## Print:

### Algebra:

### Mathematics:

- Document Date: June 2004
- Grades PK–3
- Grades 3–8

## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

**Clarification of Indicator and/or Objective**

Explanation and/or examples of indicator and/or objective**Lesson Seeds**

Ideas/seeds for an objective-aligned activity**Sample Assessments**

Items and annotated student responses as appropriate**Public Release Items**

Actual MSA items and annotated student responses as appropriate

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

### Topic

A. Patterns and Functions

#### Indicator

**1.**Identify, describe, extend, and create numeric patterns and functions

##### Objectives

- Represent and analyze numeric patterns using skip counting
###### Assessment limit: Use 2, 5, 10, or 100 starting with any whole number (0 – 1000)

- Represent and analyze numeric patterns using skip counting
###### Assessment limit: Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 - 30)

- Represent and analyze numeric patterns using skip counting backward
###### Assessment limit: Use 10 or 100 starting with any whole number (0 – 1000)

- Complete a function table using a given addition or subtraction rule

#### Indicator

**2.**Identify, describe, extend, and create non-numeric growing or repeating patterns

##### Objectives

- Represent and analyze growing patterns using symbols, shapes, designs, or pictures
###### Assessment limit: Start at the beginning, show at least 3 levels but no more than 5 levels, and ask for the next level

- Represent and analyze repeating patterns using symbols, shapes, designs, or pictures
###### Assessment limit: Use no more than 4 objects in the core of the pattern

### Topic

B. Expressions, Equations, and Inequalities

#### Indicator

**1.**Write and identify expressions

##### Objective

- Represent numeric quantities using operational symbols (+, -, ×, ÷)
###### Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 50)

#### Indicator

**2.**Identify, write, solve, and apply equations and inequalities

##### Objectives

- Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+, -, ×, ÷) on either side
###### Assessment limit: Use operational symbols (+ or -) and whole numbers (0 – 1000)

- Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, ×, ÷)
###### Assessment limit: Use one operational symbol (+ or -) and whole numbers (0 – 100)

- Find the missing number(s) (unknown) on one or both sides of a number sentence (equation)

### Topic

C. Numeric and Graphic Representations of Relationships

#### Indicator

**1.**Locate points on a number line

##### Objectives

- Represent whole numbers on a number line
###### Assessment limit: Use whole numbers (0 - 500)

- Represent proper fractions on a number line
###### Assessment limit: Use fractions that have denominators of 2, 3, or 4

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004