Virginia 2016 Mathematics Standards of Learning Curriculum Framework Introduction The 2016 Mathematics Standards of Learning Curriculum Framework, a companion document to the 2016 Mathematics Standards of Learning, amplifies the Mathematics Standards of Learning and further defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The standards and Curriculum Framework are not intended to encompass the entire curriculum for a given grade level or course. School divisions are encouraged to incorporate the standards and Curriculum Framework into a broader, locally designed curriculum. The Curriculum Framework delineates in greater specificity the minimum content that all teachers should teach and all students should learn. Teachers are encouraged to go beyond the standards as well as to select instructional strategies and assessment methods appropriate for all students. The Curriculum Framework also serves as a guide for Standards of Learning assessment development. Students are expected to continue to connect and apply knowledge and skills from Standards of Learning presented in previous grades as they deepen their mathematical understanding. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Each topic in the 2016 Mathematics Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into two columns: Understanding the Standard and Essential Knowledge and Skills. The purpose of each column is explained below. Understanding the Standard This section includes mathematical content and key concepts that assist teachers in planning standards-focused instruction. The statements may provide definitions, explanations, examples, and information regarding connections within and between grade level(s)/course(s). Essential Knowledge and Skills This section provides a detailed expansion of the mathematics knowledge and skills that each student should know and be able to demonstrate. This is not meant to be an exhaustive list of student expectations.
2.7 The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) use the cent symbol, dollar symbol, and decimal point to write a value of money. Understanding the Standard Essential Knowledge and Skills The money system used in the United States consists of coins and bills based on relationships involving ones, fives, and tens. The dollar is the basic unit. The value of a collection of coins and bills can be determined by counting on, beginning with the highest value, and/or by grouping the coins and bills into groups that are easier to count. Simulate everyday opportunities to count and compare a collection of coins and one-dollar bills whose total value is $2.00 or less. Emphasis is placed on the verbal expression of the symbols for cents and dollars (e.g., $0.35 and 35¢ are both read as “thirty-five cents”; $2.00 is read as “two dollars”). The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Determine the value of a collection of coins and one-dollar bills whose total value is $2.00 or less. (a) Count by ones, fives, tens, and twenty-fives to determine the value of a collection of coins whose total value is $2.00 or less. (a) Compare the values of two sets of coins and one-dollar bills (each set having a total value of $2.00 or less), using the terms greater than, less than, or equal to. (a) Use the cent (¢) and dollar ($) symbols and decimal point (.) to write a value of money which is $2.00 or less. (b)