Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (1) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting informati...
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
(1) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
(2) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
(A) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
(B) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
(C) draw conclusions and make predictions from information in a graph.
(D) Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:
(3) calculate how money saved can accumulate into a larger amount over time;
(A) explain that saving is an alternative to spending;
(B) distinguish between a deposit and a withdrawal;
(C) identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
(D) identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
(E) differentiate between producers and consumers and calculate the cost to produce a simple item.
(F) apply mathematics to problems arising in everyday life, society, and the workplace;
(G) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(H) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(I) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(J) create and use representations to organize, record, and communicate mathematical ideas;
(K) analyze mathematical relationships to connect and communicate mathematical ideas; and
(L) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
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