![]() In each case, the NJSLS-M call for students to represent measurement data with a line plot. Other ways to generate measurement data might include measuring liquid volumes with graduated cylinders or measuring room temperatures with a thermometer. The other path deals with measurement data - data that comes from taking measurements. Categorical data comes from sorting objects into categories. One path involves categorical data and focuses on bar graphs as a way to represent and analyze such data. ![]() the K–5 data standards run along two paths. Students also work with data in grades K–5, building foundations for the later study of statistics and probability. Children need to recognize them and distinguishing them from other attributes (e.g. ![]() Before learning to measure attributes, the attribute to be measured has to “stand out” for the student. Measurement, the process of assigning a number to a magnitude of some attribute, is central to mathematics, to other disciplines, especially science, and to activities in everyday life. Geometric measurement connects the two most critical domains of early mathematics, geometry and number, with each providing conceptual support to the other. For each operation, the culmination of the work is indicated in the standards by the use of the term “standard algorithm”. addition, subtraction, multiplication, division) begins with the use of strategies and efficient, accurate, generalizable methods. ![]() Standard algorithms for base-ten computations with the four operations are included in this domain, with the standards distinguishing strategies from algorithms. Learners’ work with the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Using only the ten digits 0 through 9, every number can be represented as a string of digits. The base-ten system is an efficient and uniform system for representing all numbers. Although most of the standards organized under this heading involve whole numbers, the domain includes concepts, properties, and representations that extend to other number systems, to measures, and to algebra. The Operations and Algebraic Thinking domain deals with the basic operations, the kinds of quantitative relationships they model, and consequently the kinds of problems they can be used to solve as well as their mathematical properties and relationships. This domain involves important ideas that need to be taught in ways that are interesting and engaging to young students. Addition, subtraction, multiplication, and division grow from these early roots. Learners build on this work to develop strategies to compare two concrete quantities, two number words and two numerals. The Counting and Cardinality domain begins with early rote counting and moves to counting to find how many in one group of objects. The K–5 domains and associated descriptions appear below. In K–8, these groups are called domains and reflect an area of focus for the grade level. communicates precisely when conveying, representing, and justifying both qualitative and quantitative perspectives.Īn important feature of the New Jersey Student Learning Standards for Mathematics (NJSLS-M) is their organization into groups of related standards.interprets, evaluates and critiques the mathematics embedded in social, scientific and commercial systems, as well as the claims made in the private and public sectors.employs precise reasoning and constructs viable arguments to deduce conclusions, recognize false statements and assess peers’ reasoning.thinks critically and strategically to assess quantitative relationships and to solutions to complex problems.persists to make sense of and model problems arising in everyday life, society, and the workplace.leverages data in decision-making and as a lens for discussing, analyzing, and responding to practical questions.All students will have access to a high-quality mathematics education that fosters a population that: A New Jersey education in Mathematics builds quantitatively and analytically literate citizens prepared to meet the demands of college and career, and to engage productively in an information-driven society.
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