╨╧рб▒с>■ ;=■ : ье┴#` Ё┐/bjbjбб 2*├├/ д╢╢╢╢╢╢╢$Ї ,,
|"Ўddddd? _k√!¤!¤!¤!¤!¤!¤!$r#h┌%ъ!"╢s??ss!"╢╢dd█6"▀!▀!▀!s
╢d╢d√!▀!s√!▀!▀!╢╢▀!dXрS\ц╟ }:▀!√!L"0|"▀!─&╖!(─&▀!─&╢▀!ss▀!sssss!"!"▀!sss|"ssss
ф№$
№╩4■" ╢╢╢╢╢╢ Mathematics
Standards of Learning
Kindergarten
The kindergarten standards place emphasis on counting; combining,
sorting, and comparing sets of objects; recognizing and describing
simple patterns; and recognizing shapes and sizes of figures and
objects. While learning mathematics, students will be actively
engaged, using concrete materials and appropriate technologies such
as calculators and computers. However, facility in the use of
technology shall not be regarded as a substitute for a student's
understanding of quantitative concepts and relationships or for
proficiency in basic computations.
Mathematics has its own language, and the acquisition of
specialized vocabulary and language patterns is crucial to a
student's understanding and appreciation of the subject. Students
should be encouraged to use correctly the concepts, skills,
symbols, and vocabulary identified in the following set of
standards.
Problem solving has been integrated throughout the six content
strands. The development of problem-solving skills should be a
major goal of the mathematics program at every grade level.
Instruction in the process of problem solving will need to be
integrated early and continuously into each student's mathematics
education. Students must be helped to develop a wide range of
skills and strategies for solving a variety of problem types.
Number and Number Sense
K.1 The student, given two sets containing 10 or fewer concrete
items, will identify and describe one set as having more,
fewer, or the same number of members as the other set, using
the concept of 1 to 1 correspondence.
K.2 The student, given a set containing nine or fewer concrete
items, will
* tell how many are in the set by counting the number of
items orally;
* select the corresponding numeral from a given set; and
* trace over the numeral using tactile materials (e.g.,
sand, sandpaper, carpeting, or finger paint).
K.3 The student, given an ordered set of three objects and/or
pictures, will indicate the ordered position of each item,
from left-to-right, right-to-left, top-to-bottom, and/or
bottom-to-top.
K.4 The student will investigate and recognize patterns from
counting by fives and tens, using concrete objects and a
calculator.
K.5 The student will count forward to 20 and backward from 10.
K.6 The student will determine the value of a collection of
pennies, using pennies or models.
Computation and Estimation
K.7 The student will add and subtract whole numbers using up to
10 concrete items.
K.8 The student, given a familiar problem situation involving
magnitude, will
* select a reasonable magnitude from three given quantities:
a one-digit numeral, a two-digit numeral, and a
three-digit numeral (e.g., 5, 50, and 500); and
* explain the reasonableness of his/her choice.
Measurement
K.9 The student will recognize a penny, nickel, dime, and
quarter.
K.10 The student will identify the instruments used to measure
length (ruler), weight (scale), time (clock: digital and
analog; calendar: day, month, and season), and temperature
(thermometer).
K.11 The student will tell time to the hour using an analog or
digital clock.
K.12 The student will compare two objects or events, using direct
comparisons or nonstandard units of measure, according to one
or more of the following attributes: length (shorter,
longer), height (taller, shorter), weight (heavier, lighter),
temperature (hotter, colder). Examples of nonstandard units
include foot length, hand span, new pencil, paper clip,
block, etc.
Geometry
K.13 The student will identify, describe, and make plane geometric
figures (circle, triangle, square, and rectangle).
K.14 The student will identify representations of plane geometric
figures (circle, triangle, square, and rectangle), regardless
of their position and orientation in space.
K.15 The student will compare the size (larger/smaller) and shape
of plane geometric figures (circle, triangle, square, and
rectangle).
Probability and Statistics
K.16 The student will gather data relating to familiar experiences
by counting and tallying.
K.17 The student will display objects and information, using
object and pictorial graphs and tables.
K.18 The student will investigate and describe the results of
dropping a two-colored counter or using a multicolored
spinner.
Patterns, Functions, and Algebra
K.19 The student will sort and classify objects according to
similar attributes (size, shape, and color).
K.20 The student will identify, describe, and extend a repeating
relationship (pattern) found in common objects, sounds, and
movements.
#//№ї№h┴8f5Б\Бh┴8f"#01s╢ў6 z ╣ · :
]
^
Ч
╘
SОЩЪ┘VФ╓
T
¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤/¤T
U
n
o
▒
ё
4`aв┤є HЖ╝╜¤>}ТУ╥#$efд╠¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤╠═шщ+DEЕЫ▀OЕЖФХ╤рс!aг╕╣∙RЦ╙¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤╙ZШкл╡╢·34w╗эю1qГДабхEst│Ё¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤Ё%&dШЩ█./¤¤¤¤¤¤¤¤¤¤¤01Рh/R ░╨/ ░р=!░"░#Ра$Ра%░░╨░╨Р╨ЖЬ@@ё @NormalCJ_HaJmH sH tH DAЄ бDDefault Paragraph FontVi@є │VTable Normal :VЎ4╓4╓
laЎ(k@Ї ┴(No ListМe@ЄМHTML Preformatted7
╞2Ф(╝
Pфxа4 ╚#\'Ё*Д.2м5@9CJOJPJQJ^JaJ6Uв6 Hyperlink>*B*ph FVвFFollowedHyperlink>*B*ph /* аzЩ аzЩ аzЩд t/(?"#01s╢ў6z╣·:]^Ч╘SОЩЪ┘VФ╓TUno▒ё4`aв┤є HЖ╝╜¤>}ТУ╥ # $ e f д ╠ ═ ш щ +
D
E
Е
Ы
▀
OЕЖФХ╤рс!aг╕╣∙
R
Ц
╙
ZШкл╡╢·34w╗эю1qГДабхEst│Ё%&dШЩ█.1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1└!√1"#01s╢ў6z╣·:]^Ч╘SОЩЪ┘VФ╓TUno▒ё4`aв┤є HЖ╝╜¤>}ТУ╥ # $ e f д ╠ ═ ш щ +
D
E
Е
Ы
▀
OЕЖФХ╤рс!aг╕╣∙
R
Ц
╙
ZШкл╡╢·34w╗эю1qГДабхEst│Ё%&dШЩ█.1Ш0ИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АИР0АШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0ААШ0АА1ИР0`Я/T
╠╙Ё//Ё8Ё@ё АААўЁТЁЁ0Ё( Ё
ЁЁB
ЁSЁ┐╦ ?Ё Kindergarten#1/11sz╢╝ў■6=z|╣├·:EЧв╘▌SZОЧ┘рФЮ╓▀╖╝ў№:=ин√ГЕОТDHГР╪р ! к ▒ Л
Ф
ч
ш
*╫▐съ'-gmк╡╣┬
X
c
Ь
Ю
┘
▀
(`gЮг╢┐4=}Д┴├юў79wАбкыэKQt}╣┴Ў¤&/jqЩвсэ#,1::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::f f 1х┴8f @А╠s^/P@ Unknown GРЗz А Times New Roman5РАSymbol3&РЗz А Arial?5Р Зz А Courier New"ёИЁ╨фhе┬╕же┬╕ж▄S "▄S "йЁа┤┤ББ24d&&3ГЁ▄HP Ё ?ф ┴8f2 %Standards of Learning for Mathematics Virginia Department of EducationVirginia Dept. of Education■ рЕЯЄ∙OhлС+'│┘0└РШ╚╘, P\
|И
Фаи░╕ф(Standards of Learning for Mathematics$Virginia Department of EducationNormal.dotVirginia Dept. of Education2Microsoft Office Word@@║:\ц╟@║:\ц╟▄S■ ╒═╒Ь.УЧ+,∙о0$hpФЬдм┤╝─╠
╘фCommonwealth of Virginia" &─&Standards of Learning for MathematicsTitle
■ !"#$%&'()■ +,-./01■ 3456789■ ¤ <■ ■ ■ Root Entry └FрS\ц╟>А1Table ─&WordDocument 2*SummaryInformation( *DocumentSummaryInformation8 2CompObj q ■ ■
└FMicrosoft Office Word Document
MSWordDocWord.Document.8Ї9▓q