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K1st2nd (38/65 or 58% of questions on CST) 3rd (32/65 or 49% of questions on CST) 1.0* Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
2.0 Students understand and describe simple additions and subtractions:
2.1* Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
3.0 Students use estimation strategies in computation and problem solving that
involve numbers that use the ones and tens places:
3.1 Recognize when an estimate is reasonable.1.0 Students understand and use numbers up to 100:
1.1* Count, read, and write whole numbers to 100.
1.2* Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be repre-sented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 - 2, 11 - 3).
1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.
2.0 Students demonstrate the meaning of addition and subtraction and use these
operations to solve problems:
2.1* Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.
2.2* Use the inverse relationship between addition and subtraction to solve problems.
2.3* Identify one more than, one less than, 10 more than, and 10 less than a given number.
2.4* Count by 2s, 5s, and 10s to 100.
2.5* Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
2.6 Solve addition and subtraction problems with one- and two-digit numbers (e.g., 5 + 58 = __).
2.7 Find the sum of three one-digit numbers.
3.0 Students use estimation strategies in computation and problem solving that
involve numbers that use the ones, tens, and hundreds places:
3.1 Make reasonable estimates when comparing larger or smaller numbers.1.0 Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000:
1.1* Count, read, and write whole numbers to 1,000 and identify the place value for each digit.
1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).
1.3* Order and compare whole numbers to 1,000 by using the symbols <, =, >.
2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers:
2.1* Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions.
2.2* Find the sum or difference of two whole numbers up to three digits long.
2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.
3.0* Students model and solve simple problems involving multiplication and division:
3.1*Use repeated addition, arrays, and counting by multiples to do multiplication.
3.2* Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.
3.3* Know the multiplication tables of 2s, 5s, and 10s (to times 10) and commit them to memory.
4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole:
4.1* Recognize, name, and compare unit fractions from 1 /12 to 1 /2.
4.2* Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).
4.3* Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.
5.0 Students model and solve problems by representing, adding, and subtracting amounts of money:
5.1* Solve problems using combinations of coins and bills.
5.2* Know and use the decimal notation and the dollar and cent symbols for money.
6.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places:
6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch).1.0 Students understand the place value of whole numbers:
1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
1.3* Identify the places value for each digit in numbers to 10,000.
1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
1.5* Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).
2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:
2.1* Find the sum or difference of two whole numbers between 0 and 10,000.
2.2* Memorize to automaticity the multiplication table for numbers between 1 and 10.
2.3* Use the inverse relationship of multiplication and division to compute and check results.
2.4* Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 x 3 = __).
2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 5 = __).
2.6 Understand the special properties of 0 and 1 in multiplication and division.
2.7 Determine the unit cost when given the total cost and number of units.
2.8 Solve problems that require two or more of the skills mentioned above.
3.0 Students understand the relationship between whole numbers, simple fractions, and decimals:
3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3 /8 is larger than 1 /4).
3.2* Add and subtract simple fractions (e.g., determine that 1/8 + 3/8 is the same as 1/2).
3.3* Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1 /2 of a dollar, 75 cents is 3 /4 of a dollar).MATHEMATICS NUMBER SENSE
4th (31/65 or 48% of questions on CST)5th (29/65 or 45% of questions on CST) 6th (25/65 or 39% of questions on CST) 7th (22/65 or 34% of questions on CST) 1.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
1.1* Read and write whole numbers in the millions.
1.2* Order and compare whole numbers and decimals to two decimal places.
1.3* Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
1.4* Decide when a rounded solution is called for and explain why such a solution may be appropriate.
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1 /2 = 0.5 or .50; 7 /4 = 1 3 /4 = 1.75).
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
1.8* Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in owing).
1.9* Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.
3.0* Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
3.1* Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multi-digit numbers.
3.2* Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results.
3.3* Solve problems involving multiplication of multi-digit numbers by two-digit numbers.
3.4* Solve problems involving division of multi-digit numbers by one-digit numbers.
4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 X 3 = 2 X 6 = 2 X 2 X3).
4.2* Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers:
1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers.
1.2* Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.
1.3 Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication.
1.4* Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 2 x 3).
1.5* Identify and represent on a number line decimals, fractions, mixed numbers, and
positive and negative integers.
2.0 Students perform calculations and solve problems involving addition, subtraction,
and simple multiplication and division of fractions and decimals:
2.1* Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results.
2.2* Demonstrate proficiency with division, including division with positive decimals and long division with multi-digit divisors.
2.3* Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.
2.4 Understand the concept of multiplication and division of fractions.
2.5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.1.0* Students compare and order positive and negative fractions, decimals, and mixed numbers. Students solve problems involving fractions, ratios, proportions, and percentages:
1.1* Compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line.
1.2* Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a: b).
1.3* Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/21, find the length of a side of a polygon similar to a known polygon). Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse.
1.4* Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips.
2.0* Students calculate and solve problems involving addition, subtraction, multiplication, and division:
2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given
situation.
2.2 Explain the meaning of multiplication and division of positive fractions and per-form the calculations (e.g., 5/8 15/16 = 5/8 x 16 /15 = 2 /3).
2.3* Solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations, that use positive and negative integers and combinations of these operations.
2.4* Determine the least common multiple and the greatest common divisor of whole numbers; use them to solve problems with fractions (e.g., to find a common
denominator to add two fractions or to find the reduced form for a fraction).1.0 Students know the properties of, and compute with, rational numbers ex-pressed
in a variety of forms: (14 HSEE)
1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation. (1 HSEE)
1.2* Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. (3 HSEE)
1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. (2 HSEE)
1.4* Differentiate between rational and irrational numbers.
1.5* Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions.
1.6 Calculate the percentage of increases and decreases of a quantity. (1 HSEE)
1.7* Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. (2HSEE)
2.0 Students use exponents, powers, and roots and use exponents in working with fractions:
2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. (1HSEE)
2.2*Add and subtract fractions by using factoring to find common denominators.
2.3* Multiply, divide, and simplify rational numbers by using exponent rules. (1HSEE)
2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why. (1HSEE)
2.5* Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers. (1HSEE)MATHEMATICS ALGEBRA & FUNCTIONS
K2nd (6/65 or 9% of questions on CST) 3rd (12/65 or 18% of questions on CST) 4th (18/65 or 28% of questions on CST) 1.0 Students sort and classify objects:
1.1* Identify, sort, and classify objects by attribute and identify objects that do not
belong to a particular group (e.g., all these balls are green, those are red).1.0 Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:
1.1* Use the commutative and associative rules to simplify mental calculations and to check results.
1.2 Relate problem situations to number sentences involving addition and subtraction.
1.3 Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences.1.0 Students select appropriate symbols, operations, and properties to represent,
describe, simplify, and solve simple number relationships:
1.1* Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.
1.2 Solve problems involving numeric equations or inequalities.
1.3 Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).
1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).
1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if
5 x 7 = 35, then what is 7 x 5? And if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).
2.0 Students represent simple functional relationships:
2.1* Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).
2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).1.0 Students use and interpret variables, mathematical symbols, and properties to
write and simplify expressions and sentences:
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions
or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
1.2* Interpret and evaluate mathematical expressions that now use parentheses.
1.3* Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.
1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships.
1.5* Understand that an equation such as y = 3x + 5 is a prescription for determining
a second number when a first number is given.
2.0* Students know how to manipulate equations:
2.1* Know and understand that equals added to equals are equal.
2.2* Know and understand that equals multiplied by equals are equal.1st1.0 Students use number sentences with operational symbols and expressions to solve problems:
1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
1.2 Understand the meaning of the symbols +, -, =.
1.3 Create problem situations that might lead to given number sentences involving
addition and subtraction.
MATHEMATICS ALGEBRA & FUNCTIONS
5th (17/65 or 26% of questions on CST) 6th (19/65 or 29% of questions on CST) 7th (25/65 or 38% of questions on CST) 1.0 Students use variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret the results:
1.1 Use information taken from a graph or equation to answer questions about a
problem situation.
1.2* Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.
1.3 Know and use the distributive property in equations and expressions with variables.
1.4* Identify and graph ordered pairs in the four quadrants of the coordinate plane.
1.5* Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid.1.0 Students write verbal expressions and sentences as algebraic expressions and equations; they evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results:
1.1* Write and solve one-step linear equations in one variable.
1.2 Write and evaluate an algebraic expression for a given situation, using up to three variables.
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process.
1.4 Solve problems manually by using the correct order of operations or by using a scientific calculator.
2.0 Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions:
2.1 Convert one unit of measurement to another (e.g., from feet to miles, from centimeters to inches).
2.2* Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity.
2.3 Solve problems involving rates, average speed, distance, and time.
3.0 Students investigate geometric patterns and describe them algebraically:
3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A = 1 /2 bh, C = d, the formulas for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively).
3.2 Express in symbolic form simple relationships arising from geometry.1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs: (17 items HSEE)
1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A). (2 HSEE)
1.2 Use the correct order of operations to evaluate algebraic expressions such as
3(2x + 5). (1 HSEE)
1.3* Simplify numerical expressions by applying properties of rational numbers
(e.g., identity, inverse, distributive, associative, commutative) and justify the
process used.
1.4 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly.
1.5 Represent quantitative relationships graphically and interpret the meaning of a
specific part of a graph in the situation represented by the graph. (3 HSEE)
2.0 Students interpret and evaluate expressions involving integer powers and simple roots:
2.1 Interpret positive whole-number powers as repeated multiplication and negative
whole-number powers as repeated division or multiplication by the multiplicative
inverse. Simplify and evaluate expressions that include exponents. (1 HSEE)
2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. (1 HSEE)
3.0 Students graph and interpret linear and some nonlinear functions:
3.1 Graph functions of the form y = nx and y = nx and use in solving problems.(1 HSEE)
3.2 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths).
3.3* Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (rise over run) is called the slope of a graph. (2 HSEE)
3.4* Plot the values of quantities whose ratios are always the same (e.g., cost to the
number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. (1 HSEE)
4.0* Students solve simple linear equations and inequalities over the rational numbers:
4.1* Solve two-step linear equations and inequalities in one variable over the rational
numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results. (3 HSEE)
4.2* Solve multi-step problems involving rate, average speed, distance, and time or a direct variation. (2 HSEE)
MATHEMATICS MEASUREMENT & GEOMETRY
K 1st2nd (14/65 or 22% of questions on CST)3rd (16/65 or 25% of questions on CST)1.0* Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
1.3 Name the days of the week.
1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 oclock; bedtime is 8 oclock at night).
2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).1.0 Students use direct com-parison and nonstandard units to describe the measurements of objects:
1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a non-standard unit.
1.2 Tell time to the nearest half -hour and relate time to events (e.g., before/after, shorter/longer).
2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space:
2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.
2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.
2.3 Give and follow directions about location.
2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured:
1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.
1.2 Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.
1.3* Measure the length of an object to the nearest inch and/or centimeter.
1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).
1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).
2.0* Students identify and describe the attributes of common figures in the plane and of common objects in space:
2.1* Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices.
2.2* Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle).1.0 Students choose and use appropriate units and measurement tools to quantify
the properties of objects:
1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
1.2* Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
1.3* Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
2.0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:
2.1* Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
2.2* Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).
2.3* Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).
2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.
2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
2.6 Identify common solid objects that are the components needed to make a more complex solid object.
MATHEMATICS MEASUREMENT & GEOMETRY
4th (12/65 or 18% of questions on CST) 5th (15/65 or 23% of questions on CST) 6th (10/65 or 15% of questions on CST) 7th (13/65 or 20% of questions onCST) 1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm), square meter (m), square kilometer (km ), square inch (in), square yard (yd), or square mile (mi).
1.2 Recognize that rectangles that have the same area can have different perimeters.
1.3 Understand that rectangles that have the same perimeter can have different areas.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.
2.0* Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
2.1* Draw the points corresponding to linear relation-ships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line).
2.2* Understand that the length of a horizontal line segment equals the difference of the x-coordinates.
2.3* Understand that the length of a vertical line segment equals the difference of the y-coordinates.
3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:
3.1 Identify lines that are parallel and perpendicular.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Under-stand that 90, 180, 270, and 360 are associated, respectively, with 1/4,
1/2, 3/4, and full turns.
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).1.0 Students understand and compute the volumes and areas of simple objects:
1.1* Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i.e., two of the same triangles make a parallelogram with twice the area; a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram).
1.2* Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects.
1.3* Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm], cubic meter [m], cubic inch [in], cubic yard [yd]) to compute the volume of rectangular solids.
1.4 Differentiate between, and use appropriate units of measures for, two- and three-dimensional objects (i.e., find the perimeter, area, or volume).
2.0 Students identify, describe, and classify the properties of, and the relationships between, plane and solid geometric figures:
2.1* Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straight-edge, ruler, compass, protractor, drawing software).
2.2* Know that the sum of the angles of any triangle is 180 and the sum of the angles of any quadrilateral is 360 and use this information to solve problems.
2.3 Visualize and draw 2-dimension-al views of three-dimensional objects made from rectangular solids.1.0 Students deepen their understanding of the measure-ment of plane and solid shapes and use this understanding to solve problems:
1.1* Understand the concept of a constant such as ; know the formulas for the circumference and area of a circle.
1.2 Know common estimates of (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements.
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid.
2.0 Students identify and describe the properties of two-dimensional figures:
2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms.
2.2* Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle.
2.3 Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle).1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: (17 items HSEE)
1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters). (2 HSEE)
1.2 Construct and read drawings and models made to scale.(1 HSEE)
1.3* Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer. (2 HSEE)
2.0 Students compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale:
2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders. (3 HSEE)
2.2 Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking the figures down into more basic geometric objects.(2 HSEE)
2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor. (1 HSEE)
2.4 Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft ] = [144 in], 1 cubic inch is approximately 16.38 cubic centimeters or [1 in] = [16.38 cm]). (1 HSEE)
3.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures:
3.1 Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge.
3.2 Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections. (2 HSEE)
3.3* Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. (2 HSEE)
3.4* Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures. (1 HSEE)
3.5 Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones.
3.6* Identify elements of 3-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect).
MATHEMATICS STATISTICS, DATA ANALYSIS, AND PROBABILITY
K 2nd (7/65 or 11% of questions on CST) 3rd (5/65 or 8% of questions on CST)4th (4/65 or 6% of questions on CST) 1.0 Students collect information about objects and events in their environment:
1.1 Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
1.2* Identify, describe, and extend simple patterns (such as circles or triangles) by
referring to their shapes, sizes, or colors.1.0* Students collect numerical data and record, organize, display, and interpret the
data on bar graphs and other representations:
1.1 Record numerical data in systematic ways, keeping track of what has been counted.
1.2 Represent the same data set in more than one way (e.g., bar graphs and charts with
tallies).
1.3 Identify features of data sets (range and mode).
1.4 Ask and answer simple questions related to data representations.
2.0* Students demonstrate an understanding of patterns and how patterns grow
and describe them in general ways:
2.1 Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 . . . ; the number of ears on one horse, two horses, three horses, four horses).
2.2 Solve problems involving simple number patterns.1.0 Students conduct simple probability experiments by determining the number
of possible outcomes and make simple predictions:
1.1 Identify whether common events are certain, likely, unlikely, or improbable.
1.2* Record the possible outcomes for a simple event (e.g., tossing a coin and systematically
keep track of the outcomes when the event is repeated many times.
1.3* Summarize and display the results of probability experiments in a clear and organized
way (e.g., use a bar graph or a line plot).
1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).1.0 Students organize, represent, and interpret numerical and categorical data and
clearly communicate their findings:
1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any
apparent outliers for numerical data sets.
1.3 Interpret one- and two-variable data graphs to answer questions about a situation.
2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
2.2 Express outcomes of experimental probability situations verbally and numerically
(e.g., 3 out of 4; 3/4).1st1.0 Students organize, represent, and compare data by category on simple graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.
2.0 Students sort objects and create and describe patterns by numbers, shapes,
sizes, rhythms, or colors:
2.1* Describe, extend, and explain ways to get to a next element in simple repeating
patterns (e.g., rhythmic, numeric, color, and shape).
MATHEMATICS STATISTICS, DATA ANALYSIS, AND PROBABILITY
5th (4/65 or 6% of questions on CST)6th (11/65 or 17% of questions on CST) 7th (5/65 or 8% of questions on CST)1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes:
1.1Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.
1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.
1.3 Use fractions and percentages to compare data sets of different sizes.
1.4* Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph.
1.5* Know how to write ordered pairs correctly; for example, (x, y).1.0 Students compute and analyze statistical measurements for data sets:
1.1 Compute the range, mean, median, and mode of data sets.
1.2 Understand how additional data added to data sets may affect these computations of measures of central tendency.
1.3 Understand how the inclusion or exclusion of outliers affects measures of central
tendency.
1.4 Know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given context.
2.0 Students use data samples of a population and describe the characteristics
and limitations of the samples:
2.1 Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample.
2.2* Identify different ways of selecting a sample (e.g., convenience sampling, responses to a survey, random sampling) and which method makes a sample more representative for a population.
2.3* Analyze data displays and explain why the way in which the question was asked
might have influenced the results obtained and why the way in which the results
were displayed might have influenced the conclusions reached.
2.4* Identify data that represent sampling errors and explain why the sample (and the
display) might be biased.
2.5* Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims.
3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events:
3.1* Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome.
3.2 Use data to estimate the probability of future events (e.g., batting averages or
number of accidents per mile driven).
3.3* Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1-P is the probability of an
event not occurring.
3.4 Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following
another, in independent trials, is the product of the two probabilities.
3.5* Understand the difference between independent and dependent events.1.0 Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand
and through the use of an electronic spreadsheet software program: (6 items HSEE)
1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot; use the forms to display a single set of data or to compare two sets of data. (2 HSEE)
1.2 Represent two numerical variables on a scatter-plot and informally describe how the
data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level). (2 HSEE)
1.3*Understand the meaning of, and be able to compute, the minimum, the lower
quartile, the median, the upper quartile, and the maximum of a data set. (2 HSEE)
MATHEMATICS MATHEMATICAL REASONING
K1st2nd 3rd1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
2.0 Students solve problems in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the
problem.1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Explain the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students note connections between one problem and another.1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Defend the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
3.0 Students note connections between one problem and another.1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
MATHEMATICS MATHEMATICAL REASONING
4th5th6th7th1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relation-ships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from
irrelevant information, sequencing and prioritizing information, and observing
patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical
notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems
and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context
of the problem.
3.0 Students move beyond a particular problem by generalizing to other
situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and
prioritizing information, and observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general description
of the mathematical question or problem posed.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.
2.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.5 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.6 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.7 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing
of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem situations.1.0 Students make decisions about how to approach problems: (8 items plus integrated into other strands HSEE)
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. (2 HSEE)
1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. (1 HSEE)
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results. (1 HSEE)
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. (1 HSEE)
2.4 Make and test conjectures by using both inductive and deductive reasoning. (1 HSEE)
2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.6 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.8 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations:
3.1Evaluate the reasonableness of the solution in the context of the original situation. (1 HSEE)
3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. (1 HSEE)
Algebra I (HSEE 12 Items)
1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable:
1.1 Students use properties of numbers to demonstrate whether assertions are true or false.
2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents. (1 HSEE)
3.0 Students solve equations and inequalities involving absolute values. (1HSEE)
4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.
(2 HSEE)
5.0 Students solve multi-step problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. (1 HSEE)
6.0 Students graph a linear equation and compute the x- and y-intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4). (2 HSEE)
7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula. (1 HSEE)
8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. (1 HSEE)
9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. (1 HSEE)
10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques. (1 HSEE)
11.0 Students apply basic factoring techniques to second- and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.
12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.
13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques.
14.0 Students solve a quadratic equation by factoring or completing the square.
15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. (1 HSEE)
16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions.
17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.
18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.
19.0 Students know the quadratic formula and are familiar with its proof by completing the square.
20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations.
21.0 Students graph quadratic functions and know that their roots are the x-intercepts.
22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.
23.0 Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.
24.0 Students use and know simple aspects of a logical argument:
24.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each.
24.2 Students identify the hypothesis and conclusion in logical deduction.
24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion.
25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements:
25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions.
25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step.
25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true sometimes, always, or never.CURRICULUM CALIBRATION: ___LA ___MATH ___SCIENCE ___SOC SCI
GRADE PER CALIFORNIA CONTENT STANDARDSGRADEK123456789101112TOTALGRADE IN WHICH THE STUDENT WORK WAS COLLECTEDK1234567891011
12
DataWorks Educational Research HYPERLINK mailto:staff@dataworks-ed.com staff@dataworks-ed.com 559 834 2449 FILENAME \p C:\WINDOWS\TEMP\mso3C.doc
* Emphasized Standard HSEE- High School Exit Exam CST- California Standards Test - PAGE 12 -
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