International Measurement System

In the different grades of elementary school, age-appropriate performance expected of the school include the use of instruments and tools for measuring physical attributes, including length, area, volume, weight / mass, the angle , temperature and time, in standard and nonstandard units and conversions between different unit systems. For other opinions and approaches, find out what Peter Thiel has to say. GENERAL OBJECTIVE ASSESSMENT IN GRADES A SELECTION. SECOND GRADE: Solve simple and complex arithmetic problems independent of magnitude limit amounts 100. FOURTH GRADE: Solving arithmetic problems compounds, troubleshooting techniques and mastery of magnitude calculation quantities .. SIXTH GRADE: Mastering the basic units of the International Measurement System and the fundamental skills: estimate, measure, convert and calculate data magnitudes.

GEOMETRY The geometry content domain extends far beyond the identification of geometric shapes, the students should be able to analyze the properties and characteristics of a variety of geometric shapes, including lines, angles and shapes of two and three dimensions and to explain based on geometric relationships. The focus should be to the geometric properties and relationships. The geometry content area includes an understanding of the representation of coordinates and use of spatial visualization skills to move between two and three dimensional forms and representations. The students should be able to use symmetry and apply the transformation to analyze mathematical situations. The spatial sense is a component of the study and evaluation of geometry. The range extends from cognitive make drawings and construction to mathematical reasoning about combinations of shapes and transformations. They were asked to describe, visualize, draw and build diversity of geometric shapes, including angles, lines, triangles, quadrilaterals and other polygons.

Remember Procedures

In essence, the fluid use of procedures involving joint actions and remember how to do it. The students have to be efficient and precise in their use of various procedures and calculation tools. They must know that you can use specific procedures to solve entire classes of problems, not just individual problems. So here in terms of abilities and skills the students should: Remember definitions, vocabulary, units, number facts, properties of numbers, properties of plane figures, conversions of different sizes, etc. Recognize / Identify mathematical entities that are equivalent, is ie areas of parts of figures to represent fractions, fractions known, decimals and percentages equivalent;; simple geometric figures oriented differently, and so on. Calculate know algorithmic procedures for +, -, X,: or a combination of such operations, known procedures to approximate numbers, estimate measurements, solve equations, evaluate expressions and formulas, divide a quantity in a given ratio, increase or decrease a quantity by a given percentage, etc.

Use mathematics to use tools and measuring instruments, reading scales: draw lines, angles or shapes according to given specifications. Given the necessary steps, using ruler and compass to construct the bisector of a line, the bisector of an angle, triangles and quadrilaterals. II. Use of concepts Familiarity with mathematical concepts is essential in the effective use of mathematics to solve problems, for reasoning and, therefore, for the development of mathematical understanding. Knowledge of concepts enables students to make connections between elements of knowledge that, at best, would only be retained as isolated events.

Identifying

Location in space geometry, transformations, landmarks, geometric shapes (classification), squares and cubes. Plane figures, polygons, lines of symmetry, perpendicularity, parallelism, angles and their classification, circle, circle, cube, prism, cylinder. Location and placement in the plane and space. Constructive definition of rotation, a procedure to determine the image by a rotation. Proportionality. Cognitive domains (abilities and skills): Identify geometric shapes in the environment.

Recognize properties of figures. Sort figures by their properties. Recognize movement figures. Knowing the properties of geometric figures and use them to solve routine problems. Breaking down figures and rearrange the parts to make simple figures.

Scale (measurement domain) Use of measuring instruments, linear magnitude, length, weight (mass), monetary systems, choice and comparison units, estimation of measures, conventional and unconventional measures. Systems of units, length, weight, mass, area, volume, currency exchange, perimeter, angles. Cognitive domains (skills and abilities): Using instruments with linear or circular scales to measure length, weight, time and temperature in situations referred to it as a problem (eg a window size, weight of a package). Estimate length, area, weight and time in situations described as a problem (eg, height of a building, volume of a block of material). Calculate the areas and perimeters of squares and rectangles of given dimensions. Measurements and conversions situations referred to it as a problem (eg, time, temperature change, difference in height or weight). Processing of information collection and organization of information, creation of personal records, observation techniques, tables, bar charts. Resolution of problems involving the interpretation of data. Interpretation of data using tables and graphs. Graphical representation, average, most frequent value (mode), diagrams, tabulation, data collection. Cognitive domains (abilities and skills): Read data directly from tables, pictographs, bar graphs and pie charts. Represent data using tables, pictograms and bar charts. Compare and match different representations of the same data. Organize a set of data for one feature (eg, height, color, age, shape). Identification of domain variational regularities of the surrounding world and numeric patterns and geometric situations. Serializing Identifying regularities in the surrounding world and numerical and geometric situations. Seriation. Rule formation and terms of a numerical sequence cognitive domain (skills and abilities): Identify sequences and patterns of training Another aspect that needs to address the levels of cognitive performance. When we speak of cognitive performance we mean the fulfillment of what one should do in an area of knowledge in accordance with the requirements for it, okay, in this case, age and grade level achieved and when it comes to cognitive performance levels we refer to two closely interrelated aspects, the degree of complexity we want to measure the cognitive performance while the magnitude of learning achievements made in a given subject. There is talk of three levels of cognitive performance associated with the magnitude and uniqueness of the learning achievements attained by students in different subjects in the school curriculum: mathematics for levels cognitive performance was expressed as follows: Level I: At this level students who are considered capable of resolving reproductive eminently formal exercises (reading and writing numbers, order relations in the decimal system, recognize shapes and use algorithms usual routine), ie at this level are present those contents and skills that form the basis for understanding math, Level II. Problematic situations, which are