A Blueprint for Learning

Dynamic Mathematics Curriculum

Format Code Explained

v Grade K

v Grade 1

v Grade 2

v Grade 3

v Grade 4

v Grade 5

v Grade 6

v Grade 7

v Grade 8

v Gateway Algebra

A Blueprint for Learning

The Blueprint for Learning is a companion document for the Tennessee Curriculum Standards which are located at www.tennessee.gov/education. Although the curriculum adopted by the State Board of Education in its entirety remains on the web for additional reference, this reformatted version makes the curriculum more accessible to classroom teachers.

Key features of the reformatted version are:

• All grades for each content area are provided in the same manual.
• The skills within each grade are identified as to whether they are introduced, developed, or have been mastered and are now being maintained at that level.
• The skills correlating with the state criterion referenced test (CRT) are also identified for classroom instruction.
• In the Language Arts section, the assessed skills (performance indicators) are identified not only for the state’s CRT in grades 3-8 but also for the writing assessment in grades 5 and 8.
• This guide makes the planning of instruction for students with varying abilities easier to accomplish.
• Teachers can plan and work together to improve school wide student achievement through curriculum integration across content areas and grade levels.
• Teachers can identify current grade level skills as well as those needed to prepare students for the next year.

Skills are coded and identified as Introduced (I), Developing (D), State CRT and Writing Assessed (A), and Mastered and Maintained (M).

• Introduced (I) skills are new skills presented at that grade level. Even though a skill is considered introduced at a grade level, some development would also occur.
• Developing (D) skills are skills that have been introduced at a previous grade level. At this stage of development the skills are being refined and expanded.
• Assessed (A) skills are those skills that are correlated to the state performance indicators for the CRT portion of the achievement test (grades 3-8) and the writing assessment (grades 5 and 8). The identified skills are formally assessed through the CRT; however, all skills are informally assessed in the classroom.
  
  
• For the purpose of data reporting, assessed (A) skills are grouped into categories indicating related skills and knowledge. For example, grammar, mechanics, and usage are grouped together under the grammar (G) category. Each state assessed indicator included on the Blueprint carries a legend showing that it is assessed and indicating the category in which it will be reported (e.g., Assessed/Grammar=A/G).
  
  
• Mastered and Maintained (M) indicates a skill that has been introduced, developed, and assessed. Even though a skill may be formally assessed, the development and expansion of the skill still continues.

MATHEMATICS

Kindergarten

Number and Operation

The student will identify, represent, order, and compare numbers and compute and solve problems.

Key	Reporting Category
I/D		Count how many objects are in a set (1-20).
I		Count to 50 by 1’s and 10’s.
I		Count backward from 10 to 1.
I		Match quantities up to 20 with numerals.
I/D		Identify equivalent sets of objects by one-to-one correspondence.
I		Identify and write numerals 0-20.
I		Represent quantities up to 20 on ten - frames.
I		Determine if a figure has been divided into halves.
I/D		Identify and name coins (penny, nickel, dime, quarter, and half dollar) and their values.
I		Order numbers less than 20.
I		Express the relationship between two numbers less than 20 using the words less than, more than, or equal to.
I		Identify the position of a whole number less than 20 on a number line.
I		Use the language of ordinal numbers up to tenth.
I		Use concrete objects to develop strategies for addition and subtraction of whole numbers.
I		Solve simple word problems involving whole numbers 0-10.
I		Use words, actions, pictures, or concrete objects to solve problems.
I		Use pictures or objects to show one more or one less than any number to 20.
I		Explain if the solution to a word problem is reasonable.

Algebra

The student will sort and classify objects; create, extend, and describe patterns; and represent number sentences with words, objects, and pictures.

I/D	Sort objects by color, size, shape, and kind.
I	Use mathematical terms appropriately.
I	Identify patterns in the environment, in arrangements of objects, or in pictures.