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Jackson Area Catholic Schools

Lumen

Ron Niedzwiecki, Chairperson | Jackson Area Catholic Schools |

**Guiding Documents**

__Curriculum Guidelines for Mathematics, Kindergarten Through Grade Eight,__ Diocese of Lansing, 2008.

__Mathematics Grade Level Content Expectations, v.12.05__, Michigan Department of Education.

__The Common Core State Standards: A Crosswalk to the Michigan Grade Level Content Expectations, v.12.2,__ Michigan Department of Education.

__Mathematics Curriculum, Grades K-8,__ Jackson Area Catholic Schools, 2005

Vision Statement

That the Jackson Area Catholic Schools provide a coordinated sequential curriculum and expanded learning opportunities ensuring mastery of mathematics standards for all students.

As Catholic Schools, we believe that mathematics plays an integral role in the school, home, community and world, reflecting the truth, beauty, order and unity in God’s universe. Basic knowledge and skills in mathematics are important to every individual. Mathematics contributes to the development of the whole person by providing a practical tool for daily living.

Society demands mathematical knowledge, which helps students develop their ability to reason and to think logically, as well as to discover creative ways of solving problems.

The goal of mathematics education is to give all students the ability to apply mathematical concepts through the use of higher level thinking skills, critical analysis, application of technology and problem solving. The student will, through the implementation of mathematical concepts and skills, develop an understanding of Catholic social teachings and gain respect of life and dignity of the human person.

Program Standards

The Mathematics academic standards provide a set of clear, rigorous expectations for all students. The program is based on local and national standards and standards from the State of Michigan and the Diocese of Lansing.

The student will apply and integrate problem solving, estimation, mental mathematics, logic, mathematical computation and technology with mathematical concepts of:

**Number and Operations**

The student will progressively incorporate work with expanding sets of numbers: whole numbers, fractions, decimal fractions, ratio, percentages, rational numbers, and the real numbers. There is strong emphasis on using connections within the structure of number systems (such as the inverse relationship between addition and subtraction, or multiplication and division) as conceptual organizers for supporting student learning.

Number and Operations enable the students to take up clusters of related ideas and procedures within a given grade level, sometimes working from the basic informal introduction of a concept completely through computational fluency within a particular grade.

**Measurement **

The student will build their repertoire of measurement concepts and skills in order to understand the attributes of time, length, area volume, weight, capacity, money, and temperature. The concepts will be developed by using concrete models and measurement with non-standard units. Students will be proficient in measuring with common tools.

The student will understand the equivalence of measurement units, knowledge of measurement formulas, and the application of measurement concepts in applied problems and contexts.

**Geometry**

The student will recognize, create, describe, and compare the basic two-dimensional and three-dimensional geometric shapes, the relationships among shapes, and analyze the symmetry and motion.

The student will recognize special angle, line, and plane relationships, and work with congruence and similarity. The students will understand and apply the Pythagorean Theorem, model geometric situations, solve common real world problems involving geometry, and justify geometric arguments.

**Mathematics Program Standards**

**Data and Probability**

The student will collect and explore data, organize data into a useful form and develop skill in representing and reading data displayed in different formats. The student will examine data and describe the characteristics of a distribution, relate data to the situation from which they arose, and use data to answer questions convincingly and persuasively. The student will draw inferences about unknown outcomes, make predictions, and identify the degree of confidence they have in their predictions.

The student will develop an understanding of the notion of certainty and of probability as a measure of the degree of likelihood that can be assigned to a given event, based on the knowledge available, and make critical judgments about claims that are made in probabilistic situations.

**Algebra**

The student will demonstrate a solid understanding in the fundamental areas of algebra, including functions and the use of algebraic symbols and tools. The student will be proficient when they have not only procedural fluency with certain techniques, but also a strong conceptual base for understanding the key ideas of algebra.

Organizational Structure** **

**Strands Domains**

** Number and Operations**

(ME) Meaning, notation, place value, and compariso

(MR) Number relationships and meaning of operations

(FL) Fluency with operations and estimation

**Measurement**

(UN) Units and systems of measurement

(TE) Techniques and formulas for measurement

(PS) Problem solving involving measurement

**Geometry **(GS) Geometric shape and properties, and mathematical arguments

(LO) Location and spatial relationships

(SR) Spatial reasoning and geometric modeling

(TR) Transformation and symmetry

**Data and Probability**

(RE) Data representation

(AN) Data interpretation and analysis

(PR) Probability

**Algebra**

(PA) Patterns, relations, functions and change

(RP) Representation

(FO) Formulas, expressions, equations, and inequalities

**Mathematics Curriculum Coding**

The student expectations identified in this document are divided into strands with multiple domains within each. The domains in each mathematics strand are broader, more conceptual groupings.

Each expectation has been coded with a strand, domain, grade level, and expectation number. For example,** M.UN.01.03 **indicates:

**Strand Domain Grade Expectation number**

M UN 01 03

Measurement Units and systems First Grade Third expectation

of measurement

Note: Reference “Organizational Structure” which identifies all the strands and domains.

The student expectations identified in the Technology Curriculum are divided into six strands.

** Strands: Code**

· Creativity and Innovation CI

· Communication and Collaboration CC

· Research and Information Literacy RI

· Critical Thinking, Problem Solving, and Decision Making CT

· Digital Citizenship DC

· Technology Operations and Concepts TC

Each expectation is coded with a strand, grade level, and expectation number.

For example:

__Strand____Grade____ __ __Expectation number__

**CI 04 02**

(Creativity and Innovation)

Academic Standards

Please click the grade to review standards by grade.

Please click the grade to review standards by grade.

**Kindergarten **

**First Grade **

Fourth Grade

Fifth Grade

Seventh Grade