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 Students continue to refine handwriting and vocabulary.

Standard
VA SOL English The student will use effective oral communication skills in a
4.1 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.
NC Competency The learner will apply strategies and skills to comprehend text
Goal 2,4 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.
 interview.
 solve problems.
 make decisions.
National Communication Skills
Standards Students adjust their use of spoken, written, and visual language
NL-ENG.K-12.4 (e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
MK4-EN.1 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.
Bennett Writing assignments emphasize the construction of introductions

Standard and conclusions in creative and expository composition, and
introduce more advanced techniques like summarization and
dialogue.
VA SOL English The student will make and listen to oral presentations and
4.2 reports.
Use subject-related information and vocabulary.
Listen to and record information.
Organize information for clarity.
Goal 2,4 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.
and visual texts.
4.05 Use planning strategies to generate topics and organize
ideas (e.g., brainstorming, mapping, webbing, reading,
discussion).
National Not addressed.
Standard
MK4-EN.2 The student will display effective speaking and listening
techniques through
 preparing and presenting oral reports;
 note taking;
 organizing information.
Bennett Spelling work introduces etymology as a tool.
Standard Students continue to refine handwriting and vocabulary.
Students use library visits to prepare written and oral book
reports.
VA SOL English The student will read fiction and nonfiction with fluency and
4.3 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.
NC Competency The learner will apply enabling strategies and skills to read and
Goal 1,2,4 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).
 poetry (concrete, haiku).
 drama (skits, plays).
and visual texts.
 discuss.
 interview.
 solve problems.
 make decisions.
National Evaluation Strategies
Standard Students apply a wide range of strategies to comprehend,
NL-ENG.K-12.3 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).
MK4-EN.3 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.).
Bennett An introduction to critical reading, with selections from classic

Standard 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.
VA SOL English The student will read and demonstrate comprehension of fiction.
4.4 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.
Goal 2 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.
2.03 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.
National Not addressed.
Standard
MK4-EN.4 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.
Bennett Students identify story structure, examine cause-effect relation-

Standard ships, and distinguish fact from fiction. Writing assignments
introduce more advanced techniques like summarization and
dialogue.
VA SOL English The student will read and demonstrate comprehension of
4.5 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
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.
Goal 2 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.
National Evaluation Strategies
Standard NL- Students apply a wide range of strategies to comprehend,
ENG.K-12.3 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).
MK4-EN.5 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
Bennett Students use library visits to prepare written and oral book
Standard reports.
VA SOL English The student will demonstrate comprehension of information
4.6 resources to research a topic.
a) Construct questions about a topic.
b) Collect information, using the resources of the media
center, including online, print, and media resources.
c) Evaluate and synthesize information.
NC Competency Use technology as a tool to gather, organize, and present
Goal 4.10 information.
National Developing Research Skills
Standard NL- Students use a variety of technological and information resources
ENG.K-12.8 (e.g., libraries, databases, computer networks, video) to gather
and synthesize information and to create and communicate
knowledge.
MK4-EN.6 The student will use available resources including the
library, the internet, and other sources of information to
research and report on various topics.
Bennett Writing assignments emphasize the construction of introductions

Standard and conclusions in creative and expository composition.
VA SOL English The student will write effective narratives, poems, and
4.7 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.
NC Competency The learner will apply strategies and skills to create oral, written,
Goal 4 and visual texts.
 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.
National Communication Strategies
Standard NL- Students employ a wide range of strategies as they write and use
ENG.K-12.5 different writing process elements appropriately to communicate
with different audiences for a variety of purposes.
MK4-EN.7 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 Topics in grammar include compound subjects and predicates,

Standard and verb tenses.
VA SOL English The student will edit writing for correct grammar, capitalization,
4.8 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.
NC Competency The learner will apply grammar and language conventions to
Goal 5 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.
National Communication Skills
Standard NL- Students adjust their use of spoken, written, and visual language
ENG.K-12.4 (e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
MK4-EN.8 Students will demonstrate proper grammar conventions
including
 subject/verb agreement
 prepositional phrases
 pronouns
 negation
 adjective, adverbs, and articles
 capitalization and punctuation
 correct spelling
Bennett Independent reading and writing are a significant part of each

Standard day.
VA SOL English Not addressed.
NC Competency The learner will apply enabling strategies and skills to read and
Goal 1.06 write.
Read independently daily from self-selected materials (consistent
with the student’s independent reading level) to:
 increase fluency.
 build background knowledge.
 expand vocabulary.
National Reading for Perspective
Standard NL- Students read a wide range of print and nonprint texts to build an
ENG.K-12.1 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.
NL-ENG.K-12.2 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.
MK4-EN.9 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 Not addressed.

Standard
VA SOL Social The student will develop skills for historical and geographical
Studies VS.1 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.
NC Competency The learner will apply the five themes of geography to North
Goal 1 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.
National The World in Spatial Terms
Standard As a result of activities in grades K-12, all students should
NSS-G.K-12.1  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.
NSS-G.K-12.5 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.
MK4-SS.1 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.
Bennett Major topics in American history and culture from early

Standard settlement taught through story and textbook readings. Where
possible, local and state developments are highlighted.
VA SOL Social The student will demonstrate knowledge of the geography and
Studies VS.2 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
a map of Virginia;
e) describing how American Indians (First Americans)
adapted to the climate and their environment to secure
food, clothing, and shelter.
Goal 1,2 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 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.
National The World in Spatial Terms
Standard As a result of activities in grades K-12, all students should
NSS-G.K-12.1  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.
NSS-G.K-12.2 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
NSS-G.K-12.4
perceptions of places and regions.
Human Systems
 Understand the processes, patterns, and functions of
human settlement.
MK4-SS.2 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.

Standard settlement taught through story and textbook readings. Where
possible, local and state developments are highlighted.
VA SOL Social The student will demonstrate knowledge of the first permanent English
Studies VS.3 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.
Goal 1 Carolina and its people.
1.04 Evaluate ways the people of North Carolina used, modified,
and adapted to the physical environment, past and present.
National Places and Regions
Standard As a result of their activities in grades K-12, all students should
NSS-G.K-12.2  Understand the physical and human characteristics of
places.
 Understand how culture and experience influence people’s
NSS-G.K-12.4 Human Systems
human settlement.
NSS-G.K-12.5 Environment and Society
 Understand how to apply geography to interpret the
present and for the future.
NSS-USH.K-4.1
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
NSS-USH.K-4.2
The History of Students’ Own State or Region
 Understands the people, events, problems, and ideas that
NSS-USH.K-4.3 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
MK4-SS.3 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.

Standard 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.
VA SOL Social The student will demonstrate knowledge of life in the Virginia
Studies VS.4 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.
NC Competency The learner will examine the importance of the role of ethnic
Goal 2, 3 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.
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
National Places and Region
NSS-G.K-12.2  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
NSS-G.K-12.4 Human Systems
human settlement.
 Understand how the forces of cooperation and conflict
among people influence the division and control of Earth’s
NSS-G.K-12.5
surface.
The Uses of Geography
NSS-USH.K-4.1
Living and Working Together in Families and Communities, Now
and Long Ago
NSS-USH.K-4.2  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  Understands the people, events, problems, and ideas that
were significant in creating the history of their state
symbols
NSS-EC.K-4.5 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.
MK4-SS.4 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, Scotch-
Irish, 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.
Bennett Major topics in American history and culture from early settlement taught through
Standard story and textbook readings. Students study the Declaration of Independence and
the American Revolution. Where possible, local and state developments are high-
lighted.
VA SOL Social The student will demonstrate knowledge of the role of Virginia in
Studies VS.5 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.
NC Competency The learner will trace the history of colonization in North Carolina
Goal 3 and evaluate its significance for diverse people’s ideas.
3.02 Identify people, symbols, events, and documents
associated with North Carolina’s history.
National Human Systems
NSS-G.K-12.4  Understand the processes, patterns, and functions of
human settlement
among people influence the division and control of Earth’s
surface.
NSS-USH.K-4.2 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 The History of the United States: Democratic Principles and
symbols
MK4-SS.5 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.
Bennett Major topics in […] the Constitutional Convention; the Louisiana

Standard Purchase and westward expansion. Map work identifies the 13
colonies, and follows westward migration and national expansion
to the Pacific.
VA SOL Social The student will demonstrate knowledge of the role of Virginia in
Studies VS.6 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.
Goal 1, 3 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.
National The History of Students’ Own State or Region
Standard Understands the people, events, problems, and ideas that were
NSS-USH.K-4.2 significant in creating the history of their state
NSS-USH.K-4.3 Values and the People from many Cultures Who Contributed to Its
symbols
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
MK4-SS.6 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

Standard settlement to the Civil War[…] and sectional differences
preceding the Civil War.
VA SOL Social The student will demonstrate knowledge of the issues that
Studies VS.7 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.
Goal 3 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.
MK4-SS.7 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
Bennett Students study […] the growth of canals and railroads.

Standard
VA SOL Social The student will demonstrate knowledge of the reconstruction of
Studies VS.8 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.
NC Competency Not addressed.
Goal
MK4-SS.8 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.

Standard
VA SOL Social The student will demonstrate knowledge of twentieth century
Studies VS.9 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.
Goal 3, 7 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.
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.
Specialization and Trade
NSS-EC.K-4.6 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.
MK4-SS.9 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.
Bennett Civics covers the functions of the three branches of government,

Standard the two party system […]
VA SOL Social The student will demonstrate knowledge of government,
Studies VS.10 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.
Goal 1, 4, 6 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.
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.
What Is Government and What Should It Do?
NSS-C.K-4.1  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?
NSS-G.K-12.4  Why is it important to limit the power of government?
Human Systems
 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.
human settlement.
NSS-C.K-4.3 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
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?
MK4-SS.10 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).

Standard
VA SOL Science The student will plan and conduct investigations in which
4.1 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.
Goal
National Science as Inquiry
Standard As a result of activities in grades K-4, all students should develop
NS.K-4.1  Abilities necessary to do scientific inquiry
 Understanding about scientific inquiry
MK4-SC.1 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.

Standard
VA SOL Science The student will investigate and understand characteristics and
4.2 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.
Goal
National Physical Science
NS.K-4.2 an understanding of
 Properties of objects and materials
 Position and motion of objects
MK4-SC.2 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.
Bennett Additional topics from the life and physical sciences may include
Standard heat as a form of energy; and the idea of heat transfer.
VA SOL Science The student will investigate and understand the characteristics of electricity. Key
4.3 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 The learner will make observations and conduct investigations to
Goal 3 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.
National Physical Science
 Properties of objects and materials
 Light, heat, electricity, and magnetism
MK4-SC.3 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.
Bennett A special emphasis on the earth sciences.

Standard
VA SOL Science The student will investigate and understand basic plant anatomy
4.4 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
seed);
c) photosynthesis (sunlight, chlorophyll, water, carbon
dioxide, oxygen, and sugar); and
d) dormancy.
Goal
National Life Science
 The characteristics of organisms
 Life cycles of organisms
 Organisms and environments
MK4-SC.4 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.
Bennett Additional topics from the life and physical sciences may include
Standard the life cycle and behavior of social insects.
VA SOL Science The student will investigate and understand how plants and
4.5 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.
NC Competency The learner will make observations and conduct investigations to
Goals 1, 4 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
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:
Standard NS.K- As a result of activities in grades K-4, all students should develop
4.3 understanding of
MK4-SC.5 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.
Bennett Topics may include […] the atmosphere and weather forecasting;
Standard 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.
VA SOL Science The student will investigate and understand how weather
4.6 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).
NC Competency Not addressed
Goal
National Earth and Space Science
Standard NS.K- As a result of their activities in grades K-4, all students should
4.4 develop an understanding of
 Properties of earth materials
 Objects in the sky
 Changes in earth and sky
MK4-SC.6 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
Bennett Topics may include […] distinguishing features of comets and

Standard asteroids.
VA SOL Science The student will investigate and understand the relationships
4.7 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-moon-
sun system.
Goal
National Earth and Space Science
Standard NS.K- As a result of their activities in grades K-4, all students should
4.4 develop an understanding of
 Properties of earth materials
 Objects in the sky
 Changes in earth and sky
MK4-SC.7 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
Bennett Topics may include rock formations; glaciers; the process of

Standard erosion; the creation of fossil fuels.
VA SOL Science The student will investigate and understand important Virginia natural resources.
4.8 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.
NC Competency The learner will conduct investigations and use appropriate
Goal 2 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.
National Personal and Social Perspectives
NS.K-4.6 understanding of
 Personal health
 Characteristics and changes in populations
 Types of resources
 Changes in environments
 Science and technology in local challenges
MK4-SC.8 The student will portray an understanding of the natural
resources available in Virginia including
 bodies of water
 living organisms
 rocks, minerals, and energy sources
Bennett Topics may include important bones and muscles of the human
Standard body.
VA SOL Science Not addressed.
Goal 2
NS.K-4.3 understanding of
MK4-SC.9 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 Students solve story problems that reinforce whole-number

Standard operations.
VA SOL Math 4.1 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.
NC Competency The learner will read, write, model, and compute with non-
Goal 1.01 negative 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.
National Number and Operations
Standard Understand numbers, ways of representing numbers,
NM-NUM.3-5.1 relationships among numbers, and number systems
 Understand the place-value structure of the base-ten
number system and be able to represent and compare
whole numbers and decimals;
MK4-MA.1 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 =).
Bennett Students solve story problems that reinforce fractional and

Standard decimal concepts.
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.
Goal 1 negative 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 non-
negative 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.
National Number and Operation
 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
NM-NUM.3-5.3
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.2 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.

VA SOL Math 4.3 The student will compare the numerical value of fractions (with
like and unlike denominators) having denominators of 12 or less,
using concrete materials.
halves, fourths, eighths, thirds, sixths, twelfths, tenths,
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.3 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.
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.
99,999.
of representations.
b) Build understanding of place value (hundredths through
ten thousands).
situations.
a) Develop and analyze strategies for adding and subtracting
numbers.
1.05 Develop flexibility in solving problems by selecting
strategies and using mental computation, estimation, calculators
or computers, and paper and pencil.
 understand the place-value structure of base-ten number
system and be able to represent and compare whole
numbers and decimals;
numbers;
 use models, benchmarks, and equivalent forms of
NM-NUM.3-5.3 commonly used fractions, decimals, and percents.
Number and Operations
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.

VA SOL Math 4.5 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.
numbers.
Standard Compute fluently and make reasonable estimates
NM-NUM.3-5.3  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.
MK4-MA.5 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
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.

VA SOL Math 4.6 The student will add and subtract whole numbers written in
vertical and horizontal form, choosing appropriately between
paper and pencil methods and calculators.
 Develop and analyze strategies for adding and subtracting
numbers.
 Estimate sums and differences.
 Judge the reasonableness of solutions.
Standard Compute fluently and make reasonable estimates
NM-NUM.3-5.3  develop fluency in adding, subtracting, multiplying, and
MK4-MA.6 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.

VA SOL Math 4.7 The student will find the product of two whole numbers when one
factor has two digits or fewer and the other factor has three
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.
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.
Standard Understand meanings of operations and how they relate to one
NM-NUM.3-5.2 another
 understand various meanings of multiplication and
division;
NM-NUM.3-5.3  understand the effects of multiplying and dividing whole
numbers.
Number and Operation
 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
reasonableness of such results;
MK4-SS.7 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.
Standard operations and use estimation and rounding to divide large
numbers by two- and three-digit divisors
VA SOL Math 4.8 The student will estimate and find the quotient of two whole
numbers, given a one-digit divisor.
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.
Standard Understand meanings of operations and how they relate to one
NM-NUM.3-5.2 another
 understand various meanings of multiplication and
division;
NM-NUM.3-5.3  understand the effects of multiplying and dividing whole
numbers.
Number and Operation
 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
reasonableness of such results.
MK4-MA.8 The student will express fluency of estimating and
calculating the quotient of two whole numbers, primarily
with a one-digit divisor.

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) 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.
99,999.
of representations.
b) Build understanding of place value (hundredths through
ten thousands).
situations.
halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths,
numbers.
 understand the place-value structure of base-ten number
system and be able to represent and compare whole
numbers and decimals;
numbers;
 use models, benchmarks, and equivalent forms of
NM-NUM.3-5.3 commonly used fractions, decimals, and percents.
Number Operation
MK4-MA.9 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.

Standard
VA SOL Math The student will
4.10 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.
Goal
National Measurement
Standard Understand measurable attributes of objects and the units,
NM-MEA.3-5.1 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.
NM-MEA.3-5.2
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.
MK4-MA.10 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).

Standard
4.11 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). *
comparisons and not to memorize conversion factors between
U.S. Customary and metric units.
Goal
Standard Understand measurable attributes of objects and the units,
NM-MEA.3-5.1 systems, and processes of measurement
and metric systems;
how differences in units affect precision.
NM-MEA.3-5.2 Measurement
measurements
 select and use benchmarks to estimate measurements.
MK4-MA.11 The student will express knowledge of length
measurement through
 measuring and estimating length with actual
measuring devices in parts of an inch, inches, feet,
yards, millimeters, centimeters and meters;
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);
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).
Bennett Not addressed

Standard
4.12 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) 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).*
comparisons and not to memorize conversion factors between U.
S. Customary and metric units.
NC Competency Not addressed
Goal
Standard NM- Understand measurable attributes of objects and the units,
MEA.3-5.1 systems, and processes of measurement
and metric systems;
how differences in units affect precision;
measurements
 develop strategies for estimating the perimeters, areas,
and volumes of irregular shapes;
 select and use benchmarks to estimate measurements;
MK4-MA.12 The student will express knowledge of liquid volume
measurement through
 measuring and estimating volume with actual
measuring devices in parts of cups, pints, quarts,
gallons, milliliters, and liters;
customary system (cups and pints, pints and quarts,
quarts and gallons, etc.) and measurements in the
metric system (milliliters and liters);
comparisons for estimations (1 quart is just less
than one liter, etc.).
Standard
4.13 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.
NC Competency The learner will understand and use perimeter and area.
Goal 2 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.
Standard NM- Understand measurable attributes of objects and the units,
MEA.3-5.1 systems, and processes of measurement
and metric systems;
how differences in units affect precision;
 explore what happens to measurements of a two-
dimensional shape such as its perimeter and area when
the shape is changed in some way.
measurements
 develop strategies for estimating the perimeters, areas,
and volumes of irregular shapes;
 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.
MK4-MA.13 The student will demonstrate understanding of situations

using perimeter and area and will use various,
nonstandard means of measurement.
Bennett In geometry, topics include symmetry, congruence, and parallel
Standard and perpendicular lines; acute, right, and obtuse angles; and
more advanced characteristics of polygons.
VA SOL Math The student will investigate and describe the relationships
4.14 between and among points, lines, line segments, and rays.
NC Competency The learner will recognize and use geometric properties and
Goal 3 relationships.
National Analyze characteristics and properties of two- and three-
Standard dimensional geometric shapes and develop mathematical
NM-GEO.3-5.1 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.
MK4-MA.16 The student will compare and demonstrate understanding
of various two-dimensional shapes (points, lines, line
segments, and rays) and their relationships to each other.

4.15 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.
Goal
National Use visualization, spatial reasoning, and geometric modeling to
Standard NM- solve problems
GEO.3-5.4  build and draw geometric objects;
MK4-MA.15 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.
VA SOL Math The student will identify and draw representations of lines that
4.16 illustrate intersection, parallelism, and perpendicularity.
NC Competency Describe the relative position of lines using concepts of
Goal 3.02 parallelism and perpendicularity.
Standard dimensional geometric shapes and develop mathematical
NM-GEO.3-5.1 arguments about geometric relationships.
MK4-MA.16 The student will portray an understanding of intersecting,
parallel, and perpendicular lines.

4.17 a) analyze and compare the properties of two-dimensional
(plane) geometric figures (circle, square, rectangle,
triangle, parallelogram, and rhombus) and three-
dimensional (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.
NC Competency Identify, predict, and describe the results of transformations of
Goal 3.03 plane figures.
a. Reflections.
b. Translations.
c. Rotations.
Standard NM- dimensional geometric shapes and develop mathematical
GEO.5-3.1 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.
NM-GEO.3-5.3 Apply transformations and use symmetry to analyze
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 two-
and three-dimensional shapes and designs.
MK4-MA.17 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

VA SOL Math The student will identify the ordered pair for a point and locate
4.18 the point for an ordered pair in the first quadrant of a coordinate
plane.
NC Competency Use the coordinate system to describe the location and relative
Goal 3.01 position of points and draw figures in the first quadrant.
National Specify locations and describe spatial relationships using
Standard NM- coordinate geometry and other representational systems
GEO.3-5.2  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.
MK4-MA.18 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.

Standard
4.19 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.
NC Competency Design experiments and list all possible outcomes and
Goal 4.04 probabilities for an event.
National Understand and apply basic concepts of probability
Standard NM-  describe events as likely or unlikely and discuss the degree
DATA.3-5.4 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.
MK4-MA.19 The student will portray an understanding of basic
statistical concepts including elementary probability.
Bennett Students […] compute mean, median, and mode.

Standard
VA SOL Math Not addressed
4.19
NC Competency The learner will understand and use graphs, probability, and data
Goal 4.02 analysis.
4.02 Describe the distribution of data using median, range, and
mode.
National Select and use appropriate statistical methods to analyze data
Standard NM-  describe the shape and important features of a set of data
DATA.3-5.2 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.
MK4-MA.20 The student will analyze a set of data using the mean,
median, mode, and range.
Bennett Students interpret line graphs and, where and when possible,
Standard organize and display graphs and data on computers.
VA SOL Math The student will collect, organize, and display data in line and bar
4.20 graphs with scale increments of one or greater than one and use
the display to interpret the results, draw conclusions, and make
predictions.
NC Competency Collect, organize, analyze, and display data (including line graphs
Goal 4.01 and bar graphs to solve problems.
National Formulate questions that can be addressed with data and collect,
Standard NM- organize, and display relevant data to answer
DATA.3-5.1  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.
MK4-MA.21 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.

Standard
VA SOL Math The student will recognize, create, and extend numerical and
4.21 geometric patterns, using concrete materials, number lines,
symbols, tables, and words.
Goal
National Understand patterns, relations, and functions
Standard  describe, extend, and make generalizations about
NM-ALG.3-5.1 geometric and numeric patterns;
 represent and analyze patterns and functions, using words,
tables, and graphs.
MK4-MA.22 The student will portray an understanding of numerical
and geometric patters by recognizing, describing, and
extending them.

Standard
VA SOL Math The student will recognize and demonstrate the meaning of
4.22 equality, using symbols representing numbers, operations, and
relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) +
16].
NC Competency Verify mathematical relationships using:
Goal 5.03 a. Models, words, and numbers.
b. Order of operations and the identity, commutative,
associative, and distributive properties.
National Understand meanings of operations and how they relate to one
Standard another
NM-NUM.3-5.2  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;
NM-ALG.3-5.2  understand and use properties of operations, such as the
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.
MK4-MA.23 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

4 - Arnold Finch - Standards Paper

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

4 - Arnold Finch - Standards Paper

Загружено:

Авторское право:

Доступные форматы

MK4 Standards of Learning

Miranda Arnold and Kristi Finch

Standards of education enable a broad, or in some cases specific, set of

Virginia’s Standards of Learning, otherwise known as SOLs, apply to the public

Standards have been defined by the National Council of Teachers of English,

Bennett Students continue to refine handwriting and vocabulary.

Bennett Writing assignments emphasize the construction of introductions

The learner will apply strategies and skills to comprehend text

Bennett An introduction to critical reading, with selections from classic

Bennett Students identify story structure, examine cause-effect relation-

Bennett Writing assignments emphasize the construction of introductions

Bennett Topics in grammar include compound subjects and predicates,

Bennett Independent reading and writing are a significant part of each

Bennett Not addressed.

Bennett Major topics in American history and culture from early

The learner will examine the importance of the role of ethnic

Bennett Major topics in American history and culture from early

Bennett Major topics in American history and culture from early

The learner will trace the history of colonization in North Carolina

Bennett Major topics in […] the Constitutional Convention; the Louisiana

Bennett Major topics in American history and culture from early

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

Bennett Not addressed.

The learner will recognize how technology influences change

At the completion of Grade 4, students should know the following

Bennett Civics covers the functions of the three branches of government,

The learner will analyze social and political institutions in North

The learner will evaluate how North Carolinians apply basic

Bennett Not addressed.

Bennett Not addressed.

Bennett A special emphasis on the earth sciences.

Bennett Topics may include […] distinguishing features of comets and

Bennett Topics may include rock formations; glaciers; the process of

The National Council of Teachers of Mathematics, abbreviated NCTM, have

Bennett Students solve story problems that reinforce whole-number

Bennett Students solve story problems that reinforce fractional and

Bennett Students solve story problems that reinforce fractional and

Bennett Students solve story problems that reinforce whole-number

Bennett Students solve story problems that reinforce whole-number

Bennett Students solve story problems that reinforce whole-number

Bennett Students solve story problems that reinforce fractional and

Bennett Not addressed.

* The intent of this standard is for students to make ballpark

Bennett Not addressed.

Bennett Not addressed

MK4-MA.13 The student will demonstrate understanding of situations

Bennett In geometry, topics include symmetry, congruence, and parallel

Bennett In geometry, topics include symmetry, congruence, and parallel

Bennett In geometry, topics include symmetry, congruence, and parallel

Bennett Not addressed

Bennett Students […] compute mean, median, and mode.

Bennett Not addressed.

Bennett Not addressed.

National Academy of Sciences. (2007). History of the National Academies. Retrieved

National Council of Teachers of English. (1998-2007). About NCTE. Retrieved

National Council of Teachers of Mathematics. (2007). About NCTM. Retrieved

Robbins, Anthony. (2007). Communication Quotes. Retrieved September 18, 2007,

Virginia Department of Education. (n.d.). Standards of Learning. Retrieved

Вам также может понравиться