La. Admin. Code tit. 28 § LXXXI-2705
N-1-M | Demonstrating that a rational number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, and percents). |
N-2-M | Demonstrating number sense and estimation skills to describe, order, and compare rational numbers (e.g., magnitude, integers, fractions, decimals, and percents). |
N-3-M | Reading, writing, representing, and using rational numbers in a variety of forms (e.g., integers, mixed numbers, and improper fractions). |
N-4-M | Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other. |
N-5-M | Applying an understanding of rational numbers and arithmetic operations to real-life situations. |
N-6-M | Constructing, using, and explaining procedures to compute and estimate with rational number employing mental math strategies. |
N-7-M | Selecting and using appropriate computational methods and tools for given situations involving rational numbers (e.g., estimation, or exact computation using mental arithmetic, calculator, computer, or paper and pencil). |
N-1-H | Demonstrating an understanding of the real number system. |
N-2-H | Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given situation (e.g., fractions, decimals, percents, and scientific notation). |
N-3-H | Using number sense to estimate and determine if solutions are reasonable. |
N-4-H | Determining whether an exact or approximate answer is necessary. |
N-5-H | Selecting and using appropriate computational methods and tools for given situations (e.g., estimation, or exact computation using mental arithmetic, calculator, symbolic manipulator, or paper and pencil). |
N-6-H | Applying ratios and proportional thinking in a variety of situations (e.g., finding a missing term of a proportion). |
N-7-H | Justifying reasonableness of solutions and verifying results. |
A-1-M | Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., symbolically represent real-world problems as linear terms, equations, or inequalities). |
A-2-M | Modeling and developing methods for solving equations and inequalities (e.g., using charts, graphs, manipulatives, and/or standard algebraic procedures). |
A-3-M | Representing situations and number patterns with tables, graphs, and verbal and written statements, while exploring the relationships among these representations (e.g., multiple representations for the same situation). |
A-4-M | Analyzing tables and graphs to identify relationships exhibited by the data and making generalizations based upon these relationships. |
A-5-M | Demonstrating the connection or algebra to the other strands and to real-life situations. |
A-1-H | Demonstrating the ability to translate real-world situations (e.g., distance versus time relationships, population growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions, equations, and inequalities and vice versa. |
A-2-H | Recognizing the relationship between operations involving real numbers and operations involving algebraic expressions. |
A-3-H | Using tables and graphs as tools to interpret algebraic expressions, equations, and inequalities. |
A-4-H | Solving algebraic equations and inequalities using a variety of techniques with the appropriate tools (e.g., hand-held manipulatives, graphing calculator, symbolic manipulator, or pencil and paper). |
M-1-M | Applying the concepts of length, area, surface area, volume capacity, weight, mass, money, time, temperature, and rate to real-world experiences. |
M-2-M | Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of measures). |
M-3-M | Selecting appropriate units and tools for tasks by considering the purpose for the measurement and the precision required for the task (e.g., length of a room in feet rather than inches). |
M-4-M | Using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard). |
M-5-M | Converting from one unit of measurement to another within the same system. (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.) |
M-6-M | Demonstrating the connection of measurement to the other strands and to real-life situations. |
M-1-H | Selecting and using appropriate units, techniques, and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements. |
M-2-H | Demonstrating an intuitive sense of measurement (e.g., estimating and determining reasonableness of results as related to area, volume, mass, rate, and distance). |
M-3-H | Estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures, surface area and volume of solids presented in real-world situations). |
M-4-H | Demonstrating the concept of measurement as it applies to real-world experiences. |
G-1-M | Using estimation skills to describe, order, and compare geometric measures. |
G-2-M | Identifying describing, comparing, constructing, and classifying geometric figures and concepts. |
G-3-M | Making predictions regarding transformations of geometric figures (e.g., make predictions regarding translations, reflections, and rotations of common figures). |
G-4-M | Constructing two- and three-dimensional models. |
G-5-M | Making and testing conjectures about geometric shapes and their properties. |
G-6-M | Demonstrating an understanding of the coordinate system (e.g., locate points, identify coordinates, and graph points in a coordinate plane to represent real-world situations). |
G-7-M | Demonstrating the connection of geometry to the other strands and to real-life situations (e.g., applications of the Pythagorean Theorem). |
G-1-H | Identifying, describing, comparing, constructing, and classifying geometric figures in two and three dimensions using technology where appropriate to explore and make conjectures about geometric concepts and figures. |
G-2-H | Representing and solving problems using geometric models and the properties of those models (e.g., Pythagorean Theorem of formulas involving radius, diameter, and circumference). |
G-3-H | Solving problems using coordinate methods, as well as synthetic and transformational methods (e.g., transform on a coordinate plane a design found in real-life situations). |
G-4-H | Using inductive reasoning to predict, discover, and apply geometric properties and relationships (e.g., patty paper constructions, cum of the angles in a polygon). |
G-5-H | Classifying figures in terms of congruence and similarity and applying these relationships. |
G-6-H | Demonstrating deductive reasoning and mathematical justification (e.g., oral explanation, informal proof, and paragraph proof). |
D-3-H | Using simulations to estimate probabilities (e.g., lists and tree diagrams). |
D-7-H | Making inferences from data that are organized in charts, tables, and graphs (e.g., pictograph; bar, line, or circle graph; stem-and-leaf plot or scatter plot). |
D-8-H | Using logical thinking procedures, such as flow charts, Venn diagrams, and truth tables. |
D-9-H | Using discrete math to model real-life situations (e.g., fair games or elections, map coloring). |
P-1-H | Modeling the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology. |
P-2-H | Translating between tabular, symbolic, or graphic representations of functions. |
P-3-H | Recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential functions, and, where appropriate, using graphing technologies to represent them. |
P-4-H | Analyzing the effects of changes in parameters (e.g., coefficients and constants) on the graphs of functions, using technology whenever possible. |
P-5-H | Analyzing real-world relationships that can be modeled by elementary functions. |
La. Admin. Code tit. 28, § LXXXI-2705