Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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Table of Contents Introduction ....................................................................................................................... 3 Mathematics | Standards for Mathematical Practice .......................................................... 8 Mathematics | Kindergarten .............................................................................................................. 11 Mathematics | Grade 1 ....................................................................................................................... 15 Mathematics | Grade 2 ....................................................................................................................... 19 Mathematics | Grade 3 ....................................................................................................................... 23 Mathematics | Grade 4 ....................................................................................................................... 29 Mathematics | Grade 5 ....................................................................................................................... 35 Mathematics | Grade 6 ....................................................................................................................... 41 Mathematics | Grade 7 ....................................................................................................................... 47 Mathematics | Grade 8 ....................................................................................................................... 53 Mathematics Standards for High School ............................................................................................ 58 Mathematics | High School—Number and Quantity ......................................................................... 59 Mathematics | High School—Algebra ................................................................................................ 63 Mathematics | High School—Functions ............................................................................................. 68 Mathematics | High School—Modeling ............................................................................................. 73 Mathematics | High School—Geometry ............................................................................................ 75 Mathematics | High School— Statistics and Probability ★ .................................................................. 82 Glossary ........................................................................................................................... 88 Sample of Works Consulted .............................................................................................. 95 Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 2 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Introduction Iowa Core Mathematics includes recommendations for curriculum, instruction, and assessment, as well as standards for mathematical content and mathematical practices. In particular, Iowa Core Mathematics is built upon: • Iowa Core’s Characteristics of Effective Instruction o Teaching for Understanding o Student-Centered Classrooms o Teaching for Student Differences o Rigor and Relevance o Assessment for Learning • Common Core State Standards for Mathematics o Standards for Mathematical Practice o Standards for Mathematical Content To faithfully implement Iowa Core Mathematics requires teaching with rich mathematical tasks. Rich Mathematical Tasks As stated in Common Core Mathematics, “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.” (p. 6). By teaching through rich mathematical tasks, students develop deep conceptual understanding and skill proficiency. Rich mathematical tasks involve both: • Teaching through Problem Solving with Problem-Based Instructional Tasks • Using Distributed Practice that is Meaningful and Purposeful Problem-Based Instructional Tasks Problem-based instructional tasks are at the heart of teaching for understanding. A world-class mathematics curriculum should be built around rich instructional tasks focused on important mathematics. Problem-based instructional tasks: • Help students develop a deep understanding of important mathematics • Emphasize connections, across mathematical content areas, to other disciplines, and especially to the real world • Are accessible yet challenging to all • Can be solved in several ways • Encourage student engagement and communication • Encourage the use of connected multiple representations • Encourage appropriate use of intellectual, physical, and technological tools Distributed Practice that is Meaningful and Purposeful Practice is essential to learn mathematics. However, to be effective in improving student achievement, practice must be meaningful, purposeful, and distributed. Meaningful Purposeful Distributed Practice: • Meaningful: Builds on and extends understanding • Purposeful: Links to curriculum goals and targets an identified need based on multiple data sources • Distributed: Consists of short periods of systematic practice distributed over a long period of time Disclaimer: This document is up-to-date as of 11/17/2010. The language provided may not be Page 3 of 98 modified in any way. The most current Iowa Core can be found at http://iowacore.educateiowa.gov.
Page 1: Mathematics November 17, 2010
Page 5 and 6: These Standards endeavor to follow
Page 7 and 8: How to read the grade level standar
Page 9 and 10: 4. Model with mathematics. Mathemat
Page 11 and 12: Mathematics | Kindergarten In Kinde
Page 13 and 14: Counting and Cardinality K.CC Know
Page 15 and 16: Mathematics | Grade 1 In Grade 1, i
Page 17 and 18: Operations and Algebraic Thinking 1
Page 27 and 28: 2. Measure and estimate liquid volu
Page 33 and 34: Understand decimal notation for fra
Page 39 and 40: 7. Apply and extend previous unders
Page 43 and 44: Ratios and Proportional Relationshi
Page 45 and 46: Expressions and Equations 6.EE Appl
Page 49 and 50: Ratios and Proportional Relationshi
Page 51 and 52: Geometry 7.G Draw, construct, and d
Page 53 and 54:
Mathematics | Grade 8 In Grade 8, i
Page 55 and 56:
The Number System 8.NS Know that th
Page 57 and 58:
3. Describe the effect of dilations
Page 59 and 60:
Mathematics | High School—Number
Page 61 and 62:
The Real Number System N-RN Extend
Page 63 and 64:
Mathematics | High School—Algebra
Page 65 and 66:
Seeing Structure in Expressions A-S
Page 67 and 68:
6. Solve systems of linear equation
Page 69 and 70:
Functions Overview Interpreting Fun
Page 71 and 72:
9. Compare properties of two functi
Page 73 and 74:
Mathematics | High School—Modelin
Page 75 and 76:
Mathematics | High School—Geometr
Page 77 and 78:
Geometry Overview Congruence • Ex
Page 79 and 80:
Similarity, Right Triangles, and Tr
Page 81 and 82:
(IA) Use diagrams consisting of ver
Page 83 and 84:
Statistics and Probability Overview
Page 85 and 86:
4. Use data from a sample survey to
Page 87 and 88:
Note on courses and transitions The
Page 89 and 90:
First quartile. For a data set with
Page 91 and 92:
Tape diagram. A drawing that looks
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Table 2. Common multiplication and
Page 95 and 96:
Sample of Works Consulted Existing
Page 97 and 98:
Schmidt, W., Houang, R., and Cogan,
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Iowa Core K-12 Mathematics (PDF) - Green Hills AEA

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