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Measurement |
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5-7 Benchmark A |
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Select appropriate units to measure angles, circumference, surface area,
mass and volume, using |
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a. U.S. customary units; e.g., degrees, square feet, pounds, and other
units as appropriate |
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b. Metric units; e.g., square meters, kilograms and other units as
appropriate. |
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Grade 5 Indicator 1 - Identify and select appropriate units to measure
angles; i.e., degrees. |
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Grade 7 Indicator 1 - Select appropriate units for measuring derived
measurements; e.g., miles per hour, revolutions per minute. |
*Which is the appropriate rate of change to describe the situation. |
1 |
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5-7 Benchmark B |
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Convert units of length, area, volume, mass and time within the same
measurement system. |
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STEMS |
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SA # |
ER # |
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Grade 4 Indicator 5 - Make simple unit conversions within a measurement
system; e.g., inches to feet, kilograms to grams, quarts to gallons. |
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Grade 5 Indicator 5 - Make conversions within the same measurement system
while performing computations. |
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Grade 7 Indicator 2 - Convert units of area and volume within the same
measurement system using proportional reasoning and a reference table when
appropriate; e.g., square feet to square yards, cubic meters to cubic
centimeters. |
*How many tiles of given inches will it take to cover a floor with given
dimensions. |
1 |
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5-7 Benchmark C |
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Identify appropriate tools and apply appropriate techniques for measuring
angles, perimeter or circumference and area of triangles, quadrilaterals,
circles, and composite shapes, and surface area and volume of prisms and
cylinders. |
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STEMS |
MC # |
SA # |
ER # |
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Grade 5 Indicator 6 - Use strategies to develop formulas for determining
perimeter and area of triangles, rectangles and parallelograms, and volume
of rectangular prisms. |
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Grade 5 Indicator 7 - Use benchmark angles (e.g., 45°, 90°, 120°) to
estimate the measure of angles, and use a tool to measure and draw angles. |
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Grade 6 Indicator 2 - Use strategies to develop formulas for finding
circumference and area of circles, and to determine the area of sectors;
e.g., ½circle, ⅔circle, ⅓ circle, ¼ circle. |
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Grade 6 Indicator 3 - Estimate perimeter or circumference and area for
circles, triangles and quadrilaterals, and surface area and volume for
prisms and cylinders by: |
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a. Estimating lengths using string or links, areas using tiles or
grid, and volumes using cubes; |
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b. Measuring attributes (diameter, side lengths, or heights) and using
established formulas for circles, triangles, rectangles, parallelograms and
rectangular prisms. |
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Note: There are instances when a grade-level indicator for one standard is
linked to a benchmark for a different standard. See also for correlation
Patterns, Functions and Algebra Indicator 2. |
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Grade 7 Indicator 6 - Use strategies to develop formulas fro finding area of
trapezoids and volume of cylinders and prisms. |
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Grade 7 Indicator 7 - Develop strategies to find the area of composite
shapes using the areas of triangles, parallelograms, circles and sectors. |
*Find the area of a given display (trapezoid broken into 2 triangles and a
rectangle). |
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Note: There are instances when a grade-level indicator for one standard is
linked to a benchmark for a different standard. See also for correlation
Patterns, Functions and Algebra Indicator 6. |
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5-7 Benchmark D |
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