La. Admin. Code tit. 28 § CXLI-521
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
N-1-E: constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals) | 1. Model, read, and write place value in word, standard, and expanded form for numbers through 9999 (N-1-E) 1. Read and write place value in word, standard, and expanded form through 1,000,000 (N-1-E) | ES-1/1: Read and write place value in word and standard form | 3. Read and/or write numbers to a specific place value 2. Identify numbers to a specific place value 1. Count objects to a given number |
2. Read, write, compare, and order whole numbers through 9999 using symbols (i.e., [LESS THAN],=, [GREATER THAN]) and models (N-1-E) (N-3-E) 2. Read, write, compare, and order whole numbers using place value concepts, standard notation, and models through 1,000,000 (N-1-E) (N-3-E) (A-1-E) | ES-2/2: Read, write, compare, and order whole numbers | 3. Order sets of objects with "less than," "more than," "most," and/or "least" 2. Identify a set of objects with "more" 1. Show that equal means "the same as" | |
N-9-E: demonstrating the connection of number and number relations to the other strands and to real-life situations | 8. Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, ÷) to solve real-life situations (N-5-E) (N-6-E) (N-9-E) 14. Solve real-life problems, including those in which some information is not given (N-9-E) | ES-8/14: Add and subtract to solve real-life situations | 3. Solve real-world problems using addition or subtraction 2. Identify simple addition and subtraction concepts within daily-living problems 1. Count to solve simple problems |
N-6-E: applying a knowledge of basic math facts and arithmetic operations to real-life situations | 10. Calculate the value of a combination of bills and coins and make change up to $5 (N-6-E) (M-1-E) (M-5-E) 12. Count money, determine change, and solve simple word problems involving money amounts using decimal notation (N-6-E) (N-9-E) (M-1-E) (M-5-E) | ES-10/12: Identify and use concepts of money | 3. Calculate the amount of money for a purchase or activity 2. Sort and/or identify coins and dollars for a purpose 1. Identify the exchange of money to make a purchase |
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
A-2-E: modeling and developing strategies for solving equations and inequalities A-1-E: demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand=, [NOT EQUALS TO], [LESS THAN], and [GREATER THAN] symbols) | 18. Use letters as variables in mathematical statements that represent real-life problems (e.g., 2 x n=8) (A-2-E) 15. Write number sentences or formulas containing a variable to represent real-life problems (A-1-E) | ES-18/15: Model situations using pictures, objects, or letters | 3. Use visual representations or objects to represent a problem 2. Identify a picture sequence that completes a routine task 1. Select pictures or symbols that show a pattern |
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
M-1-E: applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences | 19. Measure length to the nearest yard, meter, and half-inch (M-1-E) 20. Measure length to the nearest quarter-inch and mm (M-2-E) (M-1-E) | ES-19/20: Measure lengths of objects | 3. Measure lengths of objects 2. Distinguish concept of long/short 1. Select objects of the same length |
M-2-E: selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task | 25. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter (i.e., in., cm, ft., yd., m), area (square inch, square centimeter), capacity (i.e., cup, pint, quart, gallon, liter), and weight/mass (i.e., oz., lb., g, kg, ton) (M-2-E) 22. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter (i.e., in., cm, ft., yd., mile, m, km), area (i.e., square inch, square foot, square centimeter), capacity (i.e., fl. oz., cup, pt., qt., gal., l, ml), weight/mass (i.e., oz., lb., g, kg, ton), and volume (i.e., cubic cm, cubic in.) (M-2-E) (M-1-E) | ES-25/22: Select and use appropriate standard units of measure and measurement tools | 3. Select appropriate measurement units and/or tools for a given situation 2. Use measurement tools for a specific activity 1. Identify basic measurement tools |
M-5-E: demonstrating the connection of measurement to the other strands and to real-life situations | 24. Find elapsed time involving hours and minutes, without regrouping, and tell time to the nearest minute (M-1-E) (M-5-E) 23. Set up, solve, and interpret elapsed time problems (M-2-E) (M-5-E) | ES-24/23: Tell time | 3. Tell time 2. Use a clock to match times with activities (e.g., 9:00-music, 12:00-lunch) 1. Associate activities with various times of day |
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
G-3-E: making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes | 32. Recognize and execute specified flips, turns, and slides of geometric figures using manipulatives and correct terminology (including clockwise and counterclockwise) (G-3-E) 30. Make and test predictions regarding transformations (i.e., slides, flips, turns) of plane geometric shapes (G-3-E) | ES-32/30: Recognize and apply positional concepts | 3. Recognize and apply positional concepts (e.g., front, behind) 2. Follow simple spatial directions (e.g., left, right, up, down) 1. Identify simple directional concepts (e.g., up, down) |
G-2-E: identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials | 29. Classify and describe 2- and 3-dimensional objects according to given attributes (triangle vs. quadrilateral, parallelogram vs. prism) (G-2-E) (G-1-E) (G-4-E) 29. Identify, describe the properties of, and draw circles and polygons (triangle, quadrilateral, parallelogram, trapezoid, rectangle, square, rhombus, pentagon, hexagon, octagon, and decagon) (G-2-E) | ES-29/29: Construct and identify simple geometric shapes and classify according to properties | 3. Construct simple two-dimensional shapes 2. Sort two-dimensional shapes and/or objects with common and/or different attributes 1. Identify two-dimensional shapes |
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
D-5-E: predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games) | 44. Discuss chance situations in terms of certain/impossible and equally likely (D-5-E) 40. Determine the total number of possible outcomes for a given experiment using lists, tables, and tree diagrams (e.g., spinning a spinner, tossing 2 coins) (D-4-E) (D-5-E) | ES-44/40: Identify events and make predictions about outcomes | 3. Make predictions about outcomes of daily events 2. Identify events as possible/impossible or likely/unlikely 1. Identify the next event in a routine |
Grades 3-4 Mathematics | |||
Benchmarks | Grade Level Expectations | Extended Standards | Complexity Levels |
P-1-E: recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns | 47. Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern (including growing patterns) (P-1-E) (P-2-E) 43. Identify missing elements in a number pattern (P-1-E) | ES-47/43: Identify and extend patterns in real-life situations | 3. Extend a simple pattern 2. Identify a simple pattern 1. Match a simple pattern |
La. Admin. Code tit. 28, § CXLI-521