reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 5 - Grade 1 › Section CLXXI-507 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Distinguish
				between defining attributes (e.g., triangles are closed and three-sided) versus
				non-defining attributes (e.g., color, orientation, overall size); build and
				draw shapes that possess defining attributes.
B. Compose two-dimensional shapes
				(rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles)
				and three-dimensional shapes (cubes, right rectangular prisms, right circular
				cones, and right circular cylinders) to create a composite shape, and compose
				new shapes from the composite shape.
C. Partition circles and rectangles into two
				and four equal shares, describe the shares using the words halves, fourths, and
				quarters, and use the phrases half of, fourth of, and quarter of. Describe the
				whole as two of or four of the shares. Understand for these examples that
				decomposing into more equal shares creates smaller shares.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 7 - Grade 2 › Section CLXXI-701 - Operations and Algebraic Thinking

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Use addition and subtraction within 100 to solve one-and two-step word problems
				involving situations of adding to, taking from, putting together, taking apart,
				and comparing, with unknowns in all positions, e.g., by using drawings and
				equations with a symbol for the unknown number to represent the
				problem
B. Fluently add and
				subtract within 20 using mental strategies. By end of grade 2, know from memory
				all sums of two one-digit numbers.
C. Determine whether a group of objects (up
				to 20) has an odd or even number of members, e.g., by pairing objects or
				counting them by twos; write an equation to express an even number as a sum of
				two equal addends.
D. Use addition
				to find the total number of objects arranged in rectangular arrays with up to
				five rows and up to five columns; write an equation to express the total as a
				sum of equal addends.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 7 - Grade 2 › Section CLXXI-703 - Numbers and Operations in Base Ten

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand that the three digits of a
				three-digit number represent amounts of hundreds, tens, and ones; e.g., 706
				equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special
				cases.
1. 100 can be thought of as a bundle
				of 10 tens, called a "hundred."
2.
				The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to 1, 2, 3, 4, 5,
				6, 7, 8, or 9 hundreds (and 0 tens and 0 ones).
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 7 - Grade 2 › Section CLXXI-705 - Measurement and Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Measure the
				length of an object by selecting and using appropriate tools such as rulers,
				yardsticks, meter sticks, and measuring tapes.
B. Measure the length of an object twice,
				using length units of different lengths for the two measurements; describe how
				the two measurements relate to the size of the unit chosen.
C. Estimate lengths using units of inches,
				feet, centimeters, and meters.
D.
				Measure to determine how much longer one object is than another, expressing the
				length difference in terms of a standard length unit.
E. Use addition and subtraction within 100 to
				solve word problems involving lengths that are given in the same units, e.g.,
				by using drawings (such as drawings of rulers) and equations with a symbol for
				the unknown number to represent the problem.
F. Represent whole numbers as lengths from 0
				on a number line diagram with equally spaced points corresponding to the
				numbers 0, 1, 2...., and represent whole-number sums and differences within 100
				on a number line diagram.
G. Tell
				and write time from analog and digital clocks to the nearest five minutes,
				using a.m. and p.m.
H. Solve word
				problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
				and ¢ symbols appropriately.
Example: If you have 2 dimes and 3 pennies, how many cents do
				  you have?
I. Generate
				measurement data by measuring lengths of several objects to the nearest whole
				unit, or by making repeated measurements of the same object. Show the
				measurements by making a line plot, where the horizontal scale is marked off in
				whole-number units.
J. Draw a
				picture graph and a bar graph (with single-unit scale) to represent a data set
				with up to four categories. Solve simple put-together, take-apart, and compare
				problems using information presented in a bar graph.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 7 - Grade 2 › Section CLXXI-707 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Recognize and
				draw shapes having specified attributes, such as a given number of angles or a
				given number of equal faces. Identify triangles, quadrilaterals, pentagons,
				hexagons, and cubes.
B. Partition a
				rectangle into rows and columns of same-size squares, and count to find the
				total number of them.
C. Partition
				circles and rectangles into two, three, or four equal shares, describe the
				shares using the words halves, thirds, half of, a third of, etc., and describe
				the whole as two halves, three thirds, four fourths. Recognize that equal
				shares of identical wholes need not have the same shape.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 9 - Grade 3 › Section CLXXI-901 - Operations and Algebraic Thinking

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number
				of objects in 5 groups of 7 objects each.
Example: describe a context in which a total number of
				  objects can be expressed as 5 x 7.
B. Interpret whole-number quotients of whole
				numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56
				objects are partitioned equally into 8 shares, or as a number of shares when 56
				objects are partitioned into equal shares of 8 objects each.
Example: Describe a context in which a number of shares or a
				  number of groups can be expressed as 56 ÷ 8.
C. Use multiplication and division within 100
				to solve word problems in situations involving equal groups, arrays, and
				measurement quantities, e.g., by using drawings and equations with a symbol for
				the unknown number to represent the problem.
D. Determine the unknown whole number in a
				multiplication or division equation relating three whole numbers.
Example: Determine the unknown number that makes the equation
				  true in each of the equations 8 x ? = 48, 5 = [] ÷ 3, 6 x 6 = ?.
E. Apply properties of operations
				as strategies to multiply and divide.
Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also
				  known (commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5
				  = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10=30 (associative property
				  of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7
				  as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (distributive
				  property).
F. Understand
				division as an unknown-factor problem.
Example: Find 32 ÷ 8 by finding the number that makes 32 when
				  multiplied by 8.
G.
				Fluently multiply and divide within 100, using strategies such as the
				relationship between multiplication and division (e.g., knowing that 8 x 5 =
				40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3,
				know from memory all products of two one-digit numbers.
H. Solve two-step word problems using the
				four operations. Represent these problems using equations with a letter
				standing for the unknown quantity. Assess the reasonableness of answers using
				mental computation and estimation strategies, including rounding.
I. Identify arithmetic patterns (including
				patterns in the addition table or multiplication table), and explain them using
				properties of operations.
Example: Observe that 4 times a number is always even, and
				  explain why 4 times a number can be decomposed into two equal
				  addends.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 9 - Grade 3 › Section CLXXI-903 - Number and Operations in Base Ten

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use place value understanding to round
				whole numbers to the nearest 10 or 100.
B. Fluently add and subtract within 1000
				using strategies and algorithms based on place value, properties of operations,
				and/or the relationship between addition and subtraction.
C. Multiply one-digit whole numbers by
				multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies
				based on place value and properties of operations.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 9 - Grade 3 › Section CLXXI-905 - Number and Operations-Fractions

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Understand a fraction 1/
b
, with denominators 2, 3, 4, 6, and
				8, as the quantity formed by 1 part when a whole is partitioned into
b
equal parts; understand a fraction
a/b
as
				the quantity formed by
a
parts of size
				1/
b
.
B. Understand
				a fraction with denominators 2, 3, 4, 6, and 8 as a number on a number line
				diagram.
1. Represent a fraction 1/b on a
				number line diagram by defining the interval from 0 to 1 as the whole and
				partitioning it into
b
equal parts. Recognize that each part
				has size 1/
b
and that the endpoint of the part based at 0
				locates the number 1
/b
on the number line.
2. Represent a fraction
a/b
on a number line diagram by marking off
a
lengths
				1/
b
from 0. Recognize that the resulting interval has size
a/b
and that its endpoint locates the number
a/b
on the number line.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 9 - Grade 3 › Section CLXXI-907 - Measurement and Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand time
				to the nearest minute.
1. Tell and write time
				to the nearest minute and measure time intervals in minutes, within 60 minutes,
				on an analog and digital clock.
2.
				Calculate elapsed time greater than 60 minutes to the nearest quarter and half
				hour on a number line diagram.
3.
				Solve word problems involving addition and subtraction of time intervals in
				minutes, e.g., by representing the problem on a number line diagram.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 9 - Grade 3 › Section CLXXI-909 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand that
				shapes in different categories (e.g., rhombuses, rectangles, and others) may
				share attributes (e.g., having four sides), and that the shared attributes can
				define a larger category (e.g., quadrilaterals). Recognize rhombuses,
				rectangles, and squares as examples of quadrilaterals, and draw examples of
				quadrilaterals that do not belong to any of these subcategories.
B. Partition shapes into parts with equal
				areas. Express the area of each part as a unit fraction of the whole.
Example: Partition a shape into 4 parts with equal area, and
				  describe the area of each part as 1/4 of the area of the shape.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 11 - Grade 4 › Section CLXXI-1101 - Operations and Algebraic Thinking

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Interpret a multiplication equation as a comparison and represent verbal
				statements of multiplicative comparisons as multiplication equations, e.g.,
				interpret 35=5 x 7 as a statement that 35 is 5 times as many as 7, and 7 times
				as many as 5.
B. Multiply or divide
				to solve word problems involving multiplicative comparison, e.g., by using
				drawings and/or equations with a symbol for the unknown number to represent the
				problem, distinguishing multiplicative comparison from additive comparison.
Example: 6 times as many vs. 6 more than
C. Solve multistep word problems posed with
				whole numbers and having whole-number answers using the four operations,
				including problems in which remainders must be interpreted. Represent these
				problems using equations with a letter standing for the unknown quantity.
				Assess the reasonableness of answers using mental computation and estimation
				strategies including rounding.
Example: Twenty-five people are going to the movies. Four
				  people fit in each car. How many cars are needed to get all 25 people to the
				  theater at the same time?
D. Using Whole Numbers in the Range 1-100
1. Find all factor pairs for a given whole
				number.
2. Recognize that a given
				whole number is a multiple of each of its factors.
3. Determine whether a given whole number is
				a multiple of a given one-digit number.
4. Determine whether a given whole number is
				prime or composite.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 11 - Grade 4 › Section CLXXI-1103 - Number and Operations in Base Ten

Current through Register Vol. 50, No. 6, June 20, 2024
A. Recognize that in a multi-digit whole
				number less than or equal to 1,000,000, a digit in one place represents 10
				times what it represents in the place to its right.
Examples: Recognize that 700 / 70=10; in the number 7,246,
				  the 2 represents 200, but in the number 7,426 the 2 represents 20, recognizing
				  that 200 is 10 times as large as 20, by applying concepts of place value and
				  division.
B. Read and write
				multi-digit whole numbers less than or equal to 1,000,000 using base-ten
				numerals, number names, and expanded form. Compare two multi-digit numbers less
				than 1,000,000 based on meanings of the digits in each place, using [GREATER
				THAN], =, and [LESS THAN] symbols to record the results of
				comparisons.
C. Use place value
				understanding to round multi-digit whole numbers, less than or equal to
				1,000,000, to any place.
D.
				Fluently add and subtract multi-digit whole numbers with sums less than or
				equal to 1,000,000, using the standard algorithm.
E. Multiply a whole number of up to four
				digits by a one-digit whole number, and multiply two two-digit numbers.
				Illustrate and explain the calculation by using equations, rectangular arrays,
				and/or area models.
F. Find
				whole-number quotients and remainders with up to four-digit dividends and
				one-digit divisors, using strategies based on place value, the properties of
				operations, and/or the relationship between multiplication and division.
				Illustrate and explain the calculation by using equations, rectangular arrays,
				and/or area models.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 11 - Grade 4 › Section CLXXI-1105 - Number and Operations-Fractions

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Explain why a fraction
a/b
is equivalent to a fraction
				(
n
x
a
)/(
n
x
b
) by using visual fraction models, with attention to how the
				number and size of the parts differ even though the two fractions themselves
				are the same size. Use this principle to recognize and generate equivalent
				fractions. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and
				100.)
B. Compare two fractions with
				different numerators and different denominators, e.g., by creating common
				denominators or numerators, or by comparing to a benchmark fraction such as
				1/2. Recognize that comparisons are valid only when the two fractions refer to
				the same whole. Record the results of comparisons with symbols [GREATER THAN],
				=, or [LESS THAN], and justify the conclusions, e.g., by using a visual
				fraction model. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12, and
				100.)
C. Understand a fraction
a/b
with
a
1 as a sum of fractions
				1
/b
. (Denominators are limited to 2, 3, 4, 5, 6, 8, 10, 12,
				and 100.)
1. Understand addition and
				subtraction of fractions as joining and separating parts referring to the same
				whole.
Example: 3/4=1/4 + 1/4 + 1/4
2. Decompose a fraction into a sum of
				fractions with the same denominator in more than one way, recording each
				decomposition by an equation. Justify decompositions, e.g., by using a visual
				fraction model.
Examples: 3/8=1/8 + 1/8 + 1/8; 3/8=1/8 + 2/8; 2 1/8=1 + 1 +
				  1/8=8/8 + 8/8 + 1/8.
3. Add
				and subtract mixed numbers with like denominators, e.g., by replacing each
				mixed number with an equivalent fraction, and/or by using properties of
				operations and the relationship between addition and subtraction.
4. Solve word problems involving addition and
				subtraction of fractions referring to the same whole and having like
				denominators, e.g., by using visual fraction models and equations to represent
				the problem.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 11 - Grade 4 › Section CLXXI-1107 - Measurement and Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know
				relative sizes of measurement units within one system of units, including: ft,
				in; km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of
				measurement, express measurements in a larger unit in terms of a smaller unit.
				(Conversions are limited to one-step conversions.)
Example: Know that 1 ft is 12 times as long as 1 in. Express
				  the length of a 4 ft snake as 48 in. Generate a conversion table for feet and
				  inches listing the number pairs (1, 12), (2, 24), (3, 36),...
B. Use the four operations to solve word
				problems involving distances, intervals of time, liquid volumes, masses of
				objects, and money, including problems involving whole numbers and/or simple
				fractions (addition and subtraction of fractions with like denominators and
				multiplying a fraction times a fraction or a whole number), and problems that
				require expressing measurements given in a larger unit in terms of a smaller
				unit. Represent measurement quantities using diagrams such as number line
				diagrams that feature a measurement scale.
C. Apply the area and perimeter formulas for
				rectangles in real-world and mathematical problems.
Example: Find the width of a rectangular room given the area
				  of the flooring and the length, by viewing the area formula as a multiplication
				  equation with an unknown factor.
D. Make a line plot to display a data set of
				measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
				addition and subtraction of fractions by using information presented in line
				plots.
Example: From a line plot find and interpret the difference
				  in length between the longest and shortest specimens in an insect
				  collection.
E. Recognize
				angles as geometric shapes that are formed wherever two rays share a common
				endpoint, and understand concepts of angle measurement.
1. An angle is measured with reference to a
				circle with its center at the common endpoint of the rays, by considering the
				fraction of the circular arc between the points where two rays intersect the
				circle.
2. An angle that turns
				through 1/360 of a circle is called a "one-degree angle," and can be used to
				measure angles.
3. An angle that
				turns through
n
one-degree angles is said to have an angle
				measure of
n
degrees.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 11 - Grade 4 › Section CLXXI-1109 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Draw points,
				lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
				and parallel lines. Identify these in two-dimensional figures.
B. Classify two-dimensional figures based on
				the presence or absence of parallel or perpendicular lines, or the presence or
				absence of angles of a specified size. Recognize right triangles as a category,
				and identify right triangles.
C.
				Recognize a line of symmetry for a two-dimensional figure as a line across the
				figure such that the figure can be folded along the line into matching parts.
				Identify line-symmetric figures and draw lines of
				symmetry.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 13 - Grade 5 › Section CLXXI-1301 - Operations and Algebraic Thinking

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Use parentheses or brackets in numerical expressions, and evaluate expressions
				with these symbols.
B. Write simple
				expressions that record calculations with whole numbers, fractions, and
				decimals, and interpret numerical expressions without evaluating them.
Example: Express the calculation "add 8 and 7, then multiply
				  by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 9.21) is three times as
				  large as 18,932 + 9.21, without having to calculate the indicated sum or
				  product.
C. Generate two
				numerical patterns using two given rules. Identify apparent relationships
				between corresponding terms. Form ordered pairs consisting of corresponding
				terms from the two patterns, and graph the ordered pairs on a coordinate plane.
Example: Given the rule "Add 3" and the starting number 0,
				  and given the rule "Add 6" and the starting number 0, generate terms in the
				  resulting sequences, and observe that the terms in one sequence are twice the
				  corresponding terms in the other sequence. Explain informally why this is
				  so.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and
				  R.S.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 13 - Grade 5 › Section CLXXI-1303 - Number and Operations in Base Ten

Current through Register Vol. 50, No. 6, June 20, 2024
A. Recognize that in a multi-digit number, a
				digit in one place represents 10 times as much as it represents in the place to
				its right and 1/10 of what it represents in the place to its left.
B. Explain and apply patterns in the number
				of zeros of the product when multiplying a number by powers of 10. Explain and
				apply patterns in the values of the digits in the product or the quotient, when
				a decimal is multiplied or divided by a power of 10. Use whole-number exponents
				to denote powers of 10.
Example: 100=1, 101=10... and 2.1 x 102=210.
C. Read, write, and compare
				decimals to thousandths.
1. Read and write
				decimals to thousandths using base-ten numerals, number names, and expanded
				form, e.g., 347.392=3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x
				(1/1000).
2. Compare two decimals
				to thousandths based on meanings of the digits in each place, using [GREATER
				THAN], =, and [LESS THAN] symbols to record the results of
				comparisons.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 13 - Grade 5 › Section CLXXI-1305 - Number and Operations-Fractions

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Add and subtract fractions with unlike denominators (including mixed numbers)
				by replacing given fractions with equivalent fractions in such a way as to
				produce an equivalent sum or difference of fractions with like denominators.
Example: 2/3 + 5/4=8/12 + 15/12=23/12. In general,
a
/
b
+
c
/
d
=(
ad
+
bc
)/
bd
.
B. Solve word problems involving addition and
				subtraction of fractions.
1. Solve word
				problems involving addition and subtraction of fractions referring to the same
				whole, including cases of unlike denominators, e.g., by using visual fraction
				models or equations to represent the problem.
2. Use benchmark fractions and number sense
				of fractions to estimate mentally and justify the reasonableness of answers.
Example: Recognize an incorrect result 2/5 + 1/2=3/7, by
				  observing that 3/7 < 1/2.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 13 - Grade 5 › Section CLXXI-1307 - Measurement and Data

Current through Register Vol. 50, No. 6, June 20, 2024
A. Convert
				among different-sized standard measurement units within a given measurement
				system, and use these conversions in solving multi-step, real-world problems
				(e.g., convert 5 cm to 0.05 m; 9 ft to 108 in).
B. Make a line plot to display a data set of
				measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on
				fractions for this grade to solve problems involving information presented in
				line plots.
Example: Given different measurements of liquid in identical
				  beakers, find the amount of liquid each beaker would contain if the total
				  amount in all the beakers were redistributed equally.
C. Recognize volume as an attribute of solid
				figures and understand concepts of volume measurement.
1. A cube with side length 1 unit, called a
				"unit cube," is said to have "one cubic unit" of volume, and can be used to
				measure volume.
2. A solid figure
				which can be packed without gaps or overlaps using
n
unit
				cubes is said to have a volume of
n
cubic units.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 13 - Grade 5 › Section CLXXI-1309 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Use a pair of
				perpendicular number lines, called axes, to define a coordinate system, with
				the intersection of the lines (the origin) arranged to coincide with the 0 on
				each line and a given point in the plane located by using an ordered pair of
				numbers, called its coordinates. Understand that the first number in the
				ordered pair indicates how far to travel from the origin in the direction of
				one axis, and the second number in the ordered pair indicates how far to travel
				in the direction of the second axis, with the convention that the names of the
				two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis
				and y-coordinate).
B. Represent
				real world and mathematical problems by graphing points in the first quadrant
				of the coordinate plane, and interpret coordinate values of points in the
				context of the situation.
C.
				Understand that attributes belonging to a category of two-dimensional figures
				also belong to all subcategories of that category.
Example: All rectangles have four right angles and squares
				  are rectangles, so all squares have four right angles.
D. Classify two-dimensional figures in a
				hierarchy based on properties. (Students will define a trapezoid as a
				quadrilateral with at least one pair of parallel sides.)
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 15 - Grade 6 › Section CLXXI-1501 - Ratios and Proportional Relationships

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand the concept of a ratio and use
				ratio language to describe a ratio relationship between two quantities.
Example: "The ratio of wings to beaks in the bird house at
				  the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote
				  candidate A received, candidate C received nearly three votes."
B. Understand the concept of a
				unit rate
a/b
associated with a ratio
a:b
with
b
[NOT EQUALS TO] 0, and use rate language in the context
				of a ratio relationship.
Example: This recipe has a ratio of 3 cups of flour to 4 cups
				  of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for
				  15 hamburgers, which is a rate of $5 per hamburger.
C. Use ratio and rate reasoning to solve
				real-world and mathematical problems, e.g., by reasoning about tables of
				equivalent ratios, tape diagrams, double number line diagrams, or equations.
1. Make tables of equivalent ratios relating
				quantities with whole-number measurements, find missing values in the tables,
				and plot the pairs of values on the coordinate plane. Use tables to compare
				ratios.
2. Solve unit rate problems
				including those involving unit pricing and constant speed.
Example: If it took 7 hours to mow 4 lawns, then at that
				  rate, how many lawns could be mowed in 35 hours? At what unit rate were lawns
				  being mowed?
3. Find a
				percent of a quantity as a rate per 100 (e.g., 30 percent of a quantity means
				30/100 times the quantity); solve problems involving finding the whole, given a
				part and the percent.
4. Use ratio
				reasoning to convert measurement units; manipulate and transform units
				appropriately when multiplying or dividing quantities.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 15 - Grade 6 › Section CLXXI-1503 - The Number System

Current through Register Vol. 50, No. 6, June 20, 2024
A. Interpret
				and compute quotients of fractions, and solve word problems involving division
				of fractions by fractions, e.g., by using visual fraction models and equations
				to represent the problem.
Example: Create a story context for (2/3) / (3/4) and use a
				  visual fraction model to show the quotient; use the relationship between
				  multiplication and division to explain that
(2/3) / (3/4)=8/9 because 3/4 of 8/9 is 2/3. (In general,
				  (
a
/
b
) /
				  (
c
/
d
)=
ad
/
bc
.)
				  How much chocolate will each person get if 3 people share 1/2 lb of chocolate
				  equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
				  rectangular strip of land with length 3/4 mi and area 1/2 square mi?)
B. Fluently divide multi-digit
				numbers using the standard algorithm.
C. Fluently add, subtract, multiply, and
				divide multi-digit decimals using the standard algorithm for each
				operation.
D. Find the greatest
				common factor of two whole numbers less than or equal to 100 and the least
				common multiple of two whole numbers less than or equal to 12. Use the
				distributive property to express a sum of two whole numbers 1-100 with a common
				factor as a multiple of a sum of two whole numbers with no common factor.
Example: Express 36 + 8 as 4 (9 + 2)
E. Understand that positive and negative
				numbers are used together to describe quantities having opposite directions or
				values (e.g., temperature above/below zero, elevation above/below sea level,
				credits/debits, positive/negative electric charge); use positive and negative
				numbers to represent quantities in real-world contexts, explaining the meaning
				of zero in each situation.
F.
				Understand a rational number as a point on the number line. Extend number line
				diagrams and coordinate axes familiar from previous grades to represent points
				on the line and in the plane with negative number coordinates.
1. Recognize opposite signs of numbers as
				indicating locations on opposite sides of 0 on the number line; recognize that
				the opposite of the opposite of a number is the number itself, e.g., -(-3)=3,
				and that 0 is its own opposite.
2.
				Understand signs of numbers in ordered pairs as indicating locations in
				quadrants of the coordinate plane; recognize that when two ordered pairs differ
				only by signs, the locations of the points are related by reflections across
				one or both axes.
3. Find and
				position integers and other rational numbers on a horizontal or vertical number
				line diagram; find and position pairs of integers and other rational numbers on
				a coordinate plane.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 15 - Grade 6 › Section CLXXI-1505 - Expressions and Equations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Write
				and evaluate numerical expressions involving whole-number exponents.
B. Write, read, and evaluate expressions in
				which letters stand for numbers.
1. Write
				expressions that record operations with numbers and with letters standing for
				numbers.
Example: Express the calculation "Subtract
y
from 5" as 5 -
y
.
2. Identify parts of an expression using
				mathematical terms (sum, term, product, factor, quotient, coefficient); view
				one or more parts of an expression as a single entity.
Example: Describe the expression 2 (8 + 7) as a product of
				  two factors; view (8 + 7) as both a single entity and a sum of two
				  terms.
3. Evaluate
				expressions at specific values of their variables. Include expressions that
				arise from formulas used in real-world problems. Perform arithmetic operations,
				including those involving whole-number exponents, in the conventional order
				when there are no parentheses to specify a particular order (order of
				operations).
Example: Use the formulas
V
=
s
3 and
A
=6
s
2 to find the volume and surface area of a cube with sides of
				  length
s
=1/2.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 15 - Grade 6 › Section CLXXI-1507 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Find the area of
				right triangles, other triangles, special quadrilaterals, and polygons by
				composing into rectangles or decomposing into triangles and other shapes; apply
				these techniques in the context of solving real-world and mathematical
				problems.
B. Find the volume of a
				right rectangular prism with fractional edge lengths by packing it with unit
				cubes of the appropriate unit fraction edge lengths, and show that the volume
				is the same as would be found by multiplying the edge lengths of the prism.
				Apply the formulas
V=lwh
and
V=bh
to find
				volumes of right rectangular prisms with fractional edge lengths in the context
				of solving real-world and mathematical problems.
C. Draw polygons in the coordinate plane
				given coordinates for the vertices; use coordinates to find the length of a
				side joining points with the same first coordinate or the same second
				coordinate. Apply these techniques in the context of solving real-world and
				mathematical problems.
D. Represent
				three-dimensional figures using nets made up of rectangles and triangles, and
				use the nets to find the surface area of these figures. Apply these techniques
				in the context of solving real-world and mathematical
				problems.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 15 - Grade 6 › Section CLXXI-1509 - Statistics and Probability

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Recognize a statistical question as one that anticipates variability in the
				data related to the question and accounts for it in the answers.
Example: "How old am I?" is not a statistical question, but
				  "How old are the students in my school?" is a statistical question because one
				  anticipates variability in students ages.
B. Understand that a set of data collected to
				answer a statistical question has a distribution that can be described by its
				center, spread, and overall shape.
C. Recognize that a measure of center for a
				numerical data set summarizes all of its values with a single number, while a
				measure of variation describes how its values vary with a single
				number
D. Display numerical data in
				plots on a number line, including dot plots, histograms, and box
				plots.
E. Summarize numerical data
				sets in relation to their context, such as by:
1. reporting the number of
				observations;
2. describing the
				nature of the attribute under investigation, including how it was measured and
				its units of measurement;
3. giving
				quantitative measures of center (median and/or mean) and variability
				(interquartile range), as well as describing any overall pattern and any
				striking deviations from the overall pattern with reference to the context in
				which the data were gathered; and
4. relating the choice of measures of center
				and variability to the shape of the data distribution and the context in which
				the data were gathered.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 17 - Grade 7 › Section CLXXI-1701 - Ratios and Proportional Relationships

Current through Register Vol. 50, No. 6, June 20, 2024
A. Compute unit rates associated with ratios
				of fractions, including ratios of lengths, areas, and other quantities measured
				in like or different units.
Example: If a person walks 1/2 mile in each 1/4 hour, compute
				  the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently
				  2 miles per hour.
B.
				Recognize and represent proportional relationships between quantities.
1. Decide whether two quantities are in a
				proportional relationship, e.g., by testing for equivalent ratios in a table or
				graphing on a coordinate plane and observing whether the graph is a straight
				line through the origin.
2.
				Identify the constant of proportionality (unit rate) in tables, graphs,
				equations, diagrams, and verbal descriptions of proportional
				relationships.
3. Represent
				proportional relationships by equations.
Example: If total cost
t
is proportional to
				  the number
n
of items purchased at a constant price
p,
the relationship between the total cost and the number of
				  items can be expressed as
t=pn.
4. Explain what a point (
x,
				y)
on the graph of a proportional relationship means in terms of the
				situation, with special attention to the points (0, 0) and (1,
r
) where
r
is the unit rate.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 17 - Grade 7 › Section CLXXI-1703 - The Number System

Current through Register Vol. 50, No. 6, June 20, 2024
A. Apply and
				extend previous understandings of addition and subtraction to add and subtract
				rational numbers; represent addition and subtraction on a horizontal or
				vertical number line diagram.
1. Describe
				situations in which opposite quantities combine to make 0.
Example: A hydrogen atom has 0 charge because its two
				  constituents are oppositely charged.
2. Understand
p
+
q
as the number located a distance |
q
| from
p
, in the positive or negative direction depending on whether
q
is positive or negative. Show that a number and its opposite
				have a sum of 0 (are additive inverses). Interpret sums of rational numbers by
				describing real-world contexts.
3.
				Understand subtraction of rational numbers as adding the additive inverse,
p
-
q
=
p
+
				(-
q
). Show that the distance between two rational numbers on
				the number line is the absolute value of their difference, and apply this
				principle in real-world contexts.
4. Apply properties of operations as
				strategies to add and subtract rational numbers.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 17 - Grade 7 › Section CLXXI-1705 - Expressions and Equations

Current through Register Vol. 50, No. 6, June 20, 2024
A. Apply
				properties of operations as strategies to add, subtract, factor, and expand
				linear expressions with rational coefficients to include multiple grouping
				symbols (e.g., parentheses, brackets, and braces).
B. Understand that rewriting an expression in
				different forms in a problem context can shed light on the problem and how the
				quantities in it are related.
Example:
a +
0.05
a
=1.05
a
means that "increase by 5
				  percent" is the same as "multiply by 1.05."
C. Solve multistep real-life and mathematical
				problems posed with positive and negative rational numbers in any form (whole
				numbers, fractions, and decimals), using tools strategically. Apply properties
				of operations to calculate with numbers in any form; convert between forms as
				appropriate; and assess the reasonableness of answers using mental computation
				and estimation strategies.
Example: If a woman making $25 an hour gets a 10 percent
				  raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a
				  new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the
				  center of a door that is 27 1/2 inches wide, you will need to place the bar
				  about 9 inches from each edge; this estimate can be used as a check on the
				  exact computation.
D. Use
				variables to represent quantities in a real-world or mathematical problem, and
				construct simple equations and inequalities to solve problems by reasoning
				about the quantities.
1. Solve word problems
				leading to equations of the form
px + q=r
and
p(x +
				q)=r,
where
p, q,
and
r
are specific
				rational numbers. Solve equations of these forms fluently. Compare an algebraic
				solution to an arithmetic solution, identifying the sequence of the operations
				used in each approach.
Example: The perimeter of a rectangle is 54 cm. Its length is
				  6 cm. What is its width?
2.
				Solve word problems leading to inequalities of the form
px + q [GREATER
				THAN] r, px + q [GREATER THAN EQUALS TO] r, px + q [LESS THAN] r, or px + q
				[LESS THAN EQUAL TO] r,
where
p, q,
and
r
are specific rational numbers. Graph the solution set of the
				inequality and interpret it in the context of the problem.
Example: As a salesperson, you are paid $50 per week plus $3
				  per sale. This week you want your pay to be at least $100. Write an inequality
				  for the number of sales you need to make, and describe the solutions.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 17 - Grade 7 › Section CLXXI-1707 - Geometry

Current through Register Vol. 50, No. 6, June 20, 2024
A. Solve problems
				involving scale drawings of geometric figures, such as computing actual lengths
				and areas from a scale drawing and reproducing a scale drawing at a different
				scale.
B. Draw (freehand, with
				ruler and protractor, or with technology) geometric shapes with given
				conditions. (Focus is on triangles from three measures of angles or sides,
				noticing when the conditions determine one and only one triangle, more than one
				triangle, or no triangle.)
C.
				Describe the two-dimensional figures that result from slicing three-dimensional
				figures, as in plane sections of right rectangular prisms and right rectangular
				pyramids.
D. Know the formulas for
				the area and circumference of a circle and solve problems; give an informal
				derivation of the relationship between the circumference and area of a
				circle.
E. Use facts about
				supplementary, complementary, vertical, and adjacent angles in a multi-step
				problem to write and use them to solve simple equations for an unknown angle in
				a figure.
F. Solve real-world and
				mathematical problems involving area, volume, and surface area of two- and
				three-dimensional objects composed of triangles, quadrilaterals, polygons,
				cubes, and right prisms. (Pyramids limited to surface area only.)
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CLXXI - Bulletin 745-Louisiana Teaching Authorizations of School Personnel › Chapter 19 - Grade 8 › Section CLXXI-1901 - The Number System

Current through Register Vol. 50, No. 6, June 20, 2024
A. Know that
				numbers that are not rational are called irrational. Understand informally that
				every number has a decimal expansion; for rational numbers, show that the
				decimal expansion repeats eventually. Convert a decimal expansion that repeats
				eventually into a rational number by analyzing repeating patterns.
B. Use rational approximations of irrational
				numbers to compare the size of irrational numbers, locate them approximately on
				a number line diagram, and estimate the value of expressions (e.g., [PI
				SQUARE]).
Example: By truncating the decimal expansion of [RIGHT]2,
				  show that
[RIGHT]2
is between 1and 2, then between 1.4 and
				  1.5, and explain how to continue on to get better approximations.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. 17.6,
				  R.S.
				  17:24.4, and RS.
				  17:154.