Indiana Academic Standards correlated to Merit Software … · 2015-03-03 · Merit’s Math...

Indiana Math 1

Merit’s Math programs address the following Indiana Academic Standards:

Grade 3 pg. 1-11Grade 4 pg. 11-22Grade 5 pg. 23-33Grade 6 pg. 34-43Grade 7 pg. 44-50Grade 8 pg. 50-57Algebra I pg. 57-61

Subhead Standard Strand Benchmark Merit Software

Math Standard 1: Studentsunderstand therelationships amongnumbers, quantities, andplace value in wholenumbers up to 1,000. Theyunderstand the relationshipamong whole numbers,simple fractions, anddecimals.

Number Sense 3.1.1 Count, read, andwrite whole numbersup to 1,000.

Word Problem Shape-Up Set1, 2, 3; Fraction Shape-Up


Number Sense 3.1.2 Identify andinterpret place value inwhole numbers up to1,000.


Indiana Academic Standardscorrelated to

Merit Software Math Programs

The Math Standards (2000) describe a connected body of mathematical understandings andcompetencies and are a comprehensive foundation that all students should learn. They describe themathematical understanding, knowledge and skills that students should acquire from Kindergartenthrough high school.

Grade 3

Indiana Math 2


Number Sense 3.1.3 Use words,models, and expandedform to representnumbers up to 1,000.



Number Sense 3.1.4 Identify anynumber up to 1,000 invarious combinationsof hundreds, tens, andones.



Number Sense 3.1.5 Compare wholenumbers up to 1,000and arrange them innumerical order.



Number Sense 3.1.6 Round numbersless than 1,000 to thenearest ten and thenearest hundred.



Number Sense 3.1.7 Identify odd andeven numbers up to1,000 and describetheir characteristics.


Indiana Math 3


Number Sense 3.1.8 Show equivalentfractions using equalparts.



Number Sense 3.1.9 Identify and usecorrect names fornumerators anddenominators.



Number Sense 3.1.10 Given a pair offractions, decide whichis larger or smaller byusing objects orpictures.



Number Sense 3.1.11 Given a set ofobjects or a picture,name and write adecimal to representtenths and hundredths.



Number Sense 3.1.12 Given a decimalfor tenths, show it as afraction using a place-value model.

Word Problem Shape-Up Set1, 2, 3

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Number Sense 3.1.13 Interpret datadisplayed in a circlegraph and answerquestions about thesituation.



Number Sense 3.1.14 Identify whethereveryday events arecertain, likely, unlikely,or impossible.



Number Sense 3.1.15 Record thepossible outcomes fora simple probabilityexperiment.


Math Standard 2: Students solveproblems involving additionand subtraction of wholenumbers. They model andsolve simple problemsinvolving multiplication anddivision.

Computation 3.2.1 Add and subtractwhole numbers up to1,000 with or withoutregrouping, usingrelevant properties ofthe number system.



Computation 3.2.2 Represent theconcept ofmultiplication asrepeated addition.


Indiana Math 5


Computation 3.2.3 Represent theconcept of division asrepeated subtraction,equal sharing, andforming equal groups.



Computation 3.2.4 Know and usethe inverse relationshipbetween multiplicationand division facts,such as 6 x 7 = 42, 42/ 7 = 6, 7 x 6 = 42, 42 /6 = 7.



Computation 3.2.5 Show mastery ofmultiplication facts for2, 5, and 10.



Computation 3.2.6 Add and subtractsimple fractions withthe same denominator.



Computation 3.2.7 Use estimation todecide whetheranswers arereasonable in additionand subtractionproblems.



Computation 3.2.8 Use mentalarithmetic to add orsubtract with numbersless than 100.


Indiana Math 6

Math Standard 3: Studentsselect appropriatesymbols, operations, andproperties to represent,describe, simplify, andsolve simple number andfunctional relationships.

Algebra andFunctions

3.3.1 Representrelationships ofquantities in the formof a numericexpression orequation.




3.3.2 Solve problemsinvolving numericequations.




3.3.3 Chooseappropriate symbolsfor operations andrelations to make anumber sentence true.




3.3.4 Understand anduse the commutativeand associativeproperties ofmultiplication.




3.3.5 Create, describe,and extend numberpatterns usingmultiplication.




3.3.6 Solve simpleproblems involving afunctional relationshipbetween twoquantities.


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3.3.7 Plot and labelwhole numbers on anumber line up to 10.


Math Standard 4: Studentsdescribe and compare theattributes of plane andsolid geometric shapesand use theirunderstanding to showrelationships and solveproblems.

Geometry 3.4.2 Identify rightangles in shapes andobjects and decidewhether other anglesare greater or lessthan a right angle.



Geometry 3.4.6 Use the termspoint, line, and linesegment in describingtwo-dimensionalshapes.



Geometry 3.4.7 Draw linesegments and lines.



Geometry 3.4.10 Recognizegeometric shapes andtheir properties in theenvironment andspecify their locations.


Math Standard 5: Studentschoose and useappropriate units andmeasurement tools forlength, capacity, weight,temperature, time, andmoney.

Measurement 3.5.1 Measure linesegments to thenearest half-inch.


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Measurement 3.5.2 Add units oflength that may requireregrouping of inches tofeet or centimeters tometers.



Measurement 3.5.3 Find theperimeter of a polygon.



Measurement 3.5.4 Estimate or findthe area of shapes bycovering them withsquares.



Measurement 3.5.5 Estimate or findthe volume of objectsby counting thenumber of cubes thatwould fill them.



Measurement 3.5.8 Comparetemperatures inCelsius andFahrenheit.


Indiana Math 9


Measurement 3.5.9 Tell time to thenearest minute andfind how much timehas elapsed.



Measurement 3.5.12 Carry outsimple unitconversions within ameasurement system(e.g., centimeters tometers, hours tominutes).



Measurement 3.5.12 Carry outsimple unitconversions within ameasurement system(e.g., centimeters tometers, hours tominutes).


Math Standard 6: Studentsmake decisions about howto approach problems andcommunicate their ideas.

Problem Solving 3.6.1 Analyzeproblems by identifyingrelationships, tellingrelevant from irrelevantinformation,sequencing andprioritizing information,and observingpatterns.



Problem Solving 3.6.2 Decide when andhow to break aproblem into simplerparts.


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Problem Solving 3.6.3 Apply strategiesand results fromsimpler problems tosolve more complexproblems.



Problem Solving 3.6.4 Expresssolutions clearly andlogically by using theappropriatemathematical termsand notation. Supportsolutions with evidencein both verbal andsymbolic work.



Problem Solving 3.6.5 Recognize therelative advantages ofexact and approximatesolutions to problemsand give answers to aspecified degree ofaccuracy.



Problem Solving 3.6.6 Know and usestrategies forestimating results ofwhole-number additionand subtraction.



Problem Solving 3.6.7 Make precisecalculations and checkthe validity of theresults in the context ofthe problem.



Problem Solving 3.6.8 Decide whether asolution is reasonablein the context of theoriginal situation.


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Problem Solving 3.6.9 Note the methodof finding the solutionand show a conceptualunderstanding of themethod by solvingsimilar problems.


Grade 4


Math Standard 1: Studentsunderstand the place valueof whole numbers anddecimals to two decimalplaces and how wholenumbers and decimalsrelate to simple fractions.

Number Sense 4.1.1 Read and writewhole numbers up to1,000,000.



Number Sense 4.1.2 Identify and writewhole numbers up to1,000,000, given aplace-value model.



Number Sense 4.1.3 Round wholenumbers up to 10,000to the nearest ten,hundred, andthousand.



Number Sense 4.1.4 Order andcompare wholenumbers usingsymbols for “less than”(<), “equal to” (=), and“greater than” (>).



Number Sense 4.1.5 Rename andrewrite whole numbersas fractions.


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Number Sense 4.1.6 Name and writemixed numbers, usingobjects or pictures.



Number Sense 4.1.7 Name and writemixed numbers asimproper fractions,using objects orpictures.



Number Sense 4.1.8 Write tenths andhundredths in decimaland fraction notations.Know the fraction anddecimal equivalents forhalves and fourths(e.g., 1/2 = 0.5 = 0.50,7/4 = 1 3/4 = 1.75).



Number Sense 4.1.9 Round two-placedecimals to tenths orto the nearest wholenumber.


Math Standard 2: Students solveproblems involvingaddition, subtraction,multiplication, and divisionof whole numbers andunderstand therelationships among theseoperations. They extendtheir use andunderstanding of wholenumbers to the additionand subtraction of simplefractions and decimals.

Computation 4.2.1 Understand anduse standardalgorithms for additionand subtraction.


Indiana Math 13


Computation 4.2.2 Represent asmultiplication anysituation involvingrepeated addition.



Computation 4.2.3 Represent asdivision any situationinvolving the sharing ofobjects or the numberof groups of sharedobjects.



Computation 4.2.4 Demonstratemastery of themultiplication tables fornumbers between 1and 10 and of thecorresponding divisionfacts.


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Computation 4.2.5 Use a standardalgorithm to multiplynumbers up to 100 bynumbers up to 10,using relevantproperties of thenumber system.



Computation 4.2.6 Use a standardalgorithm to dividenumbers up to 100 bynumbers up to 10without remainders,using relevantproperties of thenumber system.



Computation 4.2.7 Understand thespecial properties of 0and 1 in multiplicationand division.



Computation 4.2.8 Add and subtractsimple fractions withdifferent denominators,using objects orpictures.


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Computation 4.2.9 Add and subtractdecimals (tohundredths), usingobjects or pictures.



Computation 4.2.10 Use a standardalgorithm to add andsubtract decimals (tohundredths).



Computation 4.2.11 Know and usestrategies forestimating results ofany whole-numbercomputations.



Computation 4.2.12 Use mentalarithmetic to add orsubtract numbersrounded to hundredsor thousands.


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Math Standard 3: Students useand interpret variables,mathematical symbols,and properties to write andsimplify numericalexpressions andsentences. Theyunderstand relationshipsamong the operations ofaddition, subtraction,multiplication, and division.


4.3.1 Use letters,boxes, or othersymbols to representany number in simpleexpressions,equations, orinequalities (i.e.,demonstrate anunderstanding of andthe use of the conceptof a variable).




4.3.2 Use and interpretformulas to answerquestions aboutquantities and theirrelationships.




4.3.3 Understand thatmultiplication anddivision are performedbefore addition andsubtraction inexpressions withoutparentheses.




4.3.4 Understand thatan equation such as y= 3x + 5 is a rule forfinding a secondnumber when a firstnumber is given.


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4.3.5 Continue numberpatterns usingmultiplication anddivision.




4.3.6 Recognize andapply the relationshipsbetween addition andmultiplication, betweensubtraction anddivision, and theinverse relationshipbetween multiplicationand division to solveproblems.




4.3.7 Relate problemsituations to numbersentences involvingmultiplication anddivision.



Measurement 4.3.8 Plot and labelwhole numbers on anumber line up to 100.Estimate positions onthe number line.


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Math Standard 4: Students showan understanding of planeand solid geometricobjects and use thisknowledge to showrelationships and solveproblems.

Geometry 4.4.1 Identify,describe, and drawrays, right angles,acute angles, obtuseangles, and straightangles usingappropriatemathematical tools andtechnology.



Geometry 4.4.2 Identify,describe, and drawparallel, perpendicular,and oblique lines usingappropriatemathematical tools andtechnology.



Geometry 4.4.3 Identify,describe, and drawparallelograms,rhombuses, andtrapezoids, usingappropriatemathematical tools andtechnology.


Math Standard 5: Studentsunderstand perimeter andarea, as well as measuringvolume, capacity, time,and money.

Measurement 4.5.1 Measure lengthto the nearest quarter-inch, eighth-inch, andmillimeter.



Measurement 4.5.2 Subtract units oflength that may requirerenaming of feet toinches or meters tocentimeters.



Measurement 4.5.3 Know and useformulas for finding theperimeters ofrectangles andsquares.


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Measurement 4.5.4 Know and useformulas for finding theareas of rectanglesand squares.



Measurement 3.5.9 Tell time to thenearest minute andfind how much timehas elapsed.



Measurement 4.5.5 Estimate andcalculate the area ofrectangular shapesusing appropriateunits, such as squarecentimeter (cm2),square meter (m2),square inch (in2), orsquare yard (yd2).



Measurement 4.5.6 Understand thatrectangles with thesame area can havedifferent perimetersand that rectangleswith the sameperimeter can havedifferent areas.



Measurement 4.5.7 Find areas ofshapes by dividingthem into basic shapessuch as rectangles.


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Measurement 4.5.8 Use volume andcapacity as differentways of measuring thespace inside a shape.


Math Standard 6: Studentsorganize, represent, andinterpret numerical andcategorical data andclearly communicate theirfindings. They showoutcomes for simpleprobability situations.

Data Analysisand Probability

4.6.1 Represent dataon a number line andin tables, includingfrequency tables.




4.6.2 Interpret datagraphs to answerquestions about asituation.




4.6.3 Summarize anddisplay the results ofprobability experimentsin a clear andorganized way.


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Problem Solving 4.7.4 Use a variety ofmethods, such aswords, numbers,symbols, charts,graphs, tables,diagrams, tools, andmodels to solveproblems, justifyarguments, and makeconjectures.





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Problem Solving 4.7.7 Know and useappropriate methodsfor estimating resultsof whole-numbercomputations.









Problem Solving 4.7.10 Note themethod of finding thesolution and show aconceptualunderstanding of themethod by solvingsimilar problems.


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Grade 5


Math Standard 1: Studentscompute with wholenumbers, decimals, andfractions and understandthe relationship amongdecimals, fractions, andpercents. They understandthe relative magnitudes ofnumbers. They understandprime and compositenumbers.

Number Sense 5.1.1 Convert betweennumbers in words andnumbers in figures, fornumbers up to millionsand decimals tothousandths.



Number Sense 5.1.2 Round wholenumbers and decimalsto any place value.



Number Sense 5.1.3 Arrange innumerical order andcompare wholenumbers or decimalsto two decimal placesby using the symbolsfor less than (<),equals (=), and greaterthan (>).



Number Sense 5.1.4 Interpretpercents as a part of ahundred. Find decimaland percentequivalents forcommon fractions andexplain why theyrepresent the samevalue.


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Number Sense 5.1.5 Explain differentinterpretations offractions: as parts of awhole, parts of a set,and division of wholenumbers by wholenumbers.



Number Sense 5.1.6 Describe andidentify prime andcomposite numbers.



Number Sense 5.1.7 Identify on anumber line therelative position ofsimple positivefractions, positivemixed numbers, andpositive decimals.


Math Standard 2: Students solveproblems involvingmultiplication and divisionof whole numbers andsolve problems involvingaddition, subtraction, andsimple multiplication anddivision of fractions anddecimals.

Computation 5.2.1 Solve problemsinvolving multiplicationand division of anywhole numbers.


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Computation 5.2.2 Add and subtractfractions (includingmixed numbers) withdifferent denominators.



Computation 5.2.3 Use models toshow anunderstanding ofmultiplication anddivision of fractions.



Computation 5.2.4 Multiply anddivide fractions tosolve problems.



Computation 5.2.5 Add and subtractdecimals and verify thereasonableness of theresults.



Computation 5.2.6 Use estimation todecide whetheranswers arereasonable in addition,subtraction,multiplication, anddivision problems.


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Computation 5.2.7 Use mentalarithmetic to add orsubtract simpledecimals.


Math Standard 3: Students usevariables in simpleexpressions, compute thevalue of an expression forspecific values of thevariable, and plot andinterpret the results. Theyuse two-dimensionalcoordinate grids torepresent points and graphlines.


5.3.1 Use a variable torepresent an unknownnumber.

Word Problem Shape-Up Set1, 2, 3; Pre-Algebra Shape-Up



5.3.2 Write simplealgebraic expressionsin one or two variablesand evaluate them bysubstitution.




5.3.3 Use thedistributive property innumerical equationsand expressions.


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5.3.4 Identify andgraph ordered pairs ofpositive numbers.




5.3.5 Find orderedpairs (positivenumbers only) that fit alinear equation, graphthe ordered pairs, anddraw the line theydetermine.




5.3.6 Understand thatthe length of ahorizontal line segmenton a coordinate planeequals the differencebetween the x-coordinates and thatthe length of a verticalline segment on acoordinate planeequals the differencebetween the y-coordinates.




5.3.7 Use informationtaken from a graph orequation to answerquestions about aproblem situation.


Indiana Math 28

Math Standard 4: Studentsidentify, describe, andclassify the properties ofplane and solid geometricshapes and therelationships betweenthem.

Geometry 5.4.1 Measure,identify, and drawangles, perpendicularand parallel lines,rectangles, triangles,and circles by usingappropriate tools (e.g.,ruler, compass,protractor, appropriatetechnology, mediatools).



Geometry 5.4.2 Identify,describe, draw, andclassify triangles asright, acute, obtuse,and equiangular.



Geometry 5.4.3 Identifycongruent trianglesand justify yourdecisions by referringto sides and angles.



Geometry 5.4.4 Identify,describe, draw, andclassify polygons, suchas pentagons andhexagons.



Geometry 5.4.5 Identify and drawthe radius anddiameter of a circleand understand therelationship betweenthe radius anddiameter.


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Geometry 5.4.6 Identify shapesthat have reflectionaland rotationalsymmetry.



Geometry 5.4.7 Understand that90°, 180°, 270°, and360° are associatedwith quarter, half,three-quarters, and fullturns, respectively.



Geometry 5.4.8 Construct prismsand pyramids usingappropriate materials.



Geometry 5.4.9 Given a pictureof a three-dimensionalobject, build the objectwith blocks.


Math Standard 5: Studentsunderstand and computethe areas and volumes ofsimple objects, as well asmeasuring weight,temperature, time, andmoney.

Measurement 5.5.1 Understand andapply the formulas forthe area of a triangle,parallelogram, andtrapezoid.



Measurement 5.5.2 Solve problemsinvolving perimetersand areas ofrectangles, triangles,parallelograms, andtrapezoids, usingappropriate units.


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Measurement 5.5.3 Use formulas forthe areas of rectanglesand triangles to findthe area of complexshapes by dividingthem into basicshapes.



Measurement 5.5.4 Find the surfacearea and volume ofrectangular solidsusing appropriateunits.



Measurement 5.5.5 Understand anduse the smaller andlarger units formeasuring weight(ounce, gram, and ton)and their relationshipto pounds andkilograms.



Measurement 5.5.6 Comparetemperatures inCelsius andFahrenheit, knowingthat the freezing pointof water is 0°C and32°F and that theboiling point is 100°Cand 212°F.



Measurement 5.5.7 Add and subtractwith money in decimalnotation.


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Math Standard 6: Studentscollect, display, analyze,compare, and interpretdata sets. They use theresults of probabilityexperiments to predictfuture events.


5.6.1 Explain whichtypes of displays areappropriate for varioussets of data.




5.6.2 Find the "mean, "“median”,"mode”, and"range” of a set of dataand describe whateach does and doesnot tell about the dataset.




5.6.3 Understand thatprobability can takeany value between 0and 1, events that arenot going to occurhave probability 0,events certain to occurhave probability 1, andmore likely eventshave a higherprobability than lesslikely events.




5.6.4 Expressoutcomes ofexperimentalprobability situationsverbally andnumerically (e.g., 3 outof 4, 3/4).


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Problem Solving 5.7.6 Know and applyappropriate methodsfor estimating resultsof rational-numbercomputations.









Problem Solving 5.7.9 Note the methodof finding the solutionand show a conceptualunderstanding of themethod by solvingsimilar problems.


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Grade 6


Math Standard 1: Studentscompare and orderpositive and negativeintegers, decimals,fractions, and mixednumbers. They findmultiples and factors.

Number Sense 6.1.1 Understand andapply the basicconcept of negativenumbers (e.g., on anumber line, incounting, intemperature, in“owing”).



Number Sense 6.1.2 Interpret theabsolute value of anumber as thedistance from zero ona number line, and findthe absolute value ofreal numbers.



Number Sense 6.1.3 Compare andrepresent on a numberline positive andnegative integers,fractions, decimals (tohundredths), andmixed numbers.



Number Sense 6.1.4 Convert betweenany tworepresentations ofnumbers (fractions,decimals, andpercents) without theuse of a calculator.



Number Sense 6.1.5 Recognizedecimal equivalents forcommonly usedfractions without theuse of a calculator.



Number Sense 6.1.6 Use models torepresent ratios.


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Number Sense 6.1.7 Find the leastcommon multiple andthe greatest commonfactor of wholenumbers. Use them tosolve problems withfractions (e.g., to find acommon denominatorto add two fractions orto find the reducedform for a fraction).


Math Standard 2: Students solveproblems involvingaddition, subtraction,multiplication, and divisionof integers. They solveproblems involvingfractions, decimals, ratios,proportions, andpercentages.

Computation 6.2.1 Add and subtractpositive and negativeintegers.

Word Problem Shape-Up Set1, 2, 3; Pre-Algebra Shape-Up; Basic Algebra Shape-UpSet 1 & 2


Computation 6.2.2 Multiply anddivide positive andnegative integers.



Computation 6.2.3 Multiply anddivide decimals.



Computation 6.2.4 Explain how tomultiply and dividepositive fractions andperform thecalculations.


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Computation 6.2.5 Solve problemsinvolving addition,subtraction,multiplication, anddivision of positivefractions and explainwhy a particularoperation was used fora given situation.



Computation 6.2.6 Interpret and useratios to show therelative sizes of twoquantities. Use thenotations: a/b, a to b,a:b.



Computation 6.2.7 Understandproportions and usethem to solveproblems.



Computation 6.2.8 Calculate givenpercentages ofquantities and solveproblems involvingdiscounts at sales,interest earned, andtips.



Computation 6.2.9 Use estimation todecide whetheranswers arereasonable in decimalproblems.


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Computation 6.2.10 Use mentalarithmetic to add orsubtract simplefractions and decimals.


Math Standard 3: Students writeverbal expressions andsentences as algebraicexpressions andequations. They evaluatealgebraic expressions,solve simple linearequations, and graph andinterpret their results. Theyinvestigate geometricrelationships and describethem algebraically.


6.3.1 Write and solveone-step linearequations andinequalities in onevariable and check theanswers.

Word Problem Shape-Up Set1, 2, 3;Pre-Algebra Shape-Up; Basic Algebra Shape-UpSet 1 & 2



6.3.2 Write and useformulas with up tothree variables to solveproblems.




6.3.3 Interpret andevaluate mathematicalexpressions that usegrouping symbols suchas parentheses.


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6.3.4 Use parenthesesto indicate whichoperation to performfirst when writingexpressions containingmore than two termsand differentoperations.




6.3.5 Use variables inexpressions describinggeometric quantities.




6.3.6 Apply the correctorder of operationsand the properties ofreal numbers (e.g.,identity, inverse,commutative,associative, anddistributive properties)to evaluate numericalexpressions. Justifyeach step in theprocess.




6.3.7 Identify andgraph ordered pairs inthe four quadrants ofthe coordinate plane.


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6.3.8 Solve problemsinvolving linearfunctions with integervalues. Write theequation and graph theresulting ordered pairsof integers on a grid.




6.3.9 Investigate how achange in one variablerelates to a change ina second variable.



Geometry 6.4.5 Identify and drawtwo-dimensionalshapes that aresimilar.


Math Standard 5: Studentsdeepen theirunderstanding of themeasurement of plane andsolid shapes and use thisunderstanding to solveproblems. They calculatewith temperature andmoney, and chooseappropriate units ofmeasure in other areas.

Measurement 6.5.1 Select and applyappropriate standardunits and tools tomeasure length, area,volume, weight, time,temperature, and thesize of angles.


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Measurement 6.5.9 Use a formula toconvert temperaturesbetween Celsius andFahrenheit.



Measurement 6.5.10 Add, subtract,multiply, and dividewith money in decimalnotation.


Math Standard 6: Studentscompute and analyzestatistical measures fordata sets. They determinetheoretical andexperimental probabilitiesand use them to makepredictions about events.


6.6.1 Organize anddisplay single-variabledata in appropriategraphs and stem-and-leaf plots, and explainwhich types of graphsare appropriate forvarious data sets.




6.6.2 Make frequencytables for numericaldata, grouping the datain different ways toinvestigate howdifferent groupingsdescribe the data.Understand and findrelative and cumulativefrequency for a dataset. Use histograms ofthe data and of therelative frequencydistribution, and abroken line graph forcumulative frequency,to interpret the data.


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6.6.3 Compare themean, median, andmode for a set of dataand explain whichmeasure is mostappropriate in a givencontext.




6.6.4 Show all possibleoutcomes forcompound events inan organized way andfind the theoreticalprobability of eachoutcome.




6.6.5 Use data toestimate the probabilityof future events.




6.6.6 Understand andrepresent probabilitiesas ratios, measures ofrelative frequency,decimals between 0and 1, andpercentages between0 and 100 and verifythat the probabilitiescomputed arereasonable.


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Problem Solving 6.7.2 Make and justifymathematicalconjectures based ona general descriptionof a mathematicalquestion or problem.











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Problem Solving 6.7.7 Select and applyappropriate methodsfor estimating resultsof rational-numbercomputations.



Problem Solving 6.7.8 Use graphing toestimate solutions andcheck the estimateswith analyticapproaches.






Problem Solving 6.7.10 Decide whethera solution isreasonable in thecontext of the originalsituation.





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Grade 7


Math Standard 1: Studentsunderstand and usescientific notation andsquare roots. They convertbetween fractions anddecimals.

Number Sense 7.1.1 Read, write,compare, and solveproblems using wholenumbers in scientificnotation.

Word Problem Shape-Up Set1, 2, 3; Basic AlgebraShape-Up Set 1 & 2


Number Sense 7.1.2 Compare andorder irrationalnumbers and placethem on a number line.



Number Sense 7.1.3 Identify rationaland common irrationalnumbers from a list.



Number Sense 7.1.4 Understand andcompute wholenumber powers ofwhole numbers.


Math Standard 2: Students solveproblems involvingintegers, fractions,decimals, ratios, andpercentages.

Computation 7.2.1 Solve addition,subtraction,multiplication, anddivision problems thatuse integers, fractions,decimals, andcombinations of thefour operations.



Computation 7.2.2 Calculate thepercentage increaseand decrease of aquantity.


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Computation 7.2.3 Solve problemsthat involve discounts,markups, andcommissions.



Computation 7.2.4 Use estimation todecide whetheranswers arereasonable inproblems involvingfractions and decimals.


Math Standard 3: Studentsexpress quantitativerelationships usingalgebraic terminology,expressions, equations,inequalities, and graphs.


7.3.1 Use variablesand appropriateoperations to write anexpression, a formula,an equation, or aninequality thatrepresents a verbaldescription.

Basic Algebra Shape-Up Set1 & 2



7.3.2 Write and solvetwo-step linearequations andinequalities in onevariable and check theanswers.




7.3.3 Use correctalgebraic terminology,such as variable,equation, term,coefficient, inequality,expression, andconstant.


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7.3.4 Evaluatenumerical expressionsand simplify algebraicexpressions byapplying the correctorder of operationsand the properties ofrational numbers (e.g.identity, inverse,commutative,associative,distributive). Justifyeach step in theprocess.


Math Standard 5: Studentscompare units of measureand use similarity to solveproblems. They computethe perimeter, area, andvolume of commongeometric objects and usethe results to findmeasures of less regularobjects.

Measurement 7.5.1 Comparelengths, areas,volumes, weights,capacities, times, andtemperatures withinmeasurementsystems.


Math Standard 5: Studentscompare units of measureand use similarity to solveproblems. They computethe perimeter, area, andvolume of commongeometric objects and usethe results to findmeasures of less regularobjects.

Measurement 7.5.5 Estimate andcompute the area ofmore complex orirregular two-dimensional shapes bydividing them intomore basic shapes.


Math Standard 6: Studentscollect, organize, andrepresent data sets andidentify relationshipsamong variables within adata set. They determineprobabilities and use themto make predictions aboutevents.


7.6.1 Analyze,interpret, and displaydata in appropriatebar, line, and circlegraphs and stem-and-leaf plots and justifythe choice of display.


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7.6.2 Make predictionsfrom statistical data.




7.6.3 Describe howadditional data,particularly outliers,added to a data setmay affect the mean,median, and mode.




7.6.4 Analyze datadisplays, includingways that they can bemisleading. Analyzeways in which thewording of questionscan influence surveyresults.




7.6.5 Know that if P isthe probability of anevent occurring, then 1– P is the probability ofthat event notoccurring.


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7.6.6 Understand thatthe probability of eitherone or the other of twodisjoint eventsoccurring is the sum ofthe two individualprobabilities.




7.6.7 Find the numberof possiblearrangements ofseveral objects using atree diagram.











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Problem Solving 7.7.5 Make and testconjectures by usinginductive reasoning.














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Grade 8


Math Standard 1: Students knowthe properties of rationaland irrational numbersexpressed in a variety offorms. They understandand use exponents,powers, and roots.

Number Sense 8.1.1 Read, write,compare, and solveproblems using wholenumbers in scientificnotation.



Number Sense 8.1.2 Know that everyrational number iseither a terminating orrepeating decimal andthat every irrationalnumber is anonrepeating decimal.


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Number Sense 8.1.3 Understand thatcomputations with anirrational number and arational number (otherthan zero) produce anirrational number.


Math Standard 2: Studentscompute with rationalnumbers expressed in avariety of forms. Theysolve problems involvingratios, proportions, andpercentages.

Computation 8.2.1 Add, subtract,multiply, and dividerational numbers(integers, fractions,and terminatingdecimals) in multi-stepproblems.


Math Standard 2: Studentscompute with rationalnumbers expressed in avariety of forms. Theysolve problems involvingratios, proportions, andpercentages.

Computation 8.2.2 Solve problemsby computing simpleand compoundinterest.


Math Standard 3: Students solvesimple linear equationsand inequalities. Theyinterpret and evaluateexpressions involvinginteger powers. Theygraph and interpretfunctions. They understandthe concepts of slope andrate.


8.3.1 Write and solvelinear equations andinequalities in onevariable, interpret thesolution or solutions intheir context, andverify thereasonableness of theresults.




8.3.2 Solve systems oftwo linear equationsusing the substitutionmethod and identifyapproximate solutionsgraphically.




8.3.3 Interpret positiveinteger powers asrepeated multiplicationand negative integerpowers as repeateddivision ormultiplication by themultiplicative inverse.


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8.3.4 Use the correctorder of operations tofind the values ofalgebraic expressionsinvolving powers.


Math Standard 5: Studentsconvert between units ofmeasure and use ratesand scale factors to solveproblems. They computethe perimeter, area, andvolume of geometricobjects. They investigatehow perimeter, area, andvolume are affected bychanges of scale.

Measurement 8.5.1 Convert commonmeasurements forlength, area, volume,weight, capacity, andtime to equivalentmeasurements withinthe same system.



Measurement 8.5.2 Solve simpleproblems involvingrates and derivedmeasurements forattributes such asvelocity and density.

Word Problem Shape-Up Set1, 2, 3;Pre-Algebra Shape-Up


Measurement 8.5.3 Solve problemsinvolving scale factors,area, and volumeusing ratio andproportion.


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Measurement 8.5.4 Use formulas forfinding the perimeterand area of basic two-dimensional shapesand the surface areaand volume of basicthree-dimensionalshapes, includingrectangles,parallelograms,trapezoids, triangles,circles, prisms,cylinders, spheres,cones, and pyramids.



Measurement 8.5.5 Estimate andcompute the area ofirregular two-dimensional shapesand volume of irregularthree-dimensionalobjects by breakingthem down into morebasic geometricobjects.


Math Standard 6: Studentscollect, organize,represent, and interpretrelationships in data setsthat have one or morevariables. They determineprobabilities and use themto make predictions aboutevents.


8.6.1 Identify claimsbased on statisticaldata and, in simplecases, evaluate thereasonableness of theclaims. Design a studyto investigate theclaim.


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8.6.2 Identify differentmethods of selectingsamples, analyzing thestrengths andweaknesses of eachmethod, and thepossible bias in asample or display.




8.6.3 Understand themeaning of, and beable to identify orcompute the minimumvalue, the lowerquartile, the median,the upper quartile, theinterquartile range, andthe maximum value ofa data set.




8.6.6 Understand andrecognize equally likelyevents.


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8.6.7 Find the numberof possiblearrangements ofseveral objects byusing the BasicCounting Principle.














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Problem Solving 8.7.5 Make and testconjectures by usinginductive reasoning.

















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Algebra I


Math Standard 1: Studentssimplify and compareexpressions. They userational exponents andsimplify square roots.

Operations WithReal Numbers

A1.1.1 Compare realnumber expressions




A1.1.3 Understand anduse the distributive,associative, andcommutativeproperties.




A1.1.4 Use the laws ofexponents for rationalexponents.


Math Standard 2: Students solvelinear equations andinequalities in one variable.They solve word problemsthat involve linearequations, inequalities, orformulas.

Linear Equationsand Inequalities

A1.2.1 Solve linearequations.


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A1.2.2 Solve equationsand formulas for aspecified variable.




A1.2.3 Find solutionsets of linearinequalities whenpossible numbers aregiven for the variable.




A1.2.4 Solve linearinequalities usingproperties of order.




A1.2.5 Solve combinedlinear inequalities.




A1.2.6 Solve wordproblems that involvelinear equations,formulas, andinequalities.


Math Standard 3: Studentssketch and interpretgraphs representing givensituations. Theyunderstand the concept ofa function and analyze thegraphs of functions.

Relations andFunctions

A1.3.1 Sketch areasonable graph for agiven relationship


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A1.3.2 Interpret agraph representing agiven situation.




A1.3.3 Understand theconcept of a function,decide if a givenrelation is a function,and link equations tofunctions.




A1.3.4 Find thedomain and range of arelation.


Math Standard 4: Studentsgraph linear equations andinequalities in twovariables. They writeequations of lines and findand use the slope and y-intercept of lines. They uselinear equations to modelreal data.

Graphing LinearEquations andInequalities

A1.4.1 Graph a linearequation.


Math Standard 4: Studentsgraph linear equations andinequalities in twovariables. They writeequations of lines and findand use the slope and y-intercept of lines. They uselinear equations to modelreal data.

Graphing LinearEquations andInequalities

A1.4.2 Find the slope,x-intercept, and y-intercept of a line givenits graph, its equation,or two points on theline.


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Math Standard 9: Students usea variety of strategies tosolve problems. Studentsdevelop and evaluatemathematical argumentsand proofs.

MathematicalReasoning andProblem Solving

A1.9.1 Use a variety ofproblem-solvingstrategies, such asdrawing a diagram,making a chart, guess-and-check, solving asimpler problem,writing an equation,and workingbackwards.




A1.9.2 Decide whethera solution isreasonable in thecontext of the originalsituation.




A1.9.3 Use theproperties of the realnumber system andthe order of operationsto justify the steps ofsimplifying functionsand solving equations.




A1.9.4 Understand thatthe logic of equationsolving begins with theassumption that thevariable is a numberthat satisfies theequation and that thesteps taken whensolving equationscreate new equationsthat have, in mostcases, the samesolution set as theoriginal. Understandthat similar logicapplies to solvingsystems of equationssimultaneously.




A1.9.5 Decide whethera given algebraicstatement is truealways, sometimes, ornever (statementsinvolving linear orquadratic expressions,equations, orinequalities).


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A1.9.6 Distinguishbetween inductive anddeductive reasoning,identifying andproviding examples ofeach.




A1.9.7 Identify thehypothesis andconclusion in a logicaldeduction.




A1.9.8 Usecounterexamples toshow that statementsare false, recognizingthat a singlecounterexample issufficient to prove ageneral statementfalse.


Indiana Academic Standards correlated to Merit Software … · 2015-03-03 · Merit’s Math...

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