Operations Strand

• 4 32 (4 30) (4 2)
• 4 99 400 4
• 25 30 75 10

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Operations Strand

• Also in Grades 35, students use their
  understanding of place value to begin to add and
  subtract decimals.
• At the same time, students use what they have
  learned about the meaning of fractions and
  equivalent fractions to begin to add and subtract
  fractions.

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Operations Strand

• Determine reasonable estimates for
• 3/13 X 20/41
• 0.28 0.96
• 0.23 X 12.4

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Algebra Strand

• In grades K5, students prepare for algebra by
  learning about the properties of arithmetic and
  by describing rules for patterns.
• They begin to work with number sentences as
  they build an
• understanding of equality.

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Algebra Strand
AB, AAB, AABB, ABC
8 3 5 10 7 ? 2 9 4 2

• Solve for the variable in each equation below.
• 112 7a
• 1.4 y 42
• 2 1/2 b 13
• y/45 7/15

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Geometry/Measurement Strand

• In kindergarten through grade 2, students
  become familiar with locations in space and
  describe and compare two and three dimensional
  figures.
• They compare objects and begin to learn what it
  means to measure something, beginning with
  length.

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Geometry/Measurement Strand

• Students will use language such as
• longer/wider/deeper/higher than
• heavier/lighter than
• holds more/holds less
• It takes more toothpicks than craft sticks to
• measure the width of my desk. The longer the
• unit, the fewer I need.
• It takes fewer marbles than cubes to balance
• my object. The lighter the unit, the more I
• need.

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Geometry/Measurement Strand

• Students in grades 35 continue to learn about
  special characteristics of geometric figures,
  including symmetry and congruence.
• They compute the perimeters and areas of
  figures, and they develop volume concepts by
  computing volumes of rectangular prisms.

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Geometry/Measurement Strand
Draw and count all the lines of symmetry in this
hexagon.
Graph the ordered pairs (0,0), (2,10), and (5,
25) and the line connecting the ordered pairs.
Use the line to determine the missing value in
the table.
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Data Analysis, Probability and Statistics Strand

• In kindergarten through grade 5, students learn
  a variety of ways to display data, and they
  interpret
• data to answer questions.
• Students in grades 35 relate what they are
  learning about fractions to
• describe the likelihood of something
  happening.

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Data Analysis, Statistics, and Probability Strand
What is the probability of a blindfolded person
choosing a black marble from the bowl?
To the left is a line graph that shows the
temperature of a can of juice after the can has
been placed in ice and salt over a period of
time. The data is also shown in the table.
Describe any conclusions you can make about the
data.