4 - Arnold Finch - Standards Paper

MK4 Standards of Learning Miranda Arnold and Kristi Finch Standards of education enable a broad, or in some cases specific, set of expectations for students and teachers to stride towards. The idea of standards benefits both the student and the teacher. It provides a focus for the teacher as he or she prepares lessons and classroom instruction. Having set topics of learning keeps students in all classrooms learning the same concepts, which allows for a level of equality in terms what students are learning and what information is being taught. Virginia’s Standards of Learning, otherwise known as SOLs, apply to the public school system. These standards were formulated by a combination of perspectives, including parents, school teachers, administration, and leaders from the community. Discussion of what should be expected of students led to the foundation of the SOLs. Virginia standards cover all grades K-12, touching base on the four, core content areas of English, Social Studies, Science, and Mathematics. Standards were also established for minor areas of learning such as health and physical education, art, and other similar subject matters. Each set of standards identifies specific guidelines and expectations for each grade level (Virginia Department of Education). Similarly, North Carolina also founded standards of education in the four, core subject areas. These standards are documented in a Standard Course of Study that was structured in 1898. The structure of North Carolina’s Competency Goals are similar to Virginia’s Standards of Learning as they have separate standards for each grade level, building upon one another (Public Schools of North Carolina). William Bennett is the individual responsible for the creation of Bennett’s Goals. He was appointed Secretary of the Department of Education in 1985. He served in this position until 1988. He aided in the establishment of Mandate for Leadership for the Heritage Foundation. During this time, Bennett also served as a member of the Institute for Education Affairs in New York (Right Web, 2007). In the following paper, standards are organized and grouped according to the overall content area and more specifically by the actual topic to be learned. Several standards are observed, including Virginia’s SOLs, North Carolina’s Competency Goals, Bennett’s Goals, and national standards. Standards from each category were paired based upon their comparability. Once these were combined, a condensed standard was created, being identified as Miranda-Kristi Standards for fourth grade (MK4).

English Foundations in English are essential for elementary students as it enables proper communication skills, including verbal and written communication. Part of teaching English should emphasize the importance of diversity in communication. Students should recognize there is a degree of freedom and creativity in communication. Anthony Robbins acknowledges this necessity by stating, “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others” (Anthony Robbins, 2007). Yet students should also understand there are certain standards of communication that are meant to be followed. Standards have been defined by the National Council of Teachers of English, commonly referred to as NCTE. With an objective of increasing students’ knowledge of language arts, NCTE was founded in 1911. The organization seeks to offer numerous opportunities and resources for teachers of English. Part of improving the system entails encouraging teachers to continue their own growth and learning (National Council of Teachers of English, 2007). Bennett Standard VA SOL English 4.1

NC Competency Goal 2,4

Students continue to refine handwriting and vocabulary. The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions. c) Seek ideas and opinions of others. d) Use evidence to support opinions. e) Use grammatically correct language and specific vocabulary to communicate ideas. The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.09 Listen actively by:  asking questions.  paraphrasing what was said.  interpreting speaker’s verbal and non-verbal messages.  interpreting speaker’s purposes and/or intent. The learner will apply strategies and skills to create oral, written, and visual texts. 4.02 Use oral and written language to:  present information and ideas in a clear, concise manner.  discuss.

National Standards NL-ENG.K-12.4 MK4-EN.1

Bennett Standard VA SOL English 4.2

NC Competency Goal 2,4

National Standard MK4-EN.2

 interview.  solve problems.  make decisions. Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. The student will exhibit effective oral communication skills through  use of proper grammar and vocabulary;  appropriate group discussion;  verbally conveying and supporting personal opinions;  the practice of inquiry.

Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue. The student will make and listen to oral presentations and reports. Use subject-related information and vocabulary. Listen to and record information. Organize information for clarity. The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.09 Listen actively by:  asking questions.  paraphrasing what was said.  interpreting speaker’s verbal and non-verbal messages.  interpreting speaker’s purposes and/or intent. The learner will apply strategies and skills to create oral, written, and visual texts. 4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion). Not addressed. The student will display effective speaking and listening techniques through  preparing and presenting oral reports;  note taking;  organizing information.

Bennett Standard VA SOL English 4.3

NC Competency Goal 1,2,4

Spelling work introduces etymology as a tool. Students continue to refine handwriting and vocabulary. Students use library visits to prepare written and oral book reports. The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. b) Explain words with multiple meanings. c) Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words. d) Use word-reference materials, including the glossary, dictionary, and thesaurus. The learner will apply enabling strategies and skills to read and write. 1.1 Use word identification strategies appropriately and automatically when encountering unknown words (graphpophonic, syntactic, semantic). 1.2 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. 1.3 Identify key words and discover their meanings and relationships through a variety of strategies. 1.4 Increase reading and writing vocabulary through:  wide reading.  word study.  knowledge of homophones, synonyms, antonyms, homonyms.  knowledge of multiple meanings of words.  writing process elements.  writing as a tool for learning.  seminars.  book clubs.  discussions.  examining the author’s craft. 1.5 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words. 1.6 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:  increase fluency.  build background knowledge.  expand vocabulary. The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.03 Read a variety of texts, including:  fiction (legends, novels, folklore, science fiction).  nonfiction (autobiographies, informational books, diaries, journals).

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National Standard NL-ENG.K-12.3

MK4-EN.3

Bennett Standard

VA SOL English 4.4

NC Competency Goal 2

poetry (concrete, haiku). drama (skits, plays).

The learner will apply strategies and skills to create oral, written, and visual texts. 4.02 Use oral and written language to:  present information and ideas in a clear, concise manner.  discuss.  interview.  solve problems.  make decisions. Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). The student will identify unknown vocabulary words and increase fluency through  independent and class reading of various genres (fiction, nonfiction, biographies, etc.);  application of word knowledge (context clues, synonyms, antonyms, homonyms, roots, prefixes, etc.);  the use of word reference materials (dictionary, thesaurus, and glossary, etc.).

An introduction to critical reading, with selections from classic children’s literature, adventure and animal stories, fables, legends, myths, and tall tales. Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction. The student will read and demonstrate comprehension of fiction. a) Explain the author’s purpose. b) Describe how the choice of language, setting, and information contributes to the author’s purpose. c) Compare the use of fact and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. e) Describe the relationship between text and previously read materials. f) Identify sensory words. The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.02 Interact with the text before, during, and after reading,

National Standard MK4-EN.4

Bennett Standard VA SOL English 4.5

listening, and viewing by:  setting a purpose using prior knowledge and text information.  making predictions.  formulating questions.  locating relevant information.  making connections with previous experiences, information, and ideas. 2.03 Read a variety of texts, including:  fiction (legends, novels, folklore, science fiction).  nonfiction (autobiographies, informational books, diaries, journals).  poetry (concrete, haiku).  drama (skits, plays). 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:  plot.  theme.  main idea and supporting details.  author’s choice of words.  mood.  author’s use of figurative language. Not addressed. The student will demonstrate comprehension of various reading selections through the identification of  the author’s intended purpose of the writing (narrative, persuasive, informational, etc.);  sequence of events, both major and minor;  key concepts such as theme, plot, characters, use of language.

Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction. Writing assignments introduce more advanced techniques like summarization and dialogue. The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Make simple inferences, using information from texts. e) Draw conclusions, using information from texts. f) Summarize content of selection, identifying important

NC Competency Goal 2

National Standard NLENG.K-12.3

MK4-EN.5

Bennett Standard VA SOL English 4.6

ideas and providing details for each important idea. g) Describe relationship between content and previously learned concepts or skills. h) Distinguish between cause and effect and between fact and opinion. i) Identify new information gained from reading. The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.02 Interact with the text before, during, and after reading, listening, and viewing by:  setting a purpose using prior knowledge and text information.  making predictions.  formulating questions.  locating relevant information.  making connections with previous experiences, information, and ideas. 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. 2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). The student will demonstrate comprehension of various nonfiction reading selections through use of  text organizers  questioning techniques  predictions  the authors intended purpose  inferences  summaries  connections between previous knowledge and new information  cause and effect relationships

Students use library visits to prepare written and oral book reports. The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information, using the resources of the media

NC Competency Goal 4.10 National Standard NLENG.K-12.8 MK4-EN.6

Bennett Standard VA SOL English 4.7

NC Competency Goal 4

National Standard NLENG.K-12.5 MK4-EN.7

center, including online, print, and media resources. c) Evaluate and synthesize information. Use technology as a tool to gather, organize, and present information. Developing Research Skills Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. The student will use available resources including the library, the internet, and other sources of information to research and report on various topics.

Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition. The student will write effective narratives, poems, and explanations. a) Focus on one aspect of a topic. b) Develop a plan for writing. c) Organize writing to convey a central idea. d) Write several related paragraphs on the same topic. e) Utilize elements of style, including word choice and sentence variation. f) Write rhymed, unrhymed, and patterned poetry. g) Use available technology. The learner will apply strategies and skills to create oral, written, and visual texts. 4.02 Use oral and written language to:  present information and ideas in a clear, concise manner.  discuss.  interview.  solve problems.  make decisions. 4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion). 4.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans. 4.10 Use technology as a tool to gather, organize, and present information. Communication Strategies Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. The student will plan, organize, and create structured pieces of writing (including narratives of several

paragraphs and poems of various styles) by  deciding on a topic  making a plan  organizing ideas  creating a draft  editing effectively

Bennett Standard VA SOL English 4.8

NC Competency Goal 5

National Standard NLENG.K-12.4 MK4-EN.8

Topics in grammar include compound subjects and predicates, and verb tenses. The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use the articles a, an, and the correctly. h) Use correct spelling for frequently used words, including common homophones. The learner will apply grammar and language conventions to communicate effectively. 5.01 Use correct capitalization and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives). 5.02 Demonstrate understanding in speaking and writing by appropriate usage of:  pronouns.  subject/verb agreement.  verb tense consistency.  Subject consistency. 5.03 Elaborate information and idea in writing and speaking by using:  simple and compound sentences.  regular and irregular verbs.  adverbs.  prepositions.  coordinating conjunctions. Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students will demonstrate proper grammar conventions including  subject/verb agreement  prepositional phrases

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Bennett Standard VA SOL English NC Competency Goal 1.06

National Standard NLENG.K-12.1

NL-ENG.K-12.2

MK4-EN.9

pronouns negation adjective, adverbs, and articles capitalization and punctuation correct spelling

Independent reading and writing are a significant part of each day. Not addressed. The learner will apply enabling strategies and skills to read and write. Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:  increase fluency.  build background knowledge.  expand vocabulary. Reading for Perspective Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Understanding the Human Experience Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. The student will do daily independent reading from texts (both self and instructor selected) in order to  build background knowledge  expand vocabulary  increase fluency

Social Studies Social studies and the study of history are both crucial to students as they prepare to become effective citizens in their communities. Learning about what has happened before their time enables students to benefit from the experiences of others. Learning from the mistakes of the past will give this generation an advantage. George Santayana said, “A country without a memory is a country of madmen” (Szasz). Social studies enable students to learn about interactions between people groups and cultures and their consequences. All these can help students as they grow into positive contributors to society. “History teaches everything including the future,” stated Lamartine (Szasz). The National Council for the Social Studies created the national standards for social studies in schools. This organization began in 1921 and now includes members from all around the United States and several different countries. Members of this association make up the largest group to be dedicated solely to social studies education. They partner with schools of all levels (including elementary, middle, high school, and post-secondary educational institutions) to improve social studies education (National Council for the Social Studies). **Note: In the fourth grade, both Virginia and North Carolina focus on their own state’s history. Because of this standards of similar nature are grouped together. However, for the purposes of creating the MK4-SS standards, the Virginian state history will be the focus.

Bennett Standard VA SOL Social Studies VS.1

NC Competency

Not addressed. The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. The learner will apply the five themes of geography to North

Goal 1

National Standard NSS-G.K-12.1

NSS-G.K-12.5

MK4-SS.1

Bennett Standard VA SOL Social Studies VS.2

Carolina and its people. 1.01 Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina. 1.02 Describe and compare physical and cultural characteristics of the regions. The World in Spatial Terms As a result of activities in grades K-12, all students should  Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.  Understand how to use mental maps to organize information about people, places, and environments in a spatial context.  Understand how to analyze the spatial organization of people, places and environments on Earth’s surface. Environment and Society As a result of activities in grades K-12, all students should  Understand how to apply geography to interpret the past.  Understand how to apply geography to interpret the present and for the future. The student will demonstrate basic understanding of analysis skills coordinating with history and geography through  interpretation of map representations to show;  identification of cause and effect relationships;  comparing and contrasting specific events;  understanding historical events from various perspectives;  connecting geographical factors to past and present historical developments.

Major topics in American history and culture from early settlement taught through story and textbook readings. Where possible, local and state developments are highlighted. The student will demonstrate knowledge of the geography and early inhabitants of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River); d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on

NC Competency Goal 1,2

National Standard NSS-G.K-12.1

NSS-G.K-12.2

NSS-G.K-12.4

MK4-SS.2

a map of Virginia; e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter. The learner will apply the five themes of geography to North Carolina and its people. 1.01 Locate, in absolute and relative terms, major landforms, bodies of water and natural resources in North Carolina. 1.02 Describe and compare physical and cultural characteristics of the regions. The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. 2.01 Locate and describe American Indians in North Carolina, past and present. The World in Spatial Terms As a result of activities in grades K-12, all students should  Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.  Understand how to use mental maps to organize information about people, places, and environments in a spatial context.  Understand how to analyze the spatial organization of people, places and environments on Earth’s surface. Places and Regions As a result of their activities in grades K-12, all students should  Understand the physical and human characteristics of places.  Understand how culture and experience influence people’s perceptions of places and regions. Human Systems As a result of their activities in grades K-12, all students should  Understand the processes, patterns, and functions of human settlement. The student will develop an understanding of Virginia’s early settlements through the identification of  important land locations specific to Virginia including borders and bordering states, Coastal Plains (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;  significant water sources including the Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River;  the three American Indian (First American) language groups consisting of the Algonquian, the Siouan, and the Iroquoian and the adaptations to

the environment to ensure survival.

Bennett Standard

Major topics in American history and culture from early settlement taught through story and textbook readings. Where possible, local and state developments are highlighted.

VA SOL Social Studies VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b) describing how geography influenced the decision to settle at Jamestown; c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; d) identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America; e) identifying the importance of the arrival of Africans and women to the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

NC Competency Goal 1 National Standard NSS-G.K-12.2

NSS-G.K-12.4

NSS-G.K-12.5

NSS-USH.K-4.1

NSS-USH.K-4.2

The learner will apply the five themes of geography to North Carolina and its people. 1.04 Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present. Places and Regions As a result of their activities in grades K-12, all students should  Understand the physical and human characteristics of places.  Understand how culture and experience influence people’s perceptions of places and regions. Human Systems As a result of their activities in grades K-12, all students should  Understand the processes, patterns, and functions of human settlement. Environment and Society As a result of activities in grades K-12, all students should  Understand how to apply geography to interpret the past.  Understand how to apply geography to interpret the present and for the future. Living and Working Together in Families and Communities, Now and Long Ago  Understands the history of the local community and how communities in North America varied long ago The History of Students’ Own State or Region

NSS-USH.K-4.3

MK4-SS.3

Bennett Standard

VA SOL Social Studies VS.4

NC Competency Goal 2, 3

Understands the people, events, problems, and ideas that were significant in creating the history of their state. The History of the United States: Democratic Principles and Values and the People From Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols  Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago The student will portray an understanding of the first settlements in Virginia by English settlers through  showing the events leading up to English colonization and immediately following (Virginia Company of London, Virginia Assembly of 1619, and the arrival of women and Africans);  showing the geographical reasons for the Jamestown settlement and how the geography of the land molded the colony;  showing the relationship between the English settlers and the Powhatan people, specifically how the Powhatan people aided the settler’s survival. 

Major topics in American history and culture from early settlement taught through story and textbook readings. Students study the French, Dutch, Spanish, and English settlers and daily life in the colonies. Where possible, local and state developments are highlighted. Civics covers the constitutional issues surrounding slavery. The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery; b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England; c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond; d) describing how money, barter, and credit were used. The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. 2.02Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America.

2.03 Describe the similarities and differences among people of North Carolina, past and present. 2.04 Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

National Standard NSS-G.K-12.2

NSS-G.K-12.4

NSS-G.K-12.5 NSS-USH.K-4.1

NSS-USH.K-4.2 NSS-USH.K-4.3

NSS-EC.K-4.5

The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. 3.01 Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social Places and Region As a result of their activities in grades K-12, all students should  Understand the physical and human characteristics of places.  Understand that people create regions to interpret Earth's complexity.  Understand how culture and experience influence people's perceptions of places and regions. Human Systems As a result of their activities in grades K-12, all students should  Understand the processes, patterns, and functions of human settlement.  Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface. The Uses of Geography As a result of activities in grades K-12, all students should  Understand how to apply geography to interpret the past. Living and Working Together in Families and Communities, Now and Long Ago  Understands the history of the local community and how communities in North America varied long ago The History of Students’ Own State or Region  Understands the people, events, problems, and ideas that were significant in creating the history of their state The History of the United States: Democratic Principles and Values and the People From Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols  Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago  Understand the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage Gain From Trade At the completion of Grade 4, students should know the following benchmarks for this standard:

Exchange is trading goods and services with people for other goods and services or for money.  The oldest form of exchange is barter the direct trading of goods and services between people.  People voluntarily exchange goods and services because they expect to be better off after the exchange. The student will portray an understanding of life in the early colony of Virginia through  defining the continual impact geography had on colonial activity, including the demand for the institution of slavery;  defining the impact of the influx of people groups including European immigrants (English, ScotchIrish, German), Africans, and American Indians;  defining the changing status of Virginia as a separate colony of England;  defining the value of money during the early colonial period of Virginia and how goods and services were used to trade and barter amongst the people groups. 

MK4-SS.4

Bennett Standard VA SOL Social Studies VS.5

NC Competency Goal 3 National Standard NSS-G.K-12.4

NSS-USH.K-4.2

Major topics in American history and culture from early settlement taught through story and textbook readings. Students study the Declaration of Independence and the American Revolution. Where possible, local and state developments are highlighted. The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence; b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry; c) identifying the importance of the American victory at Yorktown. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. 3.02 Identify people, symbols, events, and documents associated with North Carolina’s history. Human Systems As a result of their activities in grades K-12, all students should  Understand the processes, patterns, and functions of human settlement  Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface. The History of Students’ Own State or Region  Understands the people, events, problems, and ideas that were significant in creating the history of their state

NSS-USH.K-4.3

MK4-SS.5

Bennett Standard VA SOL Social Studies VS.6

NC Competency Goal 1, 3

National Standard NSS-USH.K-4.2 NSS-USH.K-4.3

The History of the United States: Democratic Principles and Values and the People From Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols The student will develop an understanding of the circumstances of the Revolutionary War and the position that Virginia held through  describing the specific reasons found in the Declaration of Independence as to why the colonies went to war against England and how the colonies came together during this time;  describing specific individuals that played a crucial role during the Revolutionary War, including George Washington, Thomas Jefferson, and Patrick Henry;  describing the Yorktown victory and the impact it held on the American movement in Virginia.

Major topics in […] the Constitutional Convention; the Louisiana Purchase and westward expansion. Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific. The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”; b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom; c) explaining the influence of geography on the migration of Virginians into western territories. The learner will apply the five themes of geography to North Carolina and its people 1.05 Assess human movement as it relates to the physical environment. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. 3.02 Identify people, symbols, events, and documents associated with North Carolina’s history. The History of Students’ Own State or Region Understands the people, events, problems, and ideas that were significant in creating the history of their state The History of the United States: Democratic Principles and Values and the People from many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage  Understands how democratic values came to be, and how

MK4-SS.6

Bennett Standard VA SOL Social Studies VS.7

NC Competency Goal 3 National Standard NSS-USH.K-4.2 MK4-SS.7

Bennett Standard

they have been exemplified by people, events, and symbols  Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago  Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage The student will portray an understanding of the foundation of our country and how Virginia played an integral role in early American history by  understanding the roles and perspectives of key individuals including George Washington, James Madison, George Mason, and Thomas Jefferson  comprehending the impact of the geography of Virginia as it relates to its history

Major topics in American history and culture from early settlement to the Civil War[…] and sectional differences preceding the Civil War. The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. 3.05 Describe the political and social history of colonial North Carolina and analyze its influence on the state today. The History of Students’ Own State or Region Understands the people, events, problems, and ideas that were significant in creating the history of their state The student will portray an understanding of the Civil War by  understanding the issues and events that caused it including the various opinions of both major parties involved  describing the major battles and key events that took place in Virginia as well as how Virginia played an important role

Students study […] the growth of canals and railroads.

VA SOL Social Studies VS.8

NC Competency Goal National Standard NSS-USH.K-4.2 MK4-SS.8

Bennett Standard VA SOL Social Studies VS.9

NC Competency Goal 3, 7

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia; c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development. Not addressed. The History of Students’ Own State or Region Understands the people, events, problems, and ideas that were significant in creating the history of their state The student will portray an understanding of life in Virginia after the Civil War by  explaining how Reconstruction affected Virginians  explaining the effects of segregation on Virginians  explaining how new developments like railroads, industry and growth influenced the economy of Virginia.

Not addressed. The student will demonstrate knowledge of twentieth century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries; b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; c) identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people’s ideas. 3.01 Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social. 3.04 Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today. The learner will recognize how technology influences change within North Carolina. 7.01 Cite examples from North Carolina’s history of the impact of technology. 7.02 Analyze the effect of technology on North Carolina’s citizens, past and present.

National Standard NSS-USH.K-4.2 NSS-EC.K-4.6

MK4-SS.9

Bennett Standard VA SOL Social Studies VS.10

7.03 Explain now technology changed and influenced the movement of people, goods, and ideas over time. 7.04 Analyze the effect of technology on North Carolina citizens today. 7.05 Identify the advantages and disadvantages of technology in the lives of North Carolinians. The History of Students’ Own State or Region Understands the people, events, problems, and ideas that were significant in creating the history of their state Specialization and Trade When individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. At the completion of Grade 4, students should know the following benchmarks for this standard:  Economic specialization occurs when people concentrate their production on fewer kinds of goods and services than they consume.  Division of labor occurs when the production of a good is broken down into numerous separate tasks, with different workers performing each task.  Specialization and division of labor usually increase the productivity of workers.  Greater specialization leads to increasing interdependence among producers and consumers. The student will portray an understanding of life in twentieth century Virginia by  explaining the transition from a rural to a more industrialized way of life from both an economic and social standpoint  explaining the happenings that led up to and were a part of desegregation  explaining the contributions of key Virginians including Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

Civics covers the functions of the three branches of government, the two party system […] The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each; b) describing the major products and industries of Virginia’s five geographic regions; c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

NC Competency Goal 1, 4, 6

The learner will apply the five themes of geography to North Carolina and is people. 1.1 Suggest some influences that location has on life in North Carolina such as major cities, recreation areas, industry, and farms. The learner will analyze social and political institutions in North Carolina such as government, education, religion, and family and how they structure society, influence behavior, and respond to human needs. 4.04 Examine ways North Carolinians govern themselves and identify major government authorities at the local and state level.

National Standard NSS-USH.K-4.2 NSS-C.K-4.1

NSS-G.K-12.4

NSS-C.K-4.3

The learner will evaluate how North Carolinians apply basic economic principles within the community, state, and nation. 6.07 Describe ways North Carolina specializes in economic activity and the relationship between specialization and interdependence. The History of Students’ Own State or Region Understands the people, events, problems, and ideas that were significant in creating the history of their state What Is Government and What Should It Do?  What is government?  Where do people in government get the authority to make, apply, and enforce rules and laws and manage disputes about them?  Why is government necessary?  What are some of the most important things governments do?  What are the purposes of rules and laws?  How can you evaluate rules and laws?  What are the differences between limited and unlimited governments?  Why is it important to limit the power of government? Human Systems As a result of their activities in grades K-12, all students should  Understand the characteristics, distribution, and migration of human populations on Earth's surface.  Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.  Understand the patterns and networks of economic interdependence on Earth's surface.  Understand the processes, patterns, and functions of human settlement.  Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface. Principles of Democracy How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American

MK4-SS.10

Democracy?  What is the United States Constitution and why is it important?  What does the national government do and how does it protect individual rights and promote the common good?  What are the major responsibilities of state governments?  What are the major responsibilities of local governments?  Who represents you in the legislative and executive branches of your local, state, and national governments? The student will portray an understanding of modern-day Virginia by  Explaining the functions of the three branches of Virginia’s government  Explaining the affect of Virginia’s geography and different regions on the state’s economy  Explaining different influences on economics including transportation, communications, and technology

Science Studying science is exceedingly beneficial for students because through the investigation of the world around them, they learn an inquisitive attitude. This mindset will benefit students throughout their lives because they will seek to understand their environment rather than simply observing. Isaac Asimov once said, “The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!) but rather, "hmm.... that's funny...." (Johnson Lewis, 2006). Discovering new ideas about the world helps students understand their surroundings, teaching them an appreciation for nature. Thomas Carlyle said, “This world, after all our science and sciences, is still a miracle; wonderful, inscrutable, magical and more, to whosoever will think of it” (Johnson Lewis, 2006). The national science standards are authored by The National Academies, Advisors to the Nation on Science, Engineering and Medicine. This association began in 1863 under the approval of President Abraham Lincoln. Originally having only 50 members, The National Academy of Sciences now includes over 1800 member from this country and around the world. This organization offers scientific council to various other groups. It has been promoted by President Woodrow Wilson to assist in the sciences associated with military and war (National Academy of Sciences, 2007).

Bennett Standard VA SOL Science 4.1

NC Competency Goal National Standard NS.K-4.1 MK4-SC.1

Not addressed. The student will plan and conduct investigations in which a) distinctions are made among observations, conclusions, inferences, and predictions; b) hypotheses are formulated based on cause-and-effect relationships; c) variables that must be held constant in an experimental situation are defined; d) appropriate instruments are selected to measure linear distance, volume, mass, and temperature; e) appropriate metric measures are used to collect, record, and report data; f) data are displayed using bar and basic line graphs; g) numerical data that are contradictory or unusual in experimental results are recognized; and h) predictions are made based on data from picture graphs, bar graphs, and basic line graphs. Not addressed. Science as Inquiry As a result of activities in grades K-4, all students should develop  Abilities necessary to do scientific inquiry  Understanding about scientific inquiry The student will convey knowledge of basic scientific

skills through  addressing methods of scientific inquiry, including predictions, hypotheses, observations, experiments, analyses, and conclusions;  addressing proper methods of experimentation;  addressing appropriate means of measurement and gathering of data;  addressing suitable means of presenting organized, adequate data through charts and graphs.

Bennett Standard VA SOL Science 4.2

NC Competency Goal National Standard NS.K-4.2

MK4-SC.2

Bennett Standard VA SOL Science 4.3

Not addressed. The student will investigate and understand characteristics and interaction of moving objects. Key concepts include a) motion is described by an object’s direction and speed; b) forces cause changes in motion; c) friction is a force that opposes motion; and d) moving objects have kinetic energy. Not addressed. Physical Science As a result of activities in grades K-4, all students should develop an understanding of  Properties of objects and materials  Position and motion of objects The student will express an understanding of the relationship between energy, moving objects, and forces through key concepts that consisting of  the motion of objects as defined as an object’s direction and speed;  the kinetic energy of moving objects;  forces, such as friction, that manipulate the motion of an object.

Additional topics from the life and physical sciences may include heat as a form of energy; and the idea of heat transfer. The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits (open/closed, parallel/series); c) static electricity; d) the ability of electrical energy to be transformed into heat, light, and mechanical energy; e) simple electromagnets and magnetism; and f) historical contributions in understanding electricity.

NC Competency Goal 3

National Standard NS.K-4.2

MK4-SC.3

Bennett Standard VA SOL Science 4.4

The learner will make observations and conduct investigations to build an understanding of magnetism and electricity. 3.1 Observe and investigate the pull of magnets on all materials made of iron and the pushes and pulls on other magnets. 3.2 Describe and demonstrate how magnetism can be used to generate electricity. 3.3 Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver. 3.4 Explain how magnetism is related to electricity. 3.5 Describe and explain the parts of a light bulb. 3.6 Describe and identify materials that are conductors and nonconductors of electricity. 3.7 Observe and investigate that parallel and series circuits have different characteristics. 3.8 Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. 3.9 Recognize lightning as an electrical discharge and show proper safety behavior when lightning occurs. Physical Science As a result of activities in grades K-4, all students should develop an understanding of  Properties of objects and materials  Light, heat, electricity, and magnetism The student will express an understanding of the relationship between electricity and magnetism through key concepts consisting of  the sequence of historical contributions to present day developments;  the properties of circuits, specifically defining the different characteristics between open and closed circuits and parallel and series circuits;  the purpose and function of conductors and insulators;  the relationship between electricity and magnetism;  the connection between electricity and energy, including the transformation of energy into heat, light, and mechanical energy.

A special emphasis on the earth sciences. The student will investigate and understand basic plant anatomy and life processes. Key concepts include a) the structures of typical plants (leaves, stems, roots, and flowers); b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and

NC Competency Goal National Standard NS.K-4.3

MK4-SC.4

Bennett Standard VA SOL Science 4.5

NC Competency Goals 1, 4

seed); c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and d) dormancy. Not addressed. Life Science As a result of activities in grades K-4, all students should develop an understanding of  The characteristics of organisms  Life cycles of organisms  Organisms and environments The student will develop an understanding of the knowledge of plant life through  defining the characteristics of a typical plant, including the leaves, stems, roots, and flowers;  defining the life cycle, including pollination, stamen, pistil, sepal, embryo, and seed;  defining the processes of a plant’s life including photosynthesis and dormancy and how these two factors define the purpose of a plant in the environment.

Additional topics from the life and physical sciences may include the life cycle and behavior of social insects. The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include a) behavioral and structural adaptations; b) organization of communities; c) flow of energy through food webs; d) habitats and niches; e) life cycles; and f) influence of human activity on ecosystems. The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Objectives 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including:  Other animals.  Plants.  Weather.  Climate. 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation. 1.03 Observe and discuss how behaviors and body structures

National Standard NS.K4.3

MK4-SC.5

Bennett Standard

VA SOL Science 4.6

NC Competency

help animals survive in a particular habitat. 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. 1.05 Recognize that humans can understand themselves better by learning about other animals. The learner will conduct investigations and use appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body. Objectives 4.01 Explain why organisms require energy to live and grow. 4.02 Show how calories can be used to compare the chemical energy of different foods. 4.03 Discuss how foods provide both energy and nutrients for living organisms. 4.04 Identify starches and sugars as carbohydrates. 4.05 Determine that foods are made up of a variety of components: Life Science As a result of activities in grades K-4, all students should develop understanding of  The characteristics of organisms  Life cycles of organisms  Organisms and environments The student will portray an understanding of plant and animal interactions including  influences of plants and animals of each other;  influences of nonliving material on plants and animals;  life cycles;  food webs;  ecosystems.

Topics may include […] the atmosphere and weather forecasting; and stages of the water cycle (rain, evaporation, and clouds). Through news reports and, where possible, their own observations and measurements, students monitor changes in local rainfall, temperature, barometric pressure, sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction. The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and b) weather phenomena (fronts, clouds, and storms). Not addressed

Goal National Standard NS.K4.4

MK4-SC.6

Bennett Standard VA SOL Science 4.7

NC Competency Goal National Standard NS.K4.4

MK4-SC.7

Bennett Standard

Earth and Space Science As a result of their activities in grades K-4, all students should develop an understanding of  Properties of earth materials  Objects in the sky  Changes in earth and sky The student will portray an understanding of weather and its causes and indications by  measuring temperature, pressure, humidity, rainfall, and with  explaining cloud formation and how weather systems work

Topics may include […] distinguishing features of comets and asteroids. The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; and d) historical contributions in understanding the Earth-moonsun system. Not addressed. Earth and Space Science As a result of their activities in grades K-4, all students should develop an understanding of  Properties of earth materials  Objects in the sky  Changes in earth and sky The student will portray an understanding of basic astronomy concepts including  the movement of the Earth, Moon, and Sun  the influences of these movements on life (seasons, phases of the moon)  the properties of the Earth, Moon, and Sun  other stellar objects such as comets and asteroids  key historical events in astronomical discoveries

Topics may include rock formations; glaciers; the process of erosion; the creation of fossil fuels.

VA SOL Science 4.8

NC Competency Goal 2

National Standard NS.K-4.6

MK4-SC.8

Bennett Standard VA SOL Science NC Competency Goal 2 National Standard NS.K-4.3

MK4-SC.9

The student will investigate and understand important Virginia natural resources. Key concepts include a) watershed and water resources; b) animals and plants; c) minerals, rocks, ores, and energy sources; and d) forests, soil, and land. The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals. 2.07 Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing geologic regions. Personal and Social Perspectives As a result of activities in grades K-4, all students should develop understanding of  Personal health  Characteristics and changes in populations  Types of resources  Changes in environments  Science and technology in local challenges The student will portray an understanding of the natural resources available in Virginia including  bodies of water  living organisms  rocks, minerals, and energy sources

Topics may include important bones and muscles of the human body. Not addressed. Not addressed. Life Science As a result of activities in grades K-4, all students should develop understanding of  The characteristics of organisms  Life cycles of organisms  Organisms and environments The student will demonstrate knowledge of the major bones and muscles of the human body.

Mathematics Mathematics, another fundamental subject area in the elementary classroom, demands crucial attention and focus. Dean Schlicter recognizes that if you “Go down deep enough into anything and you will find mathematics.” (Dean Schlicter, 2007) Many students, and even some teachers, always question what the value mathematics holds. It is vital that teachers instill an interest and respect of mathematics in their students as it provides students with skills and knowledge that is quite applicable in life’s everyday routines. Mathematics can be viewed as a learning ladder. Year after year, students will build upon the previously learned skills. The National Council of Teachers of Mathematics, abbreviated NCTM, have established the standards of mathematics, creating this learning ladder. This organization was founded in 1920 and has grown to be the leading organization for mathematics education, which now has accumulated more than 100,000 members. The standards entail requirements for more than just student interest, but also standards for teachers on many levels. NCTM strides to supply educators with the resources, strategies, and techniques to make certain that mathematics education is successful and effective (National Council of Teachers of Mathematics, 2007).

Bennett Standard VA SOL Math 4.1

NC Competency Goal 1.01

National Standard NM-NUM.3-5.1

Students solve story problems that reinforce whole-number operations. The student will a) identify (orally and in writing) the place value for each digit in a whole number expressed through millions; b) compare two whole numbers expressed through millions, using symbols ( >, <, or = ); and c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. The learner will read, write, model, and compute with nonnegative rational numbers. 1.1 Develop number sense for rational numbers 0.01 through 99,999. a) Connect model, number word, and number using a variety of representations. b) Build an understanding of place value (hundredths through ten thousands). c) Compare and order rational numbers. d) Make estimates of rational numbers in appropriate situations. Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems  Understand the place-value structure of the base-ten

MK4-MA.1

Bennett Standard VA SOL Math 4.2

NC Competency Goal 1

National Standard NM-NUM.3-5.1

NM-NUM.3-5.3

number system and be able to represent and compare whole numbers and decimals; The student will demonstrate a clear understanding of whole numbers through  identifying place value for digits from hundredths through millions;  rounding such numbers to a given place value;  identifying the comparable value of two whole numbers using symbols (>,<, or =).

Students solve story problems that reinforce fractional and decimal concepts. The student will a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures; b) represent equivalent fractions; and c) relate fractions to decimals, using concrete objects. The learner will read, write, model, and compute with nonnegative rational numbers. 1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, tenths, hundredths, and mixed numbers. 1.04 Develop fluency with addition and subtraction of nonnegative rational numbers with like denominators, including decimal fractions through hundredths. a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. Number and Operation Understand numbers, ways of representing numbers, relationships among numbers, and number systems  understand the place-value of the base-ten number system and be able to represent and compare whole numbers and decimals;  recognize equivalent representations for the same number and generate them by decomposing and composing numbers;  develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers;  use models, benchmarks, and equivalent forms to judge the size of fractions;  recognize and generate equivalent forms of commonly used fractions, decimals, and percents.

MK4-MA.2

Bennett Standard VA SOL Math 4.3 NC Competency Goal 1.03

National Standard NM-NUM.3-5.1

MK4-MA.3

Number and Operations Compute fluently and make reasonable estimates  develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students’ experience;  use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals. The student will express fluency and accuracy of fractions through  representing common fractions with concrete objects, models, and images;  comparing common fractions to determine equivalent fractions;  estimating and comparing fractions to decimals.

Students solve story problems that reinforce fractional and decimal concepts. The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials. The learner will read, write, model, and compute with nonnegative rational numbers. 1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, tenths, hundredths, and mixed numbers. Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems  recognize equivalent representations for the same number and generate them by decomposing and composing numbers;  develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers;  use models, benchmarks, and equivalent forms to judge the size of fractions;  recognize and generate equivalent forms of commonly used fractions, decimals, and percents. The student will demonstrate an understanding of equivalent fractions through  comparing the value of two fractions, with like and unlike denominators using concrete objects;  identifying fractions of halves, fourths, eighths, thirds, sixths, twelfths, tenths, and hundredths as part of a whole.

Bennett Standard VA SOL Math 4.4

NC Competency Goal 1

National Standard NM-NUM.3-5.1

NM-NUM.3-5.3

Students solve story problems that reinforce fractional and decimal concepts. The student will a) read, write, represent, and identify decimals expressed through thousandths; b) round to the nearest whole number, tenth, and hundredth; and c) compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and calculators. The learner will read, write, model, and compute with nonnegative rational numbers. 1.1 Develop number sense for rational numbers 0.01 through 99,999. a) Connect model, number word, and number using a variety of representations. b) Build understanding of place value (hundredths through ten thousands). c) Compare and order rational numbers. d) Make estimates of rational numbers in appropriate situations. 1.04 Develop fluency with addition and subtraction of nonnegative rational numbers with like denominators, including decimal fractions through hundredths. a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems  understand the place-value structure of base-ten number system and be able to represent and compare whole numbers and decimals;  recognize equivalent representations for the same number and generate them by decomposing and composing numbers;  use models, benchmarks, and equivalent forms of commonly used fractions, decimals, and percents. Number and Operations Compute fluently and make reasonable estimates  develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students’ experience;  use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals.

MK4-MA.4

The student will express an understanding of decimals through  appropriately writing and reading decimals of a place value through thousandths;  estimating or rounding a decimal to the nearest whole number or other specific place value;  computing the value of two decimals to determine symbolic comparison (<,>, =) by various methods including paper and pencil, estimation, calculator, and concrete objects;  relating decimals to fractions of the same value.

Bennett Standard VA SOL Math 4.5

Students solve story problems that reinforce whole-number operations. The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than. The learner will read, write, model, and compute with nonnegative rational numbers. 1.04 Develop fluency with addition and subtraction of nonnegative rational numbers with like denominators, including decimal fractions through hundredths. a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Number and Operation Compute fluently and make reasonable estimates  develop fluency in adding, subtracting, multiplying, and dividing whole numbers;  develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;  select appropriate methods and tools for computing with whole numbers from among mental computation, estimations, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. The student will demonstrate fluency and accuracy in estimation of whole numbers through  describing the estimation of whole-number sums and differences;  describing the method or strategy of estimation

NC Competency Goal 1

National Standard NM-NUM.3-5.3

MK4-MA.5



Bennett Standard VA SOL Math 4.6 NC Competency Goal 1

National Standard NM-NUM.3-5.3

MK4-MA.6

Bennett Standard VA SOL Math 4.7

chosen with terms including closer to, between, and a little more than; describing the result or accuracy of estimation through actual computation by paper and pencil or calculator.

Students solve story problems that reinforce whole-number operations. The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators. The learner will read, write, model, and compute with nonnegative rational numbers. 1.04 Develop fluency with addition and subtraction of nonnegative rational numbers with like denominators, including decimal fractions through hundredths.  Develop and analyze strategies for adding and subtracting numbers.  Estimate sums and differences.  Judge the reasonableness of solutions. 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Number and Operation Compute fluently and make reasonable estimates  develop fluency in adding, subtracting, multiplying, and dividing whole numbers;  select appropriate methods and tools for computing with whole numbers from among mental computation, estimations, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. The student will develop a knowledge of the addition and subtraction of whole numbers through  expressing the same addition or subtraction problem in various representations, such as vertical and horizontal form;  determining the appropriate and adequate method of calculation for the given problem;  judging the effectiveness for the chosen strategy.

Students solve story problems that reinforce whole-number operations. The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three

NC Competency Goal 1

National Standard NM-NUM.3-5.2 NM-NUM.3-5.3

MK4-SS.7

digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used. The learner will read, write, model, and compute with nonnegative rational numbers. 1.02 Develop fluency with multiplication and division: a) Two-digit by two-digit multiplication (larger numbers with calculator) b) Up to three-digit by two-digit division (larger numbers with calculator) c) Strategies for multiplying and dividing numbers. d) Estimations of products and quotients in appropriate situations. e) Relationships between operations. 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Number and Operation Understand meanings of operations and how they relate to one another  understand various meanings of multiplication and division;  understand the effects of multiplying and dividing whole numbers. Number and Operation Compute fluently and make reasonable estimates  develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30x50;  develop fluency in adding, subtracting, multiplying, and dividing whole numbers;  develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;  select appropriate methods and tools for computing with whole numbers from among mental computation, estimations, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. The student will develop a fluency of multiplication and division of whole numbers through  multiplying and dividing two whole numbers with one factor containing two digits and the other factor consisting of three digits with paper and pencil;  multiplying and dividing whole numbers of larger digits by calculator;  expressing the relationship between the two operations, multiplication and division.

Bennett Standard VA SOL Math 4.8 NC Competency Goal 1.02

National Standard NM-NUM.3-5.2 NM-NUM.3-5.3

MK4-MA.8

Bennett Standard VA SOL Math 4.9

Students solve story problems that reinforce whole-number operations and use estimation and rounding to divide large numbers by two- and three-digit divisors The student will estimate and find the quotient of two whole numbers, given a one-digit divisor. The learner will read, write, model, and compute with nonnegative rational numbers. 1.02 Develop fluency with multiplication and division: a) Two-digit by two-digit multiplication (larger numbers with calculator) b) Up to three-digit by two-digit division (larger numbers with calculator) c) Strategies for multiplying and dividing numbers. d) Estimations of products and quotients in appropriate situations. e) Relationships between operations. Number and Operation Understand meanings of operations and how they relate to one another  understand various meanings of multiplication and division;  understand the effects of multiplying and dividing whole numbers. Number and Operation Compute fluently and make reasonable estimates  develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30x50;  develop fluency in adding, subtracting, multiplying, and dividing whole numbers;  develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results. The student will express fluency of estimating and calculating the quotient of two whole numbers, primarily with a one-digit divisor.

Students solve story problems that reinforce fractional and decimal concepts. The student will a) add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil; b) add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil; and

c)

NC Competency Goal 1

National Standard NM-NUM.3-5.1

NM-NUM.3-5.3

solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. The learner will read, write, model, and compute with nonnegative rational numbers. 1.2 Develop number sense for rational numbers 0.01 through 99,999. a) Connect model, number word, and number using a variety of representations. b) Build understanding of place value (hundredths through ten thousands). c) Compare and order rational numbers. d) Make estimates of rational numbers in appropriate situations. 1.03 Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. 1.04 Develop fluency with addition and subtraction of nonnegative rational numbers with like denominators, including decimal fractions through hundredths. a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Number and Operation Understand numbers, ways of representing numbers, relationships among numbers, and number systems  understand the place-value structure of base-ten number system and be able to represent and compare whole numbers and decimals;  recognize equivalent representations for the same number and generate them by decomposing and composing numbers;  develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers;  use models, benchmarks, and equivalent forms of commonly used fractions, decimals, and percents. Number Operation Compute fluently and make reasonable estimates  develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students’ experience;  use visual models, benchmarks, and equivalent forms to

MK4-MA.9

Bennett Standard VA SOL Math 4.10

NC Competency Goal National Standard NM-MEA.3-5.1

NM-MEA.3-5.2

add and subtract commonly used fractions and decimals. The student will demonstrate fluency of fractions and decimals through  the addition and subtraction of fractions of halves, fourths, eighths, thirds, sixths, twelfths, tenths, and hundredths with like and unlike denominators;  the addition and subtraction of decimals having the place value of hundredth through ten thousands;  computation of these operations through various methods including paper and pencil, calculator, estimation, and concrete objects and images.

Not addressed. The student will a) estimate and measure weight/mass, using actual measuring devices, and describe the results in U.S. Customary/metric units as appropriate, including ounces, pounds, grams, and kilograms; b) identify equivalent measurements between units within the U.S. Customary system (ounces and pounds) and between units within the metric system (grams and kilograms); and c) estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds). * * The intent of this standard is for students to make ballpark comparisons and not to memorize conversion factors between U.S. Customary and metric units. Not addressed. Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement  understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;  understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;  carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;  understand that measurements are approximations and how differences in units affect precision.

MK4-MA.10

Bennett Standard VA SOL Math 4.11

NC Competency

Measurement Apply appropriate techniques, tools, and formulas to determine measurements  select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;  select and use benchmarks to estimate measurements. The student will express knowledge of weight and mass measurement through  understanding the necessity for measuring with standard units and appropriate measuring tools;  measuring and estimating mass and weight with actual measuring devices with appropriate units (ounces, pounds, grams, and kilograms);  defining equivalent measurements in the U.S. customary system (ounces and pounds) and measurements in the metric system (grams and kilograms);  becoming familiar with the conversions between U.S. customary and metric systems and general comparison (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds).

Not addressed. The student will a) estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters; b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters); and c) estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile). * * The intent of this standard is for students to make ballpark comparisons and not to memorize conversion factors between U.S. Customary and metric units. Not addressed.

Goal National Standard NM-MEA.3-5.1

NM-MEA.3-5.2

MK4-MA.11

Bennett Standard VA SOL Math 4.12

Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement  understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;  understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;  carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;  understand that measurements are approximations and how differences in units affect precision. Measurement Apply appropriate techniques, tools, and formulas to determine measurements  select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;  select and use benchmarks to estimate measurements. The student will express knowledge of length measurement through  understanding the necessity for measuring with standard units and appropriate measuring tools;  measuring and estimating length with actual measuring devices in parts of an inch, inches, feet, yards, millimeters, centimeters and meters;  defining equivalent measurements in the U.S. customary system (inches and feet, feet and yards, inches and yards) and measurements in the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters);  becoming familiar with the conversions between U.S. customary and metric systems and general comparisons for estimations (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).

Not addressed The student will a) estimate and measure liquid volume, using actual measuring devices and using metric and U.S. Customary units, including cups, pints, quarts, gallons, milliliters, and liters;

b)

NC Competency Goal National Standard NMMEA.3-5.1

NM-MEA.3-5.2

MK4-MA.12

identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons) and between units within the metric system (milliliters and liters); and c) estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart).* * The intent of this standard is for students to make ballpark comparisons and not to memorize conversion factors between U. S. Customary and metric units. Not addressed Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement  understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;  understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;  carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;  understand that measurements are approximations and how differences in units affect precision; Measurement Apply appropriate techniques, tools, and formulas to determine measurements  develop strategies for estimating the perimeters, areas, and volumes of irregular shapes;  select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;  select and use benchmarks to estimate measurements; The student will express knowledge of liquid volume measurement through  understanding the necessity for measuring with standard units and appropriate measuring tools;  measuring and estimating volume with actual measuring devices in parts of cups, pints, quarts, gallons, milliliters, and liters;  defining equivalent measurements in the U.S. customary system (cups and pints, pints and quarts, quarts and gallons, etc.) and measurements in the metric system (milliliters and liters);  becoming familiar with the conversions between U.S. customary and metric systems and general comparisons for estimations (1 quart is just less than one liter, etc.).

Bennett Standard VA SOL Math 4.13

Not addressed

NC Competency Goal 2

The learner will understand and use perimeter and area. 2.01 Develop strategies to determine the area of rectangles and the perimeter of plane figures. 2.02 Solve problems involving perimeter of plane figures and areas of rectangles. Measurement Understand measurable attributes of objects and the units, systems, and processes of measurement  understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;  understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;  carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;  understand that measurements are approximations and how differences in units affect precision;  explore what happens to measurements of a twodimensional shape such as its perimeter and area when the shape is changed in some way. Measurement Apply appropriate techniques, tools, and formulas to determine measurements  develop strategies for estimating the perimeters, areas, and volumes of irregular shapes;  select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;  select and use benchmarks to estimate measurements;  develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms;  develop strategies to determine the surface areas and volumes of rectangular solids.

National Standard NMMEA.3-5.1

NM-MEA.3-5.2

MK4-MA.13

The student will a) identify and describe situations representing the use of perimeter and area; and b) use measuring devices to find perimeter in both standard and nonstandard units of measure.

The student will demonstrate understanding of situations using perimeter and area and will use various, nonstandard means of measurement.

Bennett Standard VA SOL Math 4.14 NC Competency Goal 3 National Standard NM-GEO.3-5.1

MK4-MA.16

Bennett Standard VA SOL Math 4.15

NC Competency Goal National Standard NMGEO.3-5.4 MK4-MA.15

In geometry, topics include symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles; and more advanced characteristics of polygons. The student will investigate and describe the relationships between and among points, lines, line segments, and rays. The learner will recognize and use geometric properties and relationships. Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships  identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes;  classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids;  investigate, describe, and reason about the results of subdividing, combining, and transforming shapes;  explore congruence and similarity;  make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. The student will compare and demonstrate understanding of various two-dimensional shapes (points, lines, line segments, and rays) and their relationships to each other.

In geometry, topics include symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles; and more advanced characteristics of polygons. The student will a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler; and b) describe the path of shortest distance between two points on a flat surface. Not addressed. Use visualization, spatial reasoning, and geometric modeling to solve problems  build and draw geometric objects; The student will recognize and be able to visually represent various two-dimensional shapes (points, lines, line segments, rays, and angles) and be able to determine the shortest path between two points.

Bennett Standard VA SOL Math 4.16 NC Competency Goal 3.02 National Standard NM-GEO.3-5.1 MK4-MA.16

Bennett Standard VA SOL Math 4.17

NC Competency Goal 3.03

National Standard NMGEO.5-3.1

NM-GEO.3-5.3

In geometry, topics include symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles; and more advanced characteristics of polygons. The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity. Describe the relative position of lines using concepts of parallelism and perpendicularity. Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships. The student will portray an understanding of intersecting, parallel, and perpendicular lines.

In geometry, topics include symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles; and more advanced characteristics of polygons. The student will a) analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and threedimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]); b) identify congruent and noncongruent shapes; and c) investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing. Identify, predict, and describe the results of transformations of plane figures. a. Reflections. b. Translations. c. Rotations. Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships  identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes;  classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids;  investigate, describe, and reason about the results of subdividing, combining, and transforming shapes;  explore congruence and similarity;  make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. Apply transformations and use symmetry to analyze

MK4-MA.17

Bennett Standard VA SOL Math 4.18 NC Competency Goal 3.01 National Standard NMGEO.3-5.2

MK4-MA.18

Bennett Standard VA SOL Math 4.19

NC Competency Goal 4.04 National

mathematical situations  predict and describe the results of sliding, flipping, and turning two-dimensional shapes;  describe a motion or a series of motions that will show that two shapes are congruent;  identify and describe line and rotational symmetry in twoand three-dimensional shapes and designs. The student will portray an understanding of various two(circle, square, rectangle, triangle, parallelograms, and rhombus) and three –(sphere, cube, and prism) dimensional shapes by  comparing them;  recognizing congruence;  analyzing reflections, translations, and rotations

In geometry, topics include symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles; and more advanced characteristics of polygons. The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane. Use the coordinate system to describe the location and relative position of points and draw figures in the first quadrant. Specify locations and describe spatial relationships using coordinate geometry and other representational systems  describe location and movement using common language and geometric vocabulary;  make and use coordinate systems to specify locations and to describe paths;  find the distance between points along horizontal and vertical lines of a coordinate system. The student will portray an understanding of the coordinate system by plotting ordered pairs and determining the coordinates of a point in the first quadrant.

Not addressed The student will a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and b) determine the probability of a given simple event, using concrete materials. Design experiments and list all possible outcomes and probabilities for an event. Understand and apply basic concepts of probability

Standard NMDATA.3-5.4

MK4-MA.19

Bennett Standard VA SOL Math 4.19 NC Competency Goal 4.02 National Standard NMDATA.3-5.2

MK4-MA.20

Bennett Standard VA SOL Math 4.20 NC Competency Goal 4.01 National Standard NMDATA.3-5.1

describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible;  predict the probability of outcomes of simple experiments and test the predictions;  understand that the measure of the likelihood of an event can be represented by a number from 0 to 1. The student will portray an understanding of basic statistical concepts including elementary probability. 

Students […] compute mean, median, and mode. Not addressed The learner will understand and use graphs, probability, and data analysis. 4.02 Describe the distribution of data using median, range, and mode. Select and use appropriate statistical methods to analyze data  describe the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed;  use measures of center, focusing on the median, and understand what each does and does not indicate about the data set;  compare different representations of the same data and evaluate how well each representation shows important aspects of the data. The student will analyze a set of data using the mean, median, mode, and range.

Students interpret line graphs and, where and when possible, organize and display graphs and data on computers. The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions. Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer  design investigations to address a question and consider how data-collection methods affect the nature of the data set;  collect data using observations, surveys, and experiments;  represent data using tables and graphs such as line plots,

bar graphs, and line graphs; recognize the differences in representing categorical and numerical data. The student will demonstrate knowledge of line and bar graphs by  gathering data;  organizing data to create graphs;  interpreting graphs;  using graphs to make conclusions and predictions. 

MK4-MA.21

Bennett Standard VA SOL Math 4.21 NC Competency Goal National Standard NM-ALG.3-5.1 MK4-MA.22

Bennett Standard VA SOL Math 4.22 NC Competency Goal 5.03 National Standard NM-NUM.3-5.2

NM-ALG.3-5.2

Not addressed. The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words. Not addressed. Understand patterns, relations, and functions  describe, extend, and make generalizations about geometric and numeric patterns;  represent and analyze patterns and functions, using words, tables, and graphs. The student will portray an understanding of numerical and geometric patters by recognizing, describing, and extending them.

Not addressed. The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16]. Verify mathematical relationships using: a. Models, words, and numbers. b. Order of operations and the identity, commutative, associative, and distributive properties. Understand meanings of operations and how they relate to one another  understand various meanings of multiplication and division;  understand the effects of multiplying and dividing whole numbers;  identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems;  understand and use properties of operations, such as the

MK4-MA.23

distributivity of multiplication over addition. Represent and analyze mathematical situations and structures using algebraic symbols  identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers;  represent the idea of a variable as an unknown quantity using a letter or a symbol;  express mathematical relationships using equations. The student will portray an understanding of the order of operations, the properties of real numbers, and equality.

Conclusion The Miranda-Kristi Standards represent a fusion of Bennett Goals, Virginia Standards of Learning, North Carolina Competency Goals, and the corresponding national standards. MK4 Standards were formulated under the notion that elementary classrooms need a sense of structure and focus, in regards to content learning areas, to achieve academic excellence. The objective is to ensure each student builds upon the foundations of education that have already been laid in previous years. These newly established standards will be used as the framework for this fourth grade curriculum.

References Johnson Lewis, J. (2006). Science Quotes. Retrieved September 18, 2007, from Wisdom Quotes: Quotations to Inspire and Challenge: http://www.wisdomquotes.com/cat_science.html National Academy of Sciences. (2007). History of the National Academies. Retrieved September 18, 2007, from The National Academies: Advisors to the Nation on Science, Engineering, and Medicine: http://www.nationalacademies.org/about/history.html National Council for the Social Studies. (n.d.). About NCSS. Retrieved September 18, 2007, from National Council for the Social Studies: http://www.ncss.org/about/ National Council of Teachers of English. (1998-2007). About NCTE. Retrieved September 18, 2007, from National Council of Teachers of English: http://www.ncte.org/about National Council of Teachers of Mathematics. (2007). About NCTM. Retrieved September 18, 2007, from National Council of Teachers of Mathematics: http://www.nctm.org/about/default.aspx?id=166 Public Schools of North Carolina. (n.d.). North Carolina Standard Course of Study. Retrieved September 18, 2007, from Department of Public Instruction: http://www.dpi.state.nc.us/curriculum/ Right Web Profile. (2007). William Bennett. Retrieved September 19, 2007, from International Relations Center: http://rightweb.irc-online.org/profile/1034 Robbins, Anthony. (2007). Communication Quotes. Retrieved September 18, 2007, from Think Exist: www.thinkexist.com/quotes/anthony_robbins/2.html Schlicter, Dean (2007). Quotations about Math. Retrieved September 18, 2007, from Quote Garden: http://www.quotegarden.com/math.html Szasz, F. M. (n.d.). Quotes about History. Retrieved September 18, 2007, from History News Network: http://hnn.us/articles/1328.html Virginia Department of Education. (n.d.). Standards of Learning. Retrieved September 18, 2007, from Virginia Department of Education: http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml