Adult Basic Education Mathematics
Content Standards
ABE I Beginning Basic Education
Indicator A: Develops and applies number sense to solve a variety of real-life problems and to determine if the results are reasonable
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Textbooks and Resources |
Date Completed |
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A1:
Demonstrates an understanding of number meanings and relationships |
prelit
number recognition
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a.
Places numbers between 0 and 1000 on a number line |
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b.
Describes fractions (halves, thirds, fourths) as parts of a whole |
Connections 72,3 |
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c.
Distinguishes between odd and even numbers |
Skills Bank # Concepts, Lesson 7 Supplemental Even/Odd
activity |
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A2:
Recognizes relationships between real-life representations, number
names, and symbolic representation of numbers |
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a.
Expresses and reads whole numbers between 0 and 1000 as numerals |
Connections (SV pre GED)13 |
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b.
Reads and writes whole numbers between 0 and 1000 as number words |
Connections 13 |
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c.
Matches a fraction to a pictorial representation of halves, thirds,
and fourths |
Connections 72,3 |
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d.
Matches a number word to a pictorial representation of halves,
thirds, and fourths |
Connections 72,3 |
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A3:
Represents and uses numbers in equivalent forms |
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a.
Writes whole numbers between 0 and 1000 in expanded notation, e.g.,
89 = 80 + 9 |
Skills Bank # Concepts, Lesson 2 |
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b.
Makes a model to represent a fractional representation of halves,
thirds, and fourths |
Connections 73 Supplemental |
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A4:
Uses coins and currency |
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a.
Expresses equal relationships of coins and currency using pennies,
nickels, dimes, quarters, half-dollars, and bills up to $5.00 |
Skills Bank Measurement, Lesson 5 |
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A5:
Demonstrates the meaning of operations and the relationships
between them |
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a.
Explains that addition joins groups |
Skills Bank Comp.Lesson 1 Supplemental |
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b.
Explains that subtraction decreases, takes away, compares, or finds
the difference |
Contemporary’s GED 16 |
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c.
Uses addition to check subtraction problems and vise versa |
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A6:
Performs the operations of addition, subtraction, multiplication,
and division on whole numbers |
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a.
Adds and subtracts up to 500, multiplies and divides single digit
whole numbers correctly |
Connections 22-33, 34-43(only single digits) Worksheets and games |
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b.
Selects appropriate operation in addition or subtraction to solve
one-step word problems involving whole numbers up to 500 |
Connections p.32,33, 44-5 |
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c.
Selects appropriate operation in multiplication and division to
solve one-step word problems with single digit numbers |
Connections 44-5 |
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A7:
Selects and uses appropriate techniques to facilitate computation
while solving problems and determining the reasonableness of results |
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a.
Rounds whole numbers to tens and hundreds |
Connections 18 |
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b.
Uses estimation to check the reasonableness of results in solving
one-step word problems in addition and subtraction of whole numbers up to
500 |
SV
pre-GED 19 |
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c.
Uses estimation to check the reasonableness of results in solving
one-step word problems in multiplication and division of single-digit
numbers |
SV
pre-GED 19 Supplemental |
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Indicator
B: Applies data collection,
data analysis, and probability to interpret, predict, and/or solve
real-life problems |
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B1:
Constructs, reads, analyzes, and interprets tables, charts, and
graphs |
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a.
Makes and labels a graph (horizontal bar, vertical bar, circle
graph, pictograph) from data |
Skills
Bank Student Activity: Pondering Puddings |
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B2:
Predicts and measures the likelihood of events |
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a.
Collects and records data from a simple one-step probability
experiment |
Connections 215-20 Supplemental Probability
lesson |
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b.
Organizes, e.g., sorts, sequences, tallies data from a simple
one-step probability experiment |
Connections 215-20 Supplemental Probability
lesson |
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c.
Predicts the possible outcomes from a simple one-step probability
experiment |
Connections 215-20 Skills Bank Stat/Probability, Lesson
8 Supplemental Probability
lesson |
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d.
Predicts the most likely or least likely outcome in a simple
one-step probability experiment |
Connections 215-20 Supplemental Probability
lesson |
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e.
Compares the outcome of the experiment to the prediction |
Connections 215-20 Supplemental Probability
lesson |
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Indicator C: Applies algebraic concepts and methods to explore, analyze or solve real-life problems |
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C1:
Creates, describes, and extends a variety of patterns and
formulates generalizations to make predictions |
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a.
Communicates orally the description of the pattern in a series of
objects |
Supplemental
Patterns
Lesson |
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b.
Communicates orally a description of the pattern in a sequence of
numbers |
Contemporary’s GED 41-43 |
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c.
Extends a pattern using manipulatives or objects |
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d.
Extends a pattern occurring in a sequence of numbers |
Contemporary’s GED 41-43 |
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C2:
Represents and describes mathematical ordering and grouping
relationships |
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a.
Identifies the pattern in skip counting, e.g., 2, 4, 6 – add 2 to
each number |
Skills Bank Intro. to Alg, Lesson 8,
S1 |
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b.
Determines the next number in a skip counting pattern, e.g., 2, 4,
6, _____? |
Contemporary’s GED 41-43 |
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Indicator
D: Uses geometric properties,
relationships, and methods to identify, analyze and solve real-life
problems |
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D1:
Identifies and describes basic geometric shapes |
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a.
Identifies the characteristics of simple polygons, e.g., triangle,
square, rectangle |
Skills
Bank Measurement/Geometry 8,9 |
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b.
Identifies the characteristics of simple solid geometric figures,
e.g., cube and rectangular container |
Skills Bank Measurement 9 Supplemental |
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Indicator E: Applies knowledge of standard measurements to real-life situations |
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E1:
Demonstrates that a single object or event can be measured in
different ways, e.g., length, mass/weight, time, capacity, temperature,
area, volume |
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a.
Determines what attributes of an object or event are measurable |
Skills Bank Measurement 1-7 |
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b.
Identifies the appropriate type of measurement for each attribute
of an object or event |
Skills Bank Measurement 1-7 |
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E2:
Identifies the appropriate measurement with U.S. customary units
for an object or event including: |
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a.
Length – inches, feet, and yards |
Skills Bank Geometry, Lesson 1
Measurement 2 |
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b.
Capacity – cups, gallons |
Skills Bank Geometry, Lesson 2 |
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c.
Weight – ounces, pounds, tons |
Skills Bank Geometry, Lesson2 Supplemental |
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d.
Area – square unit |
Skills Bank Geometry, Lesson 6,8,9 Supplemental |
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e.
Volume – cubic unit |
Skills Bank Geometry, Lesson 10 Supplemental |
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f.
Time – second, minute, hour, day, month, year, decade, century |
Skills Bank Measurement, Lesson 3 Supplemental |
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g.
Temperature – degrees on Fahrenheit scale, degrees on Celsius
scale |
Skills Bank Meas., Lesson 4 Supplemental |
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E3:
Compares units of measurement to determine equal relationships
using U.S. customary units, e.g., 2 cups = 1 pint, 3 cups > 1 pint |
Supplemental |
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E4.
Makes estimation of measurement |
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a.
Using U.S. customary units, estimates a measurement of a given
object or event and compares the estimation to actual measurement |
Skills Bank Measurement, Student
Activity Using a Clearer Crystal Ball Supplemental |
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b.
Evaluates the reasonableness of the estimation |
Skills Bank Supplemental |
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E5:
Applies measurement |
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a.
Solves real-life problems involving measurements using U.S.
customary units |
SV pre GED p 22 Skills Bank Measurement, Lesson S2 Supplemental |
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