Nebraska Administrative Code
Topic - EDUCATION, DEPARTMENT OF
Title 92 - NEBRASKA DEPARTMENT OF EDUCATION
Chapter 10 - REGULATIONS AND PROCEDURES FOR THE ACCREDITATION OF SCHOOLS
Appendix B - Mathematics Standards
The State Board of Education adopted these Mathematics Standards on October 8, 2009, pursuant to the requirements of 79-760.01 R R S.
GENERAL INFORMATION
Purpose of These Standards. The State Board of Education adopts these standards to identify what students should know and be able to do and what teachers should teach.
Scope and Application of this Appendix. This Appendix provides mathematics (number sense, geometry, measurement, algebra, data analysis, and probability) state academic content standards for use under the provisions of, and pursuant to, the Quality Education Accountability Act (Sections 79-757 to 79-762 R R.S.), and the requirements for this Chapter.
K-12 Comprehensive Content Standards. The comprehensive content standards identify broad K-12 learning standards related to number sense, geometry, measurement, algebra, data analysis, and probability.
Grade Level Standards. The grade level standards represent the critical content for students to know and be able to do by the end of a specific grade level.
Curricular Indicators. Following each grade level standard is a set of curricular indicators, which are written in clear and specific language to aid in understanding the meaning of the standards. Since a number of the grade level standards are repeated in whole or in part at different grade levels, the curricular indicators show progression and increased expectations throughout the grades. Although the curricular indicators are not an exhaustive list of what can be done to meet the grade level standards, they are representative of the content for each standard at each grade level.
Nebraska Mathematics Standards - Kindergarten
MA 0.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 0.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.
MA 0.1.1.a Count, read and write numbers 0 - 20
MA 0.1.1.b Count objects using one-to-one correspondence 0 - 20
MA 0.1.1.c Sequence objects using ordinal numbers (first through fifth)
MA 0.1.1.d Match numerals to the quantities they represent 0 - 20, using a variety of models and representations
MA 0.1.1.e Demonstrate and identify multiple equivalent representations for numbers 1 - 10 (e.g., 10 is 1 and 9; 10 is 6 and 4)
MA 0.1.1.f Demonstrate relative position of whole numbers 0 - 10 (e.g., 5 is between 2 and 10; 7 is greater than 3)
MA 0.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.
MA 0.1.2.a Use objects and words to explain the meaning of addition as a joining action (e.g., Two girls are sitting at a table. Two more girls join them. How many girls are sitting at the table?)
MA 0.1.2.b Use objects and words to explain the meaning of addition as parts of a whole (e.g., Three boys and two girls are going to the zoo. How many children are going to the zoo?)
MA 0.1.2.c Use objects and words to explain the meaning of subtraction as a separation action (e.g., Five girls are sitting at a table. Two girls leave. How many girls are left sitting at the table?)
MA 0.1.2.d Use objects and words to explain the meaning of subtraction as finding part of a whole (e.g., Jacob has 5 pencils. Three are blue and the rest are red. How many red pencils does Jacob have?)
MA 0.1.3 Computation: Mastery not expected at this level.
MA 0.1.4 Estimation: Mastery not expected at this level.
MA 0.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 0.2.1 Characteristics: Students will identify two-dimensional geometric shapes.
MA 0.2.1.a Sort and name two-dimensional shapes (e.g., square, circle, rectangle, triangle)
MA 0.2.2 Coordinate Geometry: Mastery not expected at this level.
MA 0.2.3 Transformations: Mastery not expected at this level.
MA 0.2.4 Spatial Modeling: Students will communicate relative positions in space.
MA 0.2.4.a Demonstrate positional words (e.g., above/below, near/far, over/ under, in/out, down/up, around/through)
MA 0.2.5 Measurement: Students will measure using nonstandard units and time.
MA 0.2.5.a Identify the name and amount of a penny, nickel, dime, and quarter
MA 0.2.5.b Identify time to the hour
MA 0.2.5.c Measure using nonstandard units
MA 0.2.5.d Compare objects according to length
MA 0.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 0.3.1 Relationships: Students will sort, classify, and order objects by relationships.
MA 0.3.1.a Sort by color, shape, or size
MA 0.3.1.b Create own rule for sorting other than color, shape, and size
MA 0.3.2 Modeling in Context: Students will use objects as models to represent mathematical situations.
MA 0.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 - 10 using objects
MA 0.3.3 Procedures: Students will use concrete and verbal representations to solve number stories.
MA 0.3.3.a Use objects to solve addition and subtraction of whole numbers 0 - 10
MA 0.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 0.4.1 Display and Analysis: Students will sort, classify, represent, describe, and compare sets of objects.
MA 0.4.1.a Sort and classify objects according to an attribute (e.g., size, color, shape)
MA 0.4.1.b Identify the attributes of sorted data
MA 0.4.1.c Compare the attributes of the data (e.g., most, least, same)
MA 0.4.2 Predictions and Inferences: Mastery not expected at this level.
MA 0.4.3 Probability: Mastery not expected at this level.
Nebraska Mathematics Standards - Grade 1
MA 1.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 1.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.
MA 1.1.1.a Count, read, and write numbers 0 - 100
MA 1.1.1.b Count by multiples of 2 up to 50
MA 1.1.1.c Count by multiples of 5 up to 100
MA 1.1.1.d Count by multiples of 10 up to 100
MA 1.1.1.e Sequence objects using ordinal numbers (first through tenth)
MA 1.1.1.f Count backwards from 10 - 0
MA 1.1.1.g Connect number words to the quantities they represent 0 - 20
MA 1.1.1.h Demonstrate and identify multiple equivalent representations for numbers 1 - 100 (e.g., 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones)
MA 1.1.1.i Compare and order whole numbers 0 - 100
MA 1.1.1.j Demonstrate relative position of whole numbers 0 - 100 (e.g., 52 is between 50 and 60; 83 is greater than 77)
MA 1.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.
MA 1.1.2.a Use objects, drawings, words, and symbols to explain addition as a joining action
MA 1.1.2.b Use objects, drawings, words, and symbols to explain addition as parts of a whole
MA 1.1.2.c Use objects, drawings, words, and symbols to explain subtraction as a separation action
MA 1.1.2.d Use drawings, words, and symbols to explain subtraction as finding part of a whole
MA 1.1.2.e Use objects, drawings, words, and symbols to explain subtraction as a comparison (e.g., Nancy has 8 hair ribbons. Jane has 5 hair ribbons. How many more hair ribbons does Nancy have than Jane?)
MA 1.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 1.1.3.a Fluently add whole number sums up to 10
MA 1.1.3.b Fluently subtract whole number differences from 10
MA 1.1.3.c Add and subtract two-digit numbers without regrouping
MA 1.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)
MA 1.1.4 Estimation: Mastery not expected at this level.
MA 1.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 1.2.1 Characteristics: Students will identify characteristics of two-dimensional geometric shapes.
MA 1.2.1.a Compare two-dimensional shapes (e.g., square, circle, rectangle, triangle)
MA 1.2.1.b Describe attributes of two-dimensional shapes (e.g., square, circle, rectangle, triangle)
MA 1.2.2 Coordinate Geometry: Students will identify locations on a number line.
MA 1.2.2.a Identify the position of a whole number on a horizontal number line
MA 1.2.3 Transformations: Students will identify a line of symmetry.
MA 1.2.3.a Identify one line of symmetry in two-dimensional shapes (e.g., circle, square, rectangle, triangle)
MA 1.2.4 Spatial Modeling: Students will communicate relative positions in space and create two-dimensional shapes.
MA 1.2.4.a Demonstrate positional words (e.g., left/right)
MA 1.2.4.b Sketch two-dimensional shapes (e.g., square, circle, rectangle, triangle)
MA 1.2.5 Measurement: Students will measure using standard units, time, and money.
MA 1.2.5.a Count like coins to $ 1.00
MA 1.2.5.b Identify time to the half hour
MA 1.2.5.c Identify past, present, and future as orientation in time
MA 1.2.5.d Select an appropriate tool for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)
MA 1.2.5.e Measure length using inches
MA 1.2.5.f Compare and order objects according to length
MA 1.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 1.3.1 Relationships: Students will identify and describe relationships.
MA 1.3.1.a Sort or order objects by their attributes (e.g., color, shape, size, number) then identify the classifying attribute
MA 1.3.1.b Create multiple rules for sorting beyond color, shape, and size
MA 1.3.1.c Identify, describe, and extend patterns (e.g., patterns with a repeating core)
MA 1.3.1.d Use <, =, > to compare quantities
MA 1.3.2 Modeling in Context: Students will use objects and pictures as models to represent mathematical situations.
MA 1.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 - 20, using objects and pictures
MA 1.3.2.b Describe and model qualitative change (e.g., a student growing taller)
MA 1.3.3 Procedures: Students will use concrete, verbal, and visual representations to solve number sentences.
MA 1.3.3.a Write number sentences to represent fact families
MA 1.3.3.b Use concrete, pictorial, and verbal representations of the commutative property of addition
MA 1.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 1.4.1 Display and Analysis: Students will sort, classify, organize, describe, and compare data.
MA 1.4.1.a Sort and classify objects by more than one attribute
MA 1.4.1.b Organize data by using concrete objects
MA 1.4.1.c Represent data by using tally marks
MA 1.4.1.d Compare and interpret information from displayed data (e.g., more, less, fewer)
MA 1.4.2 Predictions and Inferences: Mastery not expected at this level.
MA 1.4.3 Probability: Mastery not expected at this level.
Nebraska Mathematics Standards - Grade 2
MA 2.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 2.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.
MA 2.1.1.a Read and write numbers 0 - 1,000 (e.g., count numbers from 400 - 500; write numbers from 400 - 500)
MA 2.1.1.b Count by multiples of 2 up to 100
MA 2.1.1.c Count backwards from 20 - 0
MA 2.1.1.d Connect number words to the quantities they represent 0 - 100
MA 2.1.1.e Demonstrate multiple equivalent representations for numbers 1 - 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)
MA 2.1.1.f Compare and order whole numbers 0 - 1,000
MA 2.1.1.g Demonstrate relative position of whole numbers 0 - 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)
MA 2.1.1.h Use visual models to represent fractions of one-half as a part of a whole
MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.
MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 - 3 = 2)
MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7- 3 = __.)
MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 2.1.3.a Fluently add whole number facts with sums to 20
MA 2.1.3.b Fluently subtract whole number facts with differences from 20
MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping
MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)
MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 2.1.4.a Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results
MA 2.1.4 b Estimate the number of objects in a group
MA 2.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.
MA 2.2.1.a Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)
MA 2.2.1.b Determine if two shapes are congruent
MA 2.2.1.c Compare two-dimensional shapes (e.g., trapezoid, parallelogram)
MA 2.2.1.d Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)
MA 2.2.2 Coordinate Geometry: Students will describe direction on a positive number line.
MA 2.2.2.a Identify numbers using location on a vertical number line
MA 2.2.2.b Compare whole numbers using location on a horizontal number line
MA 2.2.2.c Identify the direction moved for adding and subtracting using a horizontal number line
MA 2.2.3 Transformations: Students will identify lines of symmetry.
MA 2.2.3.a Identify lines of symmetry in two-dimensional shapes
MA 2.2.3.b Draw a line of symmetry in two-dimensional shapes
MA 2.2.4 Spatial Modeling: Students will create two-dimensional shapes.
MA 2.2.4.a Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)
MA 2.2.5 Measurement: Students will measure using standard units, time and money.
MA 2.2.5.a Count mixed coins to $ 1.00
MA 2.2.5.b Identify time to 5 minute intervals
MA 2.2.5.c Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)
MA 2.2.5.d Measure length using feet and yards
MA 2.2.5.e Compare and order objects using inches, feet and yards
MA 2.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 2.3.1 Relationships: Students will identify, describe, and extend relationships.
MA 2.3.1.a Create and describe patterns using concrete and pictorial representations
MA 2.3.2 Modeling in Context: Students will use objects, pictures, and symbols as models to represent mathematical situations.
MA 2.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 - 100, using objects and number lines
MA 2.3.2.b Describe and model quantitative change involving addition (e.g., a student grew 2 inches)
MA 2.3.3 Procedures: Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.
MA 2.3.3.a Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = [DELTA] + 2)
MA 2.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 2.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.
MA 2.4.1.a Represent data using pictographs
MA 2.4.1.b Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)
MA 2.4.2 Predictions and Inferences: Mastery not expected at this level.
MA 2.4.3 Probability: Mastery not expected at this level.
Nebraska Mathematics Standards - Grade 3
MA 3.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 3.1.1 Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.
MA 3.1.1.a Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)
MA 3.1.1.b Count by multiples of 5 to 200
MA 3.1.1.c Count by multiples of 10 to 400
MA 3.1.1.d Count by multiples of 100 to 1,000
MA 3.1.1.e Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)
MA 3.1.1.f Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)
MA 3.1.1.g Compare and order whole numbers through the thousands
MA 3.1.1.h Find parts of whole and parts of a set for ½, 1/3, or ¼
MA 3.1.1.i Round a given number to tens, hundreds, or thousands
MA 3.1.2 Operations: Students demonstrate the meaning of multiplication with whole numbers.
MA 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)
MA 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 / 3 = 4.)
MA 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
MA 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)
MA 3.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 3.1.3.a Compute whole number multiplication facts 0 - 10 fluently
MA 3.1.3.b Add and subtract through four-digit whole numbers with regrouping
MA 3.1.3.c Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)
MA 3.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 3.1.4.a Estimate the two-digit product of whole number multiplication and check the reasonableness
MA 3.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 3.2.1 Characteristics: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.
MA 3.2.1.a Identify the number of sides, angles, and vertices of two-dimensional shapes
MA 3.2.1.b Identify congruent two-dimensional figures given multiple two-dimensional shapes
MA 3.2.1.c Identify lines, line segments, rays, and angles
MA 3.2.1.d Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)
MA 3.2.2 Coordinate Geometry: Students will identify distances on a number line.
MA 3.2.2.a Draw a number line and plot points
MA 3.2.2.b Determine the distance between two whole number points on a number line
MA 3.2.3 Transformations: Students will draw all lines of symmetry.
MA 3.2.3.a Draw all possible lines of symmetry in two-dimensional shapes
MA 3.2.4 Spatial Modeling: Students will create two-dimensional shapes and three-dimensional objects.
MA 3.2.4.a Sketch and label lines, rays, line segments, and angles
MA 3.2.4.b Build three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)
MA 3.2.5 Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units.
MA 3.2.5.a Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)
MA 3.2.5.b Count mixed coins and bills greater than $ 1.00
MA 3.2.5.c Identify time of day (e.g., am, pm, noon, midnight)
MA 3.2.5.d State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)
MA 3.2.5.e Identify the appropriate customary unit for measuring length, weight, and capacity/volume
MA 3.2.5.f Measure length to the nearest ½ inch and centimeter (e.g., requires rounding)
MA 3.2.5.g Compare and order objects according to length using centimeters and meters
MA 3.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 3.3.1 Relationships: Students will represent relationships.
MA 3.3.1.a Identify, describe, and extend numeric and non-numeric patterns
MA 3.3.1.b Identify patterns using words, tables, and graphs
MA 3.3.2 Modeling in Context: Students will create and use models to represent mathematical situations.
MA 3.3.2.a Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols
MA 3.3.2.b Describe and model quantitative change involving subtraction (e.g., temperature dropped two degrees)
MA 3.3.3 Procedures: Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction.
MA 3.3.3.a Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)
MA 3.3.3.b Solve simple one-step whole number equations involving addition and subtraction (e.g., [DELTA] + 2 = 3)
MA 3.3.3.c Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction
MA 3.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 3.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.
MA 3.4.1.a Represent data using horizontal and vertical bar graphs
MA 3.4.1.b Use comparative language to describe the data (e.g., increasing, decreasing)
MA 3.4.1.c Interpret data using horizontal and vertical bar graphs
MA 3.4.2 Predictions and Inferences: Mastery not expected at this level.
MA 3.4.3 Probability: Students will find and describe experimental probability.
MA 3.4.3.a Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain
Nebraska Mathematics Standards - Grade 4
MA 4.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 4.1.1 Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.
MA 4.1.1.a Read and write numbers through the millions (e.g., 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nine)
MA 4.1.1.b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 + .2 +.03)
MA 4.1.1.c Compare and order whole numbers and decimals through the hundredths place (e.g., money)
MA 4.1.1.d Classify a number as even or odd
MA 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set
MA 4.1.1.f Use visual models to find equivalent fractions (e.g., 2/4 = 1/2,2/8 = 1/4,1 = 2/2 = 5/5,3/3)
MA 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)
MA 4.1.1.h Locate fractions on a number line
MA 4.1.1.i Round a whole number to millions
MA 4.1.2 Operations: Students will demonstrate the meaning of division with whole numbers.
MA 4.1.2.a Use drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)]
MA 4.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 4.1.3.a Compute whole number division facts 0 - 10 fluently
MA 4.1.3.b Add and subtract decimals to the hundredths place (e.g., money)
MA 4.1.3.c Multiply two-digit whole numbers
MA 4.1.3.d Divide a three-digit number with one digit divisor with and without a remainder
MA 4.1.3.e Mentally compute multiplication and division involving powers of 10
MA 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil)
MA 4.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 4.1.4.a Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness
MA 4.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 4.2.1 Characteristics: Students will classify two-dimensional shapes and three-dimensional objects.
MA 4.2.1.a Identify two- and three-dimensional shapes according to their sides and angle properties
MA 4.2.1.b Classify an angle as acute, obtuse, and right
MA 4.2.1.c Identify parallel, perpendicular, and intersecting lines
MA 4.2.1.d Identify the property of congruency when dealing with plane geometric shapes
MA 4.2.2 Coordinate Geometry: Students will describe locations using coordinate geometry.
MA 4.2.2.a Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2, 3) is a point two right and three up from the origin)
MA 4.2.3 Transformations: Students will identify simple transformations.
MA 4.2.3.a Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shape
MA 4.2.4 Spatial Modeling: Student will use geometric models to solve problems.
MA 4.2.4.a Given a geometric model, use it to solve a problem (e.g., what shapes make a cylinder; streets run parallel and perpendicular)
MA 4.2.5 Measurement: Students will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units.
MA 4.2.5.a Select and use appropriate tools to measure perimeter of polygons
MA 4.2.5.b Identify time to the minute on an analog clock
MA 4.2.5.c Solve problems involving elapsed time
MA 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)
MA 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units
MA 4.2.5.f Measure weight and temperature using customary units
MA 4.2.5.g Compute simple unit conversions for length within a system of measurement
MA 4.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 4.3.1 Relationships: Students will represent and analyze relationships.
MA 4.3.1.a Describe, extend, and apply rules about numeric patterns
MA 4.3.1.b Represent and analyze a variety of patterns using words, tables, and graphs
MA 4.3.1.c Use >=, <= symbols to compare quantities
MA 4.3.1.d Select appropriate operational and relational symbols to make a number sentence true
MA 4.3.2 Modeling in Context: Students will create and use models to represent mathematical situations.
MA 4.3.2.a Model situations that involve the multiplication of whole numbers using number lines and symbols
MA 4.3.2.b Describe and model quantitative change involving multiplication (e.g., money doubling)
MA 4.3.3 Procedures: Students will identify and apply properties of whole numbers to solve equations involving multiplication and division.
MA 4.3.3.a Represent the idea of a variable as an unknown quantity using a letter or a symbol (e.g., n + 3, b - 2)
MA 4.3.3.b Use symbolic representation of the identity property of multiplication (e.g., 5 * 1 = 5)
MA 4.3.3.c Use symbolic representations of the commutative property of multiplication (e.g., 2 * 3 = [DELTA] * 2)
MA 4.3.3.d Solve simple one-step whole number equations (e.g., x + 2 = 3, 3 * y = 6)
MA 4.3.3.e Explain the procedure(s) used in solving simple one-step whole number equations
MA 4.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 4.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.
MA 4.4.1.a Represent data using dot/line plots
MA 4.4.1.b Compare different representations of the same data
MA 4.4.1.c Interpret data and draw conclusions using dot/line plots
MA 4.4.1.d Find the mode and range for a set of whole numbers
MA 4.4.1.e Find the whole number mean for a set of whole numbers
MA 4.4.2 Predictions and Inferences: Students will construct predictions based on data.
MA 4.4.2.a Make predictions based on data to answer questions from tables and bar graphs
MA 4.4.3 Probability: Students will find, describe, and compare experimental probabilities.
MA 4.4.3.a Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)
Nebraska Mathematics Standards - Grade 5
MA 5.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 5.1.1 Number System: Students will represent and show relationships among positive rational numbers.
MA 5.1.1.a Demonstrate multiple equivalent representations for whole numbers and decimals through the thousandths place (e.g., 3.125 is 3 + .1 + .02 + .005)
MA 5.1.1.b Compare and order whole numbers, fractions, and decimals through the thousandths place
MA 5.1.1.c Identify and name fractions in their simplest form and find common denominators for fractions
MA 5.1.1.d Recognize and generate equivalent forms of commonly used fractions, decimals, and percents (e.g., one third, one fourth, one half, two thirds, three fourths)
MA 5.1.1.e Classify a number as prime or composite
MA 5.1.1.f Identify factors and multiples of any whole number
MA 5.1.1.g Round whole numbers and decimals to any given place
MA 5.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with whole numbers.
MA 5.1.2.a Use words and symbols to explain the meaning of the identity properties for addition and multiplication
MA 5.1.2.b Use words and symbols to explain the meaning of the commutative and associative properties of addition and multiplication
MA 5.1.2.c Use words and symbols to explain the distributive property of multiplication over addition (e.g., 5 (y + 2) = 5y + 5 x 2)
MA 5.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 5.1.3.a Add and subtract positive rational numbers (e.g., proper and improper fractions, mixed numbers, fractions with common and uncommon denominators, decimals through the thousandths place)
MA 5.1.3.b Select, apply and explain the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology)
MA 5.1.3.c Multiply decimals
MA 5.1.3.d Divide a decimal by a whole number
MA 5.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 5.1.4.a Estimate the sums and differences of positive rational numbers to check the reasonableness of such results
MA 5.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 5.2.1 Characteristics: Students will describe relationships among two-dimensional shapes and three-dimensional objects.
MA 5.2.1.a Identify the number of edges, faces, and vertices of triangular and rectangular prisms
MA 5.2.1.b Justify congruence of two-dimensional shapes
MA 5.2.1.c Justify the classification of two-dimensional shapes (e.g., triangles by angles and sides)
MA 5.2.1.d Identify degrees on a circle (e.g., 45, 90, 180, 270, 360)
MA 5.2.2 Coordinate Geometry: Students will identify locations using coordinate geometry.
MA 5.2.2.a Plot the location of an ordered pair in the first quadrant
MA 5.2.3 Transformations: Students will identify and use simple transformations.
MA 5.2.3.a Perform one-step transformations on two dimensional shapes (e.g., translation, rotation, reflection, of 90, 180, and 270)
MA 5.2.4 Spatial Modeling: Students will create and use geometric models to solve problems.
MA 5.2.4.a Build or sketch a geometric model to solve a problem
MA 5.2.4.b Sketch congruent shapes
MA 5.2.4.c Build rectangular prisms using cubes
MA 5.2.5 Measurement: Students will apply appropriate procedures, tools, and formulas to determine measurements using customary and metric units.
MA 5.2.5.a Select and use appropriate tools to measure perimeter and angles
MA 5.2.5.b Identify correct unit (customary or metric) to the measurement situation (e.g., distance from home to school; measure length of a room)
MA 5.2.5.c Estimate and measure length with customary units to the nearest ¼ inch
MA 5.2.5.d Measure capacity/volume with customary units
MA 5.2.5.e Measure weight (mass) and temperature using metric units
MA 5.2.5.f Determine the area of rectangles and squares
MA 5.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 5.3.1 Relationships: Students will represent, analyze, and generalize relationships.
MA 5.3.1.a Describe, extend, apply rules, and make generalizations about numeric, and geometric patterns
MA 5.3.1.b Create and analyze numeric patterns using words, tables, and graphs
MA 5.3.1.c Communicate relationships using expressions and equations
MA 5.3.2 Modeling in Context: Students will create, use, and compare models representing mathematical situations.
MA 5.3.2.a Model situations that involve the addition, subtraction, and multiplication of positive rational numbers using words, graphs, and tables
MA 5.3.2.b Represent a variety of quantitative relationships using tables and graphs
MA 5.3.2.c Compare different models to represent mathematical situations
MA 5.3.3 Procedures: Students will apply properties of simple positive rational numbers to solve one-step equations.
MA 5.3.3.a Explain the addition property of equality (e.g., if a = b, then a + c = b + c)
MA 5.3.3.b Use symbolic representations of the associative property (e.g., (2 + 3) + 4 = 2 + (3 + n), (2 * 3) * 4 = 2 * (3 * n))
MA 5.3.3.c Evaluate numerical expressions by using parentheses with respect to order of operations (e.g., 6 + (3 * 5))
MA 5.3.3.d Evaluate simple algebraic expressions involving addition and subtraction
MA 5.3.3.e Solve one-step addition and subtraction equations involving common positive rational numbers
MA 5.3.3.f Identify and explain the properties of equality used in solving one-step equations involving common positive rational numbers
MA 5.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 5.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.
MA 5.4.1.a Represent data using line graphs
MA 5.4.1.b Represent the same set of data in different formats (e.g., table, pictographs, bar graphs, line graphs)
MA 5.4.1.c Draw conclusions based on a set of data
MA 5.4.1.d Find the mean, median, mode, and range for a set of whole numbers
MA 5.4.1.e Generate questions and answers from data sets and their graphical representations
MA 5.4.2 Predictions and Inferences: Students will construct predictions based on data.
MA 5.4.2.a Make predictions based on data to answer questions from tables, bar graphs, and line graphs
MA 5.4.3 Probability: Students will determine theoretical probabilities.
MA 5.4.3.a Perform and record results of probability experiments
MA 5.4.3.b Generate a list of possible outcomes for a simple event
MA 5.4.3.c Explain that the likelihood of an event that can be represented by a number from 0 (impossible) to 1 (certain)
Nebraska Mathematics Standards - Grade 6
MA 6.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 6.1.1 Number System: Students will represent and show relationships among positive rational numbers and integers.
MA 6.1.1.a Show equivalence among common fractions and non-repeating decimals and percents
MA 6.1.1.b Compare and order positive and negative integers
MA 6.1.1.c Identify integers less than 0 on a number line
MA 6.1.1.d Represent large numbers using exponential notation (e.g., 1,000 = 103)
MA 6.1.1.e Identify the prime factorization of numbers (e.g., 12 = 2 x 2 x 3 or 22 x 3)
MA 6.1.1.f Classify numbers as natural, whole, or integer
MA 6.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with positive fractions and decimals.
MA 6.1.2.a Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions
MA 6.1.2.b Use drawings, words, and symbols to explain the meaning of addition and subtraction of decimals
MA 6.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 6.1.3.a Multiply and divide positive rational numbers
MA 6.1.3.b Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology, divisibility rules)
MA 6.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 6.1.4.a Use appropriate estimation methods to check the reasonableness of solutions for problems involving positive rational numbers
MA 6.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 6.2.1 Characteristics: Students will compare and contrast properties among two-dimensional shapes and among three-dimensional objects.
MA 6.2.1.a Justify the classification of three dimensional objects
MA 6.2.2 Coordinate Geometry: Students will label points using coordinate geometry.
MA 6.2.2.a Identify the ordered pair of a plotted point in the coordinate plane
MA 6.2.3 Transformations: Students will use and describe results of transformations on geometric shapes.
MA 6.2.3.a Perform and describe positions and orientation of shapes under single transformations (translation, rotation, reflection) not on a coordinate plane
MA 6.2.4 Spatial Modeling: Students will use visualization of geometric models to solve problems.
MA 6.2.4.a Identify two-dimensional drawings of three-dimensional objects
MA 6.2.5 Measurement: Students will apply appropriate procedures, tools, and formulas to determine measurements.
MA 6.2.5.a Estimate and measure length with customary and metric units to the nearest 1/16 inch and mm
MA 6.2.5.b Measure volume/capacity using the metric system
MA 6.2.5.c Convert length, weight (mass), and liquid capacity from one unit to another within the same system
MA 6.2.5.d Determine the perimeter of polygons
MA 6.2.5.e Determine the area of parallelograms and triangles
MA 6.2.5.f Determine the volume of rectangular prisms
MA 6.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 6.3.1 Relationships: Students will represent, analyze, and use relationships to make generalizations.
MA 6.3.1.a Describe and create simple algebraic expressions (e.g., one operation, one variable) from words and tables
MA 6.3.1.b Use a variable to describe a situation with an equation (e.g., one-step, one variable)
MA 6.3.1.c Identify relationships as increasing, decreasing, or constant
MA 6.3.2 Modeling in Context: Students will create, use, and interpret models of quantitative relationships.
MA 6.3.2.a Model contextualized problems using various representations (e.g., graphs, tables)
MA 6.3.2.b Represent a variety of quantitative relationships using symbols and words
MA 6.3.3 Procedures: Students will apply properties to solve equations.
MA 6.3.3.a Explain the multiplication property of equality (e.g., if a = b, then ac = bc)
MA 6.3.3.b Evaluate numerical expressions containing multiple operations with respect to order of operations (e.g., 2 + 4 x 5)
MA 6.3.3.c Evaluate simple algebraic expressions involving multiplication and division
MA 6.3.3.d Solve one-step equations involving positive rational numbers
MA 6.3.3.e Identify and explain the properties of equality used in solving one-step equations (e.g., addition, subtraction, division)
MA 6.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 6.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.
MA 6.4.1.a Represent data using stem and leaf plots, histograms, and frequency charts
MA 6.4.1.b Compare and interpret data sets and their graphical representations
MA 6.4.1.c Find the mean, median, mode, and range for a set of data
MA 6.4.1.d Compare the mean, median, mode, and range from two sets of data
MA 6.4.2 Predictions and Inferences: Students will construct predictions based on data.
MA 6.4.2.a Make predictions based on data and create questions to further investigate the quality of the predictions
MA 6.4.3 Probability: Students will apply basic concepts of probability.
MA 6.4.3.a Describe the theoretical probability of an event using a fraction, percentage, decimal, or ratio
MA 6.4.3.b Compute theoretical probabilities for independent events
MA 6.4.3.c Find experimental probability for independent events
Nebraska Mathematics Standards - Grade 7
MA 7.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 7.1.1 Number System: Students will represent and show relationships among rational numbers.
MA 7.1.1.a Show equivalence among fractions, decimals, and percents
MA 7.1.1.b Compare and order rational numbers (e.g., fractions, decimals, percents)
MA 7.1.1.c Represent large numbers using scientific notation
MA 7.1.1.d Classify numbers as natural, whole, integer, or rational
MA 7.1.1 e Find least common multiple and greatest common divisor given two numbers
MA 7.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with positive fractions, decimals, and integers.
MA 7.1.2.a Use drawings, words, and symbols to explain the meaning of multiplication and division of fractions (e.g., 2/3 x 6 as two-thirds of six, or 6 x 2/3 as 6 groups of two-thirds, or 6 x 2/3 as how many two-thirds there are in six.)
MA 7.1.2.b Use drawings, words, and symbols to explain the meaning of multiplication and division of decimals
MA 7.1.2.c Use drawings, words, and symbols to explain the addition and subtraction of integers
MA 7.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 7.1.3.a Compute accurately with integers
MA 7.1.3.b Select, apply, and explain the method of computation when problem solving using integers and positive rational numbers (e.g., models, mental computation, paper-pencil, technology, divisibility rules)
MA 7.1.3.c Solve problems involving percent of numbers (e.g., percent of, % increase, % decrease)
MA 7.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 7.1.4.a Use estimation methods to check the reasonableness of solutions for problems involving integers and positive rational numbers
MA 7.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 7.2.1 Characteristics: Students will describe, compare, and contrast characteristics, properties, and relationships of geometric shapes and objects.
MA 7.2.1.a Identify and describe similarity of two-dimensional shapes using side and angle measurements
MA 7.2.1.b Name line, line segment, ray, and angle (e.g., AB[BAR], PR[BAR] < LMN)
MA 7.2.2 Coordinate Geometry: Students will specify locations and describe relationships using coordinate geometry.
MA 7.2.2.a Plot the location of an ordered pair in the coordinate plane
MA 7.2.2.b Identify the quadrant of a given point in the coordinate plane
MA 7.2.2.c Find the distance between points along horizontal and vertical lines of a coordinate plane (e.g., what is the distance between (0, 3) and (0, 9))
MA 7.2.3 Transformations: Students will use transformations and symmetry to analyze geometric shapes.
MA 7.2.3.a Identify lines of symmetry for a reflection
MA 7.2.3.b Perform and describe positions and orientation of shapes under a single transformation (e.g., translation, rotation, reflection) on a coordinate plane
MA 7.2.4 Spatial Modeling: Students will use visualization to create geometric models in solving problems.
MA 7.2.4.a Identify the shapes that make up the three-dimensional object
MA 7.2.4.b Create two-dimensional representations of three-dimensional objects to visualize and solve problems (e.g., perspective drawing of surface area)
MA 7.2.4.c Draw angles to given degree
MA 7.2.5 Measurement: Students will select and apply appropriate procedures, tools, and formulas to determine measurements.
MA 7.2.5.a Measure angles to the nearest degree
MA 7.2.5.b Determine the area of trapezoids and circles, and the circumference of circles
MA 7.2.5.c Recognize the inverse relationship between the size of a unit and the number of units used when measuring
MA 7.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 7.3.1 Relationships: Students will represent and analyze relationships using algebraic symbols.
MA 7.3.1.a Describe and create algebraic expressions from words, tables, and graphs
MA 7.3.1.b Use a variable to describe a situation with an inequality (e.g., one-step, one variable)
MA 7.3.1.c Recognize and generate equivalent forms of simple algebraic expressions
MA 7.3.2 Modeling in Context: Students will create, use, and interpret models of quantitative relationships.
MA 7.3.2.a Model contextualized problems using various representations (e.g., one-step/variable expressions, one-step/variable equations)
MA 7.3.2.b Represent a variety of quantitative relationships using algebraic expressions and one-step equations
MA 7.3.3 Procedures: Students will apply properties to solve equations and inequalities.
MA 7.3.3.a Explain additive inverse of addition (e.g., 7 + -7 = 0)
MA 7.3.3.b Use symbolic representation of the distributive property (e.g., 2(x + 3) = 2x + 6)
MA 7.3.3.c Given the value of the variable(s), evaluate algebraic expressions with respect to order of operations
MA 7.3.3.d Solve two-step equations involving integers and positive rational numbers
MA 7.3.3.e Solve one-step inequalities involving positive rational numbers
MA 7.3.3.f Identify and explain the properties used in solving two-step equations (e.g., addition, subtraction, multiplication and division)
MA 7.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 7.4.1 Display and Analysis: Students will formulate questions that can be addressed with data and then organize, display, and analyze the relevant data to answer their questions.
MA 7.4.1.a Analyze data sets and interpret their graphical representations
MA 7.4.1.b Find and interpret mean, median, mode, and range for sets of data
MA 7.4.1.c Explain the difference between a population and a sample
MA 7.4.1.d List biases that may be created by various data collection processes
MA 7.4.1.e Formulate a question about a characteristic within one population that can be answered by simulation or a survey
MA 7.4.2 Predictions and Inferences: Students will evaluate predictions and make inferences based on data.
MA 7.4.2.a Determine if data collected from a sample can be used to make predictions about a population
MA 7.4.3 Probability: Students will apply and interpret basic concepts of probability.
MA 7.4.3.a Find the probability of independent compound events (e.g., tree diagram, organized list)
MA 7.4.3.b Compare and contrast theoretical and experimental probabilities
Nebraska Mathematics Standards - Grade 8
MA 8.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 8.1.1 Number System: Students will represent and show relationships among real numbers.
MA 8.1.1.a Compare and order real numbers
MA 8.1.1.b Demonstrate relative position of real numbers on the number line (e.g., square root of 2 is left of 1.5)
MA 8.1.1.c Represent small numbers using scientific notation
MA 8.1.1.d Classify numbers as natural, whole, integer, rational, irrational, or real
MA 8.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with integers.
MA 8.1.2.a Use drawings, words, and symbols to explain the meaning of addition, subtraction, multiplication, and division of integers.
MA 8.1.2.b Use words and symbols to explain the zero property of multiplication (e.g., if ab = 0 then a or b or both must be zero)
MA 8.1.2.c Use words and symbols to explain why division by zero is undefined
MA 8.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 8.1.3.a Compute accurately with rational numbers
MA 8.1.3.b Evaluate expressions involving absolute value of integers
MA 8.1.3.c Calculate squares of integers, the square roots of perfect squares, and the square roots of whole numbers using technology
MA 8.1.3.d Select, apply, and explain the method of computation when problem solving using rational numbers (e.g., models, mental computation, paper-pencil, technology, divisibility rules)
MA 8.1.3.e Solve problems involving ratios and proportions (e.g., x/5= 10/17 )
MA 8.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 8.1.4.a Use estimation methods to check the reasonableness of solutions for problems involving rational numbers
MA 8.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 8.2.1 Characteristics: Students will describe, compare, and contrast characteristics, properties, and relationships of geometric shapes and objects.
MA 8.2.1.a Identify and describe similarity of three-dimensional objects
MA 8.2.1.b Compare and contrast relationships between similar and congruent objects
MA 8.2.1.c Identify geometric properties of parallel lines cut by a transversal and related angles (e.g., perpendicular and parallel lines with transversals) and angles (e.g., corresponding, alternate interior, alternate exterior)
MA 8.2.1.d Identify pairs of angles (e.g., adjacent, complementary, supplementary, vertical)
MA 8.2.1.e Examine the relationships of the interior angles of a triangle (e.g., the sum of the angles is 180 degrees)
MA 8.2.2 Coordinate Geometry: Students will specify locations and describe relationships using coordinate geometry.
MA 8.2.2.a Use coordinate geometry to represent and examine the properties of rectangles and squares using horizontal and vertical segments
MA 8.2.3 Transformations: Students will perform transformations and use them to analyze the orientation and size of geometric shapes.
MA 8.2.3.a Identify the similarity of dilated shapes
MA 8.2.3.b Perform and describe positions and sizes of shapes under dilations (e.g., scale factor, ratios)
MA 8.2.4 Spatial Modeling: Students will use visualization, spatial reasoning, and geometric modeling to solve problems.
MA 8.2.4.a Draw geometric objects with specified properties (e.g., parallel sides, number of sides, angle measures, number of faces)
MA 8.2.5 Measurement: Students will select and apply appropriate procedures, tools, and formulas to determine measurements.
MA 8.2.5.a Use strategies to find the perimeter and area of complex shapes
MA 8.2.5.b Determine surface area and volume of three-dimensional objects (e.g., rectangular prisms, cylinders)
MA 8.2.5.c Apply the Pythagorean theorem to find missing lengths in right triangles and to solve problems
MA 8.2.5.d Use scale factors to find missing lengths in similar shapes
MA 8.2.5.e Convert between metric and standard units of measurement, given conversion factors (e.g., meters to yards)
MA 8.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 8.3.1 Relationships: Students will represent and analyze relationships using algebraic symbols.
MA 8.3.1.a Represent and analyze a variety of patterns with tables, graphs, words, and algebraic equations
MA 8.3.1.b Describe relationships using algebraic expressions, equations, and inequalities (e.g., two-step, one variable)
MA 8.3.1.c Identify constant slope from tables and graphs
MA 8.3.2 Modeling in Context: Students will create, use, and interpret models of quantitative relationships.
MA 8.3.2.a Model contextualized problems using various representations (e.g., two-step/one variable equations)
MA 8.3.2.b Represent a variety of quantitative relationships using algebraic expressions and two-step/one variable equations
MA 8.3.3 Procedures: Students will apply properties to solve equations and inequalities.
MA 8.3.3.a Explain the multiplicative inverse (e.g., 4 * ¼= 1)
MA 8.3.3.b Evaluate numerical expressions containing whole number exponents (e.g., if x = 4, then (x + 3)2 + 5x =?)
MA 8.3.3.c Solve multi-step equations involving rational numbers
MA 8.3.3.d Solve two-step inequalities involving rational numbers
MA 8.3.3.e Identify and explain the properties used in solving two-step inequalities and multi-step equations
MA 8.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 8.4.1 Display and Analysis: Students will formulate questions that can be addressed with data, and then organize, display, and analyze the relevant data to answer their questions.
MA 8.4.1.a Represent data using circle graphs and box plots with and without the use of technology
MA 8.4.1.b Compare characteristics between sets of data or within a given set of data
MA 8.4.1.c Find, interpret, and compare measures of central tendency (mean, median, mode) and the quartiles for sets of data
MA 8.4.1.d Select the most appropriate unit of central tendency for sets of data
MA 8.4.1.e Identify misrepresentation and misinterpretation of data represented in circle graphs and box plots
MA 8.4.2 Predictions and Inferences: Students will evaluate predictions and make inferences based on data.
MA 8.4.2.a Evaluate predictions to formulate new questions and plan new studies
MA 8.4.2.b Compare and contrast two sets of data to make inferences
MA 8.4.3 Probability: Students will apply and interpret basic concepts of probability.
MA 8.4.3.a Identify complementary events and calculate their probabilities
MA 8.4.3.b Compute probabilities for independent compound events
Nebraska Mathematics Standards - Grade 12
MA 12.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 12.1.1 Number System: Students will represent and show relationships among real numbers.
MA 12.1.1.a Demonstrate multiple equivalent forms of irrational numbers (e.g.,[SQUARE ROOT] 8=8½=2[SQUARE ROOT]2
MA 12.1.1.b Compare, contrast and apply the properties of numbers and the real number system, including rational, irrational, imaginary, and complex numbers
MA 12.1.2 Operations: Students will demonstrate the meaning and effects of arithmetic operations with real numbers.
MA 12.1.2.a Use drawings, words, and symbols to explain the effects of such operations as multiplication and division, and computing positive powers and roots on the magnitude of quantities (e.g., if you take the square root of a number, will the result always be smaller than the original number? (e.g.,[SQUARE ROOT] 1/4=1/2 )
MA 12.1.2.b Use drawings, words, and symbols to explain that the distance between two numbers on the number line is the absolute value of their difference
MA 12.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.
MA 12.1.3.a Compute accurately with real numbers
MA 12.1.3.b Simplify exponential expressions (e.g., powers of -1, 0, ½, 32 * 32 = 34
MA 12.1.3.c Multiply and divide numbers using scientific notation
MA 12.1.3.d Select, apply, and explain the method of computation when problem solving using real numbers (e.g., models, mental computation, paper-pencil, or technology)
MA 12.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.
MA 12.1.4.a Use estimation methods to check the reasonableness of real number computations and decide if the problem calls for an approximation or an exact number (e.g., 10 [PI] (pi) is approximately 31.4, square and cube roots)
MA 12.1.4.b Distinguish relevant from irrelevant information, identify missing information and either find what is needed or make appropriate estimates
MA 12.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 12.2.1 Characteristics: Students will analyze characteristics, properties, and relationships among geometric shapes and objects.
MA 12.2.1.a Identify and explain the necessity of and give examples of definitions and theorems
MA 12.2.1.b Analyze properties and relationships among classes of two and three dimensional geometric objects using inductive reasoning and counterexamples
MA 12.2.1 c State and prove geometric theorems using deductive reasoning (e.g., parallel lines with transversals, congruent triangles, similar triangles)
MA 12.2.1.d Apply geometric properties to solve problems (e.g., parallel lines, line transversals, similar triangles, congruent triangles, proportions)
MA 12.2.1.e Identify and apply right triangle relationships (e.g., sine, cosine, tangent, special right triangles, converse of Pythagorean Theorem)
MA 12.2.1.f Recognize that there are geometries, other than Euclidean geometry, in which the parallel postulate is not true
MA 12.2.1.g Know the definitions and basic properties of a circle and use them to prove basic theorems and solve problems
MA 12.2.2 Coordinate Geometry: Student will use coordinate geometry to analyze and describe relationships in the coordinate plane.
MA 12.2.2.a Use coordinate geometry to analyze geometric situations (e.g., parallel lines, perpendicular lines, circle equations)
MA 12.2.2.b Apply the midpoint formula
MA 12.2.2.c Apply the distance formula
MA 12.2.2.d Prove special types of triangles and quadrilaterals (e.g., right triangles, isosceles trapezoid, parallelogram, rectangle, square)
MA 12.2.3 Transformations: Students will apply and analyze transformations.
MA 12.2.3.a Explain and justify the effects of simple transformations on the ordered pairs of two-dimensional shapes
MA 12.2.3.b Perform and describe multiple transformations
MA 12.2.4 Spatial Modeling: Students will use visualization, spatial reasoning, and geometric modeling to solve problems.
MA 12.2.4.a Sketch and draw appropriate representations of geometric objects using ruler, protractor, or technology
MA 12.2.4.b Use geometric models to visualize, describe, and solve problems (e.g., find the height of a tree; find the amount of paint needed for a room; scale model)
MA 12.2.5 Measurement: Students will apply the units, systems, and formulas to solve problems.
MA 12.2.5.a Use strategies to find surface area and volume of complex objects
MA 12.2.5.b Apply appropriate units and scales to solve problems involving measurement
MA 12.2.5.c Convert between various units of area and volume, such as square feet to square yards
MA 12.2.5.d Convert equivalent rates (e.g., feet/second to miles/hour)
MA 12.2.5.e Find arc length and area of sectors of a circle
MA 12.2.5.f Determine surface area and volume of three-dimensional objects (e.g., spheres, cones, pyramids)
MA 12.2.5.g Know that the effect of a scale factor k on length, area and volume is to multiply each by k, k2 and k3, respectively
MA 12.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 12.3.1 Relationships: Students will generalize, represent, and analyze relationships using algebraic symbols.
NON LINEAR FUNCTIONS INCLUDE: QUADRATIC, ABSOLUTE VALUE, SQUARE ROOT, EXPOTENTIAL
MA 12.3.1.a Represent, interpret, and analyze functions with graphs, tables, and algebraic notation and convert among these representations (e.g., linear, non-linear)
MA 12.3.1.b Identify domain and range of functions represented in either symbolic or graphical form (e.g., linear, non-linear)
MA 12.3.1.c Identify the slope and intercepts of a linear relationship from an equation or graph
MA 12.3.1.d Identify characteristics of linear and non-linear functions
MA 12.3.1.e Graph linear and non-linear functions
MA 12.3.1.f Compare and analyze the rate of change by using ordered pairs, tables, graphs, and equations
MA 12.3.1.g Graph and interpret linear inequalities
MA 12.3.1.h Represent, interpret, and analyze functions and their inverses
MA 12.3.1.i Determine if a relation is a function
MA 12.3.2 Modeling in Context: Students will model and analyze quantitative relationships.
CONTEXTUALIZED PROBLEM - A MATHEMATICAL SITUATION PLACED IN A PARTICULAR CONTEXT (E.G., USING WORDS, DIAGRAMS, TABLES, DRAWINGS, ETC.)
MA 12.3.2.a Model contextualized problems using various representations (e.g., graphs, tables, one variable equalities, one variable inequalities, linear equations in slope intercept form, inequalities in slope intercept form, system of linear equations with two variables)
MA 12.3.2.b Represent a variety of quantitative relationships using linear equations and one variable inequalities
MA 12.3.2.c Analyze situations to determine the type of algebraic relationship (e.g., linear, nonlinear)
MA 12.3.2.d Model contextualized problems using various representations for non-linear functions (e.g., quadratic, exponential, square root, and absolute value)
MA 12.3.3 Procedures: Students will represent and solve equations and inequalities.
MA 12.3.3.a Explain/apply the reflexive, symmetric, and transitive properties of equality
MA 12.3.3.b Simplify algebraic expressions involving exponents (e.g., (3x4)2)
MA 12.3.3.c Add and subtract polynomials
MA 12.3.3.d Multiply and divide polynomials (e.g., divide x3 - 8 by x - 2, divide x4 - 5x3 - 2x by x2)
MA 12.3.3.e Factor polynomials
MA 12.3.3.f Identify and generate equivalent forms of linear equations
MA 12.3.3.g Solve linear equations and inequalities including absolute value
MA 12.3.3.h Identify and explain the properties used in solving equations and inequalities
MA 12.3.3.i Solve quadratic equations (e.g., factoring, graphing, quadratic formula)
MA 12.3.3.j Add, subtract, and simplify rational expressions
MA 12.3.3.k Multiply, divide, and simplify rational expressions
MA 12.3.3.l Evaluate polynomial and rational expressions and expressions containing radicals and absolute values at specified values of their variables
MA 12.3.3.m Derive and use the formulas for the general term and summation of finite arithmetic and geometric series
MA 12.3.3.n Combine functions by composition, as well as by addition, subtraction, multiplication, and division
MA 12.3.3.o Solve an equation involving several variables for one variable in terms of the others
MA 12.3.3.p Analyze and solve systems of two linear equations in two variables algebraically and graphically
MA 12.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
MA 12.4.1 Display and Analysis: Students will formulate a question and design a survey or an experiment in which data is collected and displayed in a variety of formats, then select and use appropriate statistical methods to analyze the data.
MA 12.4.1.a Interpret data represented by the normal distribution and formulate conclusions
MA 12.4.1.b Compute, identify, and interpret measures of central tendency (mean, median, mode) when provided a graph or data set
MA 12.4.1.c Explain how sample size and transformations of data affect measures of central tendency
MA 12.4.1.d Describe the shape and determine spread (variance, standard deviation) and outliers of a data set
MA 12.4.1.e Explain how statistics are used or misused in the world
MA 12.4.1.f Create scatter plots, analyze patterns, and describe relationships in paired data
MA 12.4.1.g Explain the impact of sampling methods, bias, and the phrasing of questions asked during data collection and the conclusions that can rightfully be made
MA 12.4.1.h Explain the differences between randomized experiment and observational studies
MA 12.4.2 Predictions and Inferences: Students will develop and evaluate inferences to make predictions.
MA 12.4.2.a Compare data sets and evaluate conclusions using graphs and summary statistics
MA 12.4.2.b Support inferences with valid arguments
MA 12.4.2.c Develop linear equations for linear models to predict unobserved outcomes using regression line and correlation coefficient
MA 12.4.2.d Recognize when arguments based on data confuse correlation with causation
MA 12.4.3 Probability: Students will apply and analyze concepts of probability.
MA 12.4.3.a Construct a sample space and a probability distribution
MA 12.4.3.b Identify dependent and independent events and calculate their probabilities
MA 12.4.3.c Use the appropriate counting techniques to determine the probability of an event (e.g., combinations, permutations)
MA 12.4.3.d Analyze events to determine if they are mutually exclusive
MA 12.4.3.e Determine the relative frequency of a specified outcome of an event to estimate the probability of the outcome
