Senate Amendment 5029
PAG LIN
1 1 Amend Senate File 2216 as follows:
1 2 #1. Page 1, line 17, by striking the words <and
1 3 shall> and inserting the following: <and shall>.
1 4 #2. Page 1, line 19, by inserting after the word
1 5 <areas> the following: <; and shall include the
1 6 statewide core curriculum guidelines adopted pursuant
1 7 to this section>.
1 8 #3. Page 2, by inserting after line 34 the
1 9 following:
1 10 <Sec. . Section 256.7, Code Supplement 2007, is
1 11 amended by adding the following new subsection:
1 12 NEW SUBSECTION. 29. Adopt statewide core
1 13 curriculum guidelines for number sense and operations
1 14 learning standards for grades three and four which
1 15 provide that students shall be able to engage in
1 16 problem solving, communicating, reasoning, connecting,
1 17 and representing as follows:
1 18 a. Exhibit an understanding of the base ten number
1 19 system by reading, modeling, writing, and interpreting
1 20 whole numbers to at least one hundred thousand;
1 21 demonstrating an understanding of the values of the
1 22 digits; and comparing and ordering the numbers.
1 23 b. Represent, order, and compare large numbers to
1 24 at least one hundred thousand.
1 25 c. Demonstrate an understanding of fractions as
1 26 parts of unit wholes, as parts of a collection, and as
1 27 locations on the number line.
1 28 d. Select, use, and explain models to relate
1 29 common fractions and mixed numbers, find equivalent
1 30 fractions, mixed numbers, and decimals, and order
1 31 fractions.
1 32 e. Identify and generate equivalent forms of
1 33 common decimals and fractions less than one whole,
1 34 including halves, quarters, fifths, and tenths.
1 35 f. Exhibit an understanding of the base ten number
1 36 system by reading, naming, and writing decimals
1 37 between zero and one up to hundredths.
1 38 g. Recognize classes, in particular odds and
1 39 evens, factors or multiples of a given number, and
1 40 squares, to which a number may belong, and identify
1 41 the numbers in those classes, and be able to use this
1 42 recognition in the solution of problems.
1 43 h. Select, use, and explain various meanings and
1 44 models of multiplication and division of whole
1 45 numbers; understand and use the inverse relationship
1 46 between the two operations.
1 47 i. Select, use, and explain the commutative and
1 48 associative, and identity properties of operations on
1 49 whole numbers in problem situations.
1 50 j. Select and use appropriate operations,
2 1 including addition, subtraction, multiplication, and
2 2 division, to solve problems, including those involving
2 3 money.
2 4 k. Know multiplication facts through twelve
2 5 multiplied by twelve and related division facts; and
2 6 use these facts to solve related multiplication
2 7 problems and compute related problems.
2 8 l. Add and subtract up to five=digit numbers and
2 9 multiply up to three digits by two digits accurately
2 10 and efficiently.
2 11 m. Divide up to a three=digit whole number with a
2 12 single=digit divisor, with or without remainders,
2 13 accurately and efficiently; and be able to interpret
2 14 any remainders.
2 15 n. Demonstrate in the classroom an understanding
2 16 of and the ability to use the conventional algorithms
2 17 for addition and subtraction up to five=digit numbers,
2 18 and multiplication up to three digits by two digits.
2 19 o. Demonstrate in the classroom an understanding
2 20 of and the ability to use the conventional algorithm
2 21 for division of up to a three=digit whole number with
2 22 a single=digit divisor, with or without remainders.
2 23 p. Round whole numbers through one hundred
2 24 thousand to the nearest ten, one hundred, one
2 25 thousand, ten thousand, and one hundred thousand.
2 26 q. Select and use a variety of strategies,
2 27 including front=end, rounding, and regrouping, to
2 28 estimate quantities, measures, and the results of
2 29 whole=number computations up to three=digit whole
2 30 numbers and amounts of money to one thousand dollars,
2 31 and to judge the reasonableness of the answer.
2 32 r. Use concrete objects and visual models to add
2 33 and subtract common fractions.>
2 34 #4. Page 2, by inserting after line 34 the
2 35 following:
2 36 <Sec. . Section 256.7, Code Supplement 2007, is
2 37 amended by adding the following new subsection:
2 38 NEW SUBSECTION. 30. Adopt statewide core
2 39 curriculum guidelines for patterns, relations, and
2 40 algebra learning standards for grades three and four
2 41 which provide that students shall be able to engage in
2 42 problem solving, communicating, reasoning, connecting,
2 43 and representing as follows:
2 44 a. Create, describe, extend, and explain symbolic
2 45 or geometric and numeric patterns, including
2 46 multiplication patterns.
2 47 b. Use symbol and letter variables to represent
2 48 unknowns or quantities that vary in expressions and in
2 49 equations or inequalities.
2 50 c. Determine values of variables in simple
3 1 equations.
3 2 d. Use pictures, models, tables, charts, graphs,
3 3 words, number sentences, and mathematical notations to
3 4 interpret mathematical relationships.
3 5 e. Solve problems involving proportional
3 6 relationships, including unit pricing and map
3 7 interpretation.
3 8 f. Determine how change in one variable relates to
3 9 a change in a second variable, such as input=output
3 10 tables.>
3 11 #5. Page 2, by inserting after line 34 the
3 12 following:
3 13 <Sec. . Section 256.7, Code Supplement 2007, is
3 14 amended by adding the following new subsection:
3 15 NEW SUBSECTION. 31. Adopt statewide core
3 16 curriculum guidelines for geometry learning standards
3 17 for grades three and four which provide that students
3 18 shall be able to engage in problem solving,
3 19 communicating, reasoning, connecting, and representing
3 20 as follows:
3 21 a. Compare and analyze attributes and other
3 22 features, such as the number of sides, faces, corners,
3 23 right angles, diagonals, and symmetry of two=and
3 24 three=dimensional geometric shapes.
3 25 b. Describe, model, draw, compare, and classify
3 26 two=and three=dimensional shapes, such as circles,
3 27 polygons including triangles and quadrilaterals,
3 28 cubes, spheres, and pyramids.
3 29 c. Recognize similar figures.
3 30 d. Identify angles as acute, right, or obtuse.
3 31 e. Describe and draw intersecting, parallel, and
3 32 perpendicular lines.
3 33 f. Use ordered pairs of numbers or letters, graph,
3 34 locate, identify points, and describe paths such as
3 35 first quadrant.
3 36 g. Describe and apply techniques such as
3 37 reflections, rotations, and translations for
3 38 determining if two shapes are congruent.
3 39 h. Identify and describe line symmetry in
3 40 two=dimensional shapes.
3 41 i. Predict and validate the results of
3 42 partitioning, folding, and combining two=and
3 43 three=dimensional shapes.>
3 44 #6. Page 2, by inserting after line 34 the
3 45 following:
3 46 <Sec. . Section 256.7, Code Supplement 2007, is
3 47 amended by adding the following new subsection:
3 48 NEW SUBSECTION. 32. Adopt statewide core
3 49 curriculum guidelines for measurement learning
3 50 standards for grades three and four which provide that
4 1 students shall be able to engage in problem solving,
4 2 communicating, reasoning, connecting, and representing
4 3 as follows:
4 4 a. Demonstrate an understanding of such attributes
4 5 as length, area, weight, and volume, and select the
4 6 appropriate type of unit for measuring each attribute.
4 7 b. Carry out simple unit conversions within a
4 8 system of measurement, such as hours to minutes, cents
4 9 to dollars, and yards to feet or inches.
4 10 c. Identify time to the minute on analog and
4 11 digital clocks using a.m. and p.m., and compute
4 12 elapsed time using a clock and a calendar.
4 13 d. Estimate and find the area and perimeter of a
4 14 rectangle, triangle, or irregular shape using
4 15 diagrams, models, and grids or by measuring.
4 16 e. Identify and use appropriate metric and English
4 17 units and tools including rulers, angle rulers,
4 18 graduated cylinders, and thermometers to estimate,
4 19 measure, and solve problems involving length, area,
4 20 volume, weight, time, angle size, and temperature.>
4 21 #7. Page 2, by inserting after line 34 the
4 22 following:
4 23 <Sec. . Section 256.7, Code Supplement 2007, is
4 24 amended by adding the following new subsection:
4 25 NEW SUBSECTION. 33. Adopt statewide core
4 26 curriculum guidelines for data analysis, statistics,
4 27 and probability learning standards for grades three
4 28 and four which provide that students shall be able to
4 29 engage in problem solving, communicating, reasoning,
4 30 connecting, and representing as follows:
4 31 a. Collect and organize data using observations,
4 32 measurements, surveys, or experiments, and identify
4 33 appropriate ways to display the data.
4 34 b. Match a representation of a data set such as
4 35 lists, tables, or graphs, including circle graphs,
4 36 with the actual set of data.
4 37 c. Construct, draw conclusions, and make
4 38 predictions from various representations of data sets,
4 39 including tables, bar graphs, pictographs, line
4 40 graphs, line plots, and tallies.
4 41 d. Represent the possible outcomes for a simple
4 42 probability situation.
4 43 e. List and count the number of possible
4 44 combinations of objects from three sets.
4 45 f. Classify outcomes as certain, likely, unlikely,
4 46 or impossible by designing and conducting experiments
4 47 using concrete objects such as counters, number cubes,
4 48 spinners, or coins.>
4 49 #8. By renumbering as necessary.
4 50
5 1
5 2
5 3 DAVID JOHNSON
5 4 SF 2216.705 82
5 5 kh/rj/9898
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