21st Century Skills and Readiness Competencies
S.1.GLE.1: The whole number system describes place value relationships and forms the foundation for efficient algorithms
S.1.GLE.1.IQ: Inquiry Questions:
S.1.GLE.1.IQ.2: How might the most commonly used number system be different if humans had twenty fingers instead of ten?
S.1.GLE.1.RA: Relevance and Application:
S.1.GLE.1.RA.2: The building and taking apart of numbers provide a deep understanding of the base 10 number system.
S.1.GLE.2: Parts of a whole can be modeled and represented in different ways
S.1.GLE.2.IQ: Inquiry Questions:
S.1.GLE.2.IQ.1: How many ways can a whole number be represented?
S.1.GLE.2.IQ.2: How can a fraction be represented in different, equivalent forms?
S.1.GLE.2.IQ.3: How do we show part of unit?
S.1.GLE.2.RA: Relevance and Application:
S.1.GLE.2.RA.1: Fractions are used to share fairly with friends and family such as sharing an apple with a sibling, and splitting the cost of lunch.
S.1.GLE.2.RA.2: Equivalent fractions demonstrate equal quantities even when they are presented differently such as knowing that 1/2 of a box of crayons is the same as 2/4, or that 2/6 of the class is the same as 1/3.
S.1.GLE.2.N: Nature of Mathematics:
S.1.GLE.2.N.2: Mathematicians make sense of problems and persevere in solving them.
S.1.GLE.3: Multiplication and division are inverse operations and can be modeled in a variety of ways
S.1.GLE.3.IQ: Inquiry Questions:
S.1.GLE.3.IQ.1: How are multiplication and division related?
S.1.GLE.3.IQ.3: Why was multiplication invented? Why not just add?
S.1.GLE.3.IQ.4: Why was division invented? Why not just subtract?
S.1.GLE.3.N: Nature of Mathematics:
S.1.GLE.3.N.3: Mathematicians model with mathematics.
S.3.GLE.1: Visual displays are used to describe data
S.3.GLE.1.IQ: Inquiry Questions:
S.3.GLE.1.IQ.1: What can data tell you about your class or school?
S.3.GLE.1.IQ.2: How do data displays help us understand information?
S.3.GLE.1.RA: Relevance and Application:
S.3.GLE.1.RA.1: The collection and use of data provides better understanding of people and the world such as knowing what games classmates like to play, how many siblings friends have, or personal progress made in sports.
S.3.GLE.1.N: Nature of Mathematics:
S.3.GLE.1.N.1: Mathematical data can be represented in both static and animated displays.
S.3.GLE.1.N.2: Mathematicians model with mathematics.
S.4.GLE.2: Linear and area measurement are fundamentally different and require different units of measure
S.4.GLE.2.N: Nature of Mathematics:
S.4.GLE.2.N.3: Mathematicians make sense of problems and persevere in solving them.
S.4.GLE.2.N.4: Mathematicians model with mathematics.
S.4.GLE.3: Time and attributes of objects can be measured with appropriate tools
S.4.GLE.3.IQ: Inquiry Questions:
S.4.GLE.3.IQ.2: Why do we measure time?
Correlation last revised: 4/4/2018