This project is a leadership activity funded by a grant from
the Nevada State Department of Education, Workforce Investment Act, Title II
(Adult Education and Family Literacy). There is no discrimination or denial of
participation on the basis of gender, race, national origin, color, disability,
age, or sexual orientation.
Note: This document has been excerpted or adapted from its original format for functional purposes within the warehouse. As a result, the formatting does not match the original. To obtain the full original document and supplementary materials, please visit the state's website at: http://www.literacynet.org/nevada/standards/index.htm
Last Update 9/07
Table of Contents
ACKNOWLEDGEMENTS
OVERVIEW
RESEARCH ON ADULT READING INSTRUCTION
NRS Beginning ABE Literacy Level 1: CASAS
Beginning Literacy/Pre-Beginning Level A
MATH STANDARD 1: NUMBER/NUMBER SENSE
MATH STANDARD 2: NUMBER VALUE AND BASIC
COMPUTATION
MATH STANDARD 3: MEASUREMENT
MATH STANDARD 4: GEOMETRIC STRATEGIES
MATH STANDARD 5: MONEY
NRS Beginning Basic Education Level 2: CASAS
Beginning Basic Skills Level B
MATH STANDARD 1: NUMBER SENSE
MATH STANDARD 2: NUMBER SYSTEMS
MATH STANDARD 3: MATH OPERATIONS
MATH STANDARD 4: WORD PROBLEMS
MATH STANDARD 5: ESTIMATION AND MEASUREMENT
MATH STANDARD 6: GRAPHS, DIAGRAMS, AND
CHARTS
MATH STANDARD 7: PATTERNS, RELATIONS, AND
FUNCTIONS
MATH STANDARD 8: MONEY PROBLEMS
NRS Intermediate Low Basic Education Level
3: CASAS Intermediate Basic Skills Level B
MATH STANDARD 1: WHOLE NUMBERS
MATH STANDARD 2: FRACTIONS
MATH STANDARD 3: DECIMALS
MATH STANDARD 4: ESTIMATION
MATH STANDARD 5: NUMBER THEORIES
MATH STANDARD 6: MEASUREMENT
MATH STANDARD 7: GEOMETRY
MATH STANDARD 8: ALGEBRA
MATH STANDARD 9: GRAPHS, CHARTS, AND MAPS
MATH STANDARD 10: PROBLEM SOLVING
MATH STANDARD 11: CONSUMER MATH SKILLS
NRS Intermediate High Basic Education Level
4: CASAS Advanced Basic Skills Level C
MATH STANDARD 1: FRACTIONS
MATH STANDARD 2: DECIMALS
MATH STANDARD 3: RATIOS AND PROPORTIONS
MATH STANDARD 4: PERCENTS
MATH STANDARD 5: INTEGERS
MATH STANDARD 6: GEOMETRY
MATH STANDARD 7: ESTIMATION
MATH STANDARD 8: MEASUREMENT
MATH STANDARD 9: COMPREHENSION AND
APPLICATION OF THEORIES
MATH STANDARD 10: GRAPHS, CHARTS, AND MAPS
MATH STANDARD 11: CONSUMER MATH SKILLS
Acknowledgements
Acknowledgement and gratitude are given to the following for
their participation in the development of Nevada’s Adult Basic Education Standards:
Claudia Bianca-DeBay, NV ABE CASAS Manager /National
Trainer/ Instructional Resources Specialist and member of the CASAS Consortium
Content Standards Technical Advisory Project Committee
Dawnne Ernette, ABE/ESL Instructor, Truckee Meadows
Community College
Paula Kizis, Literacy Coordinator/Instructor, Truckee Meadows Community College
Linda Schneider-Erger, Literacy Coordinator/Instructor, Truckee Meadows Community College
Sheila Fairbairn, Independent Educational Consultant and
18-24 Initiative GED Online Registration Coordinator, Las Vegas
Martha Gustafson, Senior Program Specialist, CASAS, San Diego, California
CASAS Consortium Content Standards Technical Advisory
Project Committee
National Institute for Literacy
The Nevada ABE Standards were developed in part by the
following states’ existing standards:
Arizona
California
Connecticut
Florida
Iowa
Oregon
Texas
Nevada’s
content standards for adult basic education arose from a need to establish a
common set of content standards for adult education programs throughout Nevada that would define
important basic skills for ABE learners in the areas of reading, writing, mathematics
and computer basic skills.
These standards have been aligned
to the NRS Levels, the CASAS Levels, the CASAS Scale
Score Range,
and the CASAS assessments. The CASAS competencies provide the functional life
skill context through which basic skills can be presented. The competencies
chosen cover generic life skills, employability and workplace skills, as well
as skills needed to function effectively in the community. The CASAS
assessments provide the measure of proficiency in these basic skills.
The CASAS assessments and
competencies work together to create an integrated system for an effective
adult basics skills learning continuum. The alignment of the CASAS level, CASAS
scale score range, and the NRS levels for ABE shows the relationship between each.
Findings from the adult reading
instruction research indicate that adults can experience difficulties with any
of the following crucial aspects of reading: phonemic awareness, fluency, vocabulary, and comprehension.
Phonemic
Awareness: Adult non-readers have virtually no phonemic awareness ability
and are unable to consistently perform almost all phonemic awareness
tasks. They also have poor phonics and word analysis knowledge. Research
evidence indicates that adults can be taught word analysis skills within ABE
programs as well as phonemic awareness (disabled readers are the exception).
Fluency:
Fluency can be problematic for adults learners at any level (beginning,
intermediate, or advanced). Although little research has been done on this
topic, emerging principles indicate that fluency practice may lead to increased
reading achievement using approaches that include repeated reading of words and
passages of text.
Vocabulary:
Although there is scant research on this aspect of reading for adult learners,
a trend is emerging that suggests that the adult learner’s vocabulary knowledge
is dependent on reading ability, and contexts that are more interesting or
engaging (e.g., workplace or family contexts) may be especially useful for
vocabulary instruction.
Comprehension:
Adult learners in ABE programs often have poor functional literacy
comprehension achievement. Although they may be able to recall ideas from
simple stories, they are often unable to integrate and synthesize information
from longer or more complex texts. ABE adults need to be taught specific
comprehension strategies along with instruction in other components of reading
in order to improve reading comprehension. Additionally, the use of adult-orientated
material is an effective way to help improve comprehension.
This synopsis of information was
extracted from the Research-Based Principles for Adult Basic Education Reading
Instruction, authored by John Kruidenier, Ed.D., provided by RMC Research
Corporation, Portsmouth, New Hampshire, produced under the National
Institute for Literacy in September 2002 (www.nifl.gov/partnershipforreading/publications/html/adult_ed_1.html)
.
NRS Beginning ABE Literacy
Level: 1 CASAS Beginning
Literacy/Pre-Beginning Level A
Reading & Math Scale
Score Ranges: 200 and Below; Writing 136-200
CASAS
Assessments: Life Skills Reading 27, 28; LW Reading Forms 81, 81X, 82,82X;
ECS Reading Forms 11, 12; Life Skills Math Forms 31, 32; ECS Math Forms 11,
12
CASAS Skill Level Descriptors: Very
limited ability to read or write. Persons at the upper end of this score range
can read and write numbers and letters and simple words and phrases related to
immediate needs. Can provide very basic personal identification in written form
such as on job applications. Can handle routine entry level jobs that require
only basic written communication.
MATH STANDARD
1: Number / Number Sense
The student will demonstrate pre-computational skills. Upon
exiting the Beginning Literacy/pre-beginning level, the student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards / Indicators
|
|
1. Identify and write numbers 0-100
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Computation
*6.0.1 Identify
and classify numeric symbols
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.6.1 Convert
units of U.S.
standard measurement and metric system
*6.6.6 Calculate
with units of time
|
|
2. Read and write word for numbers 1-20
|
|
|
3. Count numbers in sequence
|
Computation
*6.0.1 Identify
and classify numeric symbols
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
4. Interpret basic math vocabulary (more,
less, same as, above, below, between, in, out, over and under)
|
Consumer Economics
1.1.3 Interpret
maps and graphs
1.9.4 Interpret
maps related to driving
Community Resources
*2.2.5 Use maps
relating to travel needs
|
|
5.
Locate numbers on a number line
|
Consumer Economics
1.1.3 Interpret
maps and graphs
*1.1.5 Interpret
temperatures
Computation
6.7.1 Interpret
data given in a line graph
|
|
6.
Identify simple patterns (i.e. group by
shape, color, size)
|
*Currently, there are no
CASAS
competencies that directly
address this
indicator.
|
|
7. Identify simple number schemes
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Community Resources
*2.3.1 Interpret
clock time
2.5.6 Use
library services
Employment
4.5.3 Demonstrate
ability to use a filing system or other ordered system (e.g., coded or
numbered)
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
Learning to Learn
7.4.6 Use indexes and tables of contents
|
MATH STANDARD
2: Number Value and Basic Computation
The
student will show awareness of ways numbers are represented and used in the
real world and can demonstrate reasonable proficiency in solving addition and
subtraction problems. Upon exiting the Beginning literacy/pre-beginning level,
the student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards / Indicators
|
|
1.
Use ordinal numbers 1st – 10th
|
*Currently, there are no
CASAS
competencies that directly
address this
indicator. However, teachers
and
tutors can integrate the use of ordinal numbers with many
of the mathematics competencies being covered.
|
|
2.
Count by 2’s, 5’s, 10’s
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.1.1 Add whole
numbers
6.1.3 Multiply
whole numbers
|
|
3.
Explain the concept of addition
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.6.4 Check
sales receipts
Community Resources
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.4 Determine
appropriate operation to apply to a given problem
6.1.1 Add whole
numbers
|
|
4.
Solve 1 and 2 digit addition problems (vertical or horizontal notation)
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.1.1 Add whole
numbers
|
|
5.
Explain the concept of subtraction
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Community Resources
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.4 Determine
appropriate operation to apply to a given problem
6.1.2 Subtract
whole numbers
|
|
6.
Solve 1 and 2 digit subtraction problems (vertical or horizontal notation)
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.1.2 Subtract
whole numbers
|
|
7.
Select the right operation to solve addition and subtraction problems
|
Computation
6.0.3 Identify
information needed to solve a given problem
6.0.4 Determine
appropriate operation to apply to a given problem
6.1.1 Add whole
numbers
6.1.2 Subtract
whole numbers
|
|
8.
Solve real world problems using different addition methods (manipulatives,
mental math, paper and pencil)
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Consumer Economics
1.2.4 Compute
unit pricing
1.3.6 Use
coin-operated machines
1.6.4 Check
sales receipts
Community Resources
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
6.1.1 Add whole
numbers
|
|
9.
Add three one digit numbers
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
6.1.1 Add whole
numbers
|
|
10.
Recall addition facts
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
6.0.4 Determine
appropriate operation to apply to a given problem
6.1.1 Add whole
numbers
|
|
11.
Recall subtraction facts
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
6.0.4 Determine
appropriate operation to apply to a given problem
6.1.2 Subtract
whole numbers
|
MATH STANDARD
3: Measurement
The student will be able to identify, select and use
appropriate measurement tools and be able to apply measurement in realistic
situations. Upon exiting the beginning literacy/pre-beginning level, the
student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards /
Indicators
|
|
1.
Use U.S. units such as inches, pounds, degrees,
and cups to measure quantities
|
Consumer Economics
1.1.1 Interpret
recipes
1.1.3 Interpret
maps and graphs
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
1.1.5 Interpret
temperatures
*1.1.7 Identify
product containers and interpret weight and volume
1.1.9 Interpret
clothing and pattern sizes and use height and weight tables
*1.9.3 Compute
mileage and gasoline consumption
|
|
2.
Use and describe basic U.S. measurement concepts
|
Consumer Economics
1.1.1 Interpret
recipes
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
1.1.5 Interpret
temperatures
*1.1.7 Identify
product containers and interpret weight and volume
Computation
*6.6.4 Use or interpret measurement instruments, such as
rulers, scales, gauges, and dials
|
|
3.
Select appropriate units of measure
|
Consumer Economics
1.1.1 Interpret
recipes
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.9.3 Compute
mileage and gasoline consumption
Computation
*6.6.4 Use or
interpret measurement instruments, such as rulers, scales, gauges, and dials
|
|
4.
Write today’s date (month, day, year)
|
Basic Communication
0.2.2 Complete
a personal information form
0.2.3 Interpret
or write a personal note, invitation, or letter
Consumer economics
*1.8.2 Interpret
the procedures and forms associated with banking services, including writing
checks
Community Resources
2.1.7 Take and
interpret telephone messages, leave messages on answering machines, and
interpret recorded messages
*2.3.2 Identify
the months of the year and the days of the week
Health
3.2.1 Fill out
medical health history forms
Employment
4.1.2 Follow
procedures for applying for a job, including interpreting and completing job
applications, résumés, and letters of application
|
|
5.
Tell time
|
Community Resources
*2.2.4 Interpret
transportation schedules and fares
*2.3.1 Interpret
clock time
2.6.2 Locate information
in TV, movie, and other recreational listings
Health
3.1.2 Identify
information necessary to make or keep medical and dental appointments
Computation
*6.6.6 Calculate
with units of time
|
MATH STANDARD 4: Geometric Shapes
The
student will identify and describe different geometric shapes. Upon exiting the beginning
literacy/pre-beginning level, the student will:
|
Indicators
|
Suggested CASAS Competencies That Provide
Context for Standards /
Indicators
|
|
1.
Identify a square, circle, sphere, rectangle, cube, and triangle
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
Computation
*6.6.2 Recognize,
use, and measure linear dimensions, geometric shapes, or angles
|
MATH STANDARD
5: Money
The
student will identify U.S.
currency and solve money problems. Upon exiting the beginning
literacy/pre-beginning level, the student will:
|
Indicators
|
Suggested
CASAS Competencies That Provide Context for Standards /
Indicators
|
|
1.
Identify coins and currency
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.3.6 Use
coin-operated machines
Community Resources
2.1.6 Interpret
information about using a pay telephone
|
|
2.
Identify sets of coins equivalent to $.25 or
less
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.3.6 Use
coin-operated machines
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
3.
Read and write numerals for money
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
*1.2.1 Interpret
advertisements, labels, charts, and price tags in selecting goods and
services
1.3.5 Use
coupons to purchase goods and services
1.3.6 Use
coin-operated machines
Consumer Economics
*1.8.2 Interpret
the procedures and forms associated with banking services, including writing
checks
Community Resources
2.4.2 Interpret
postal rates and types of mailing services
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.1 Identify
and classify numeric symbols
|
|
4.
Use addition to solve real world money problems less than $1.00
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.3.6 Use
coin-operated machines
Community Resources
*2.1.6 Interpret
information about using a pay telephone
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.1.1 Add whole
numbers
|
|
5.
Recognize monetary symbols
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
*1.2.1 Interpret
advertisements, labels, charts, and price tags in selecting goods and
services
1.3.6 Use
coin-operated machines
1.6.4 Check
sales receipts
*1.8.2 Interpret
the procedures and forms associated with banking services, including writing
checks
Community Resources
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
|
NRS Beginning Basic Education Level 2 CASAS Beginning Basic Skills Level B
CASAS Reading &
Math Scale Score Ranges: 201 -210; Writing 201 - 225
CASAS Assessments: LW
Reading 81x, 82x, 83, 84; Life Skills Math 33, 34; ECS Reading 13, 14, 114; ECS
Math 13, 14; WLS Reading and Math 213, 214
CASAS Skill Level Descriptors: Can fill out simple
forms requiring basic personal information, write a simple list or telephone
message, calculate a single simple operation when numbers are given, and make
simple change. Can read and interpret simple sentences on familiar topics. Can
read and interpret simple directions, signs, maps, and simple menus. Can handle
entry level jobs that involve some simple written communication.
MATH STANDARD
1: Number Sense
The student will demonstrate a basic understanding of
numbers and number sense that includes place value, counting, and the
application of numbers using real life representations. Upon exiting the
beginning basic level, student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards /
Indicators
|
|
1.
Identify the names, numbers & words for whole numbers less than 100
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.2.1 Interpret
advertisements, labels, charts, and price tags in selecting goods and
services
Community Resources
2.1.1 Use the
telephone directory and related publications to locate information
*2.2.4 Interpret
transportation schedules and fares
*2.3.1 Interpret
clock time
2.3.2 Identify
the months of the year and the days of the week
*2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.1 Identify
and classify numeric symbols
Computation
*6.6.1 Convert
units of U.S.
standard measurement and metric system
|
|
2.
Explain the relative size of whole numbers between 0 - 100
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.2.2 Compare
price or quality to determine the best buys for goods and services
Employment
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.1 Identify
and classify numeric symbols
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
3.
Use objects to represent whole numbers, commonly used fractions, or mixed
numbers and relates these numbers to real world problems (1/4 pizza, ½ sandwich, ½ pie)
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Community Resources
*2.3.1 Interpret
clock time
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
Computation
*6.1.1 Add
whole numbers
*6.1.2 Subtract
whole numbers
*6.3.1 Add
common or mixed fractions
*6.3.2 Subtract
common or mixed fractions
*6.6.1 Convert
units of U.S.
standard measurement and metric system
*6.6.6 Calculate
with units of time
*6.7.4 Interpret
data given in a circle graph
|
MATH STANDARD 2:
Number Systems
The student will demonstrate understanding of place value,
count with understanding, and discriminate between even and odd numbers. Upon
exiting the beginning basic level, the student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards /
Indicators
|
|
1.
Count by 2s, 3s, 5s, 10s, 25s and 50s
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.1.1 Add
whole numbers
*6.1.3 Multiply
whole numbers
|
|
2.
Interpret place value for ones, tens, hundreds, tenths, and hundredths
|
Consumer Economics
*1.1.5 Interpret
temperatures
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
*1.2.1 Interpret
advertisements, labels, charts, and price tags in selecting goods and
services
1.6.4 Check
sales receipts
Community Resources
*2.6.4
Interpret and order from restaurant and fast food menus, and compute related
costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
|
|
3.
Identify numbers as even or odd
|
Computation
*6.0.1 Identify
and classify numeric symbols
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.1.1 Add
whole numbers
*6.1.3 Multiply
whole numbers
*6.1.4 Divide
whole numbers
|
MATH STANDARD 3: Math
Operations
The student will explain the opposite operations of
addition/subtraction and multiplication/division and be able to solve real
world problems applying these four operations when appropriate. Upon exiting
the beginning basic level, the student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards /
Indicators
|
|
1.
Explain how addition and subtraction are opposite operations
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine
appropriate operation to apply to a given problem
*6.1.1 Add
whole numbers
*6.1.2 Subtract
whole numbers
|
|
2.
Solve real world problems using different addition methods (manipulatives,
mental math, paper and pencil)
|
*Although there are no CASAS competencies directly addressing
this indicator, the following competencies provide teachers and tutors the
opportunity to teach a variety of addition methods.
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.2.4 Compute
unit pricing
1.3.6 Use
coin-operated machines
1.6.4 Check
sales receipts
Community Resources
*2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
*6.1.1 Add
whole numbers
|
|
3.
Solve real world problems using different subtraction methods (manipulatives, mental math, paper
and pencil)
|
*Although there are no CASAS competencies directly addressing
this indicator, the following competencies provide teachers and tutors the
opportunity to teach a variety of subtraction methods.
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.2.4 Compute
unit pricing
1.3.6 Use
coin-operated machines
1.6.4 Check
sales receipts
Community Resources
2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
*6.1.2 Subtract
whole numbers
|
|
4.
Explain the concept of multiplication
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.2.4 Compute
unit pricing
*1.9.3 Compute
mileage and gasoline consumption
Health
*3.5.1
Interpret nutritional and related information listed on food labels
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number sequencing
*6.0.4 Determine
appropriate operation to apply to a given problem
Computation
*6.1.3 Multiply
whole numbers
|
|
5.
Identify multiplication vocabulary and symbol
|
Computation
*6.0.4 Determine
appropriate operation to apply to a given problem
6.0.5 Demonstrate
use of a calculator
*6.1.3 Multiply
whole numbers
|
|
6.
Recall multiplication facts
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.1.3 Multiply
whole numbers
|
|
7.
Multiply two digit numbers by a one digit number; multiplies three one digit
numbers
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
Health
*3.5.1 Interpret
nutritional and related information listed on food labels
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
Computation
6.0.5 Demonstrate
use of a calculator
*6.1.3 Multiply
whole numbers
|
|
8.
Explain the concept of division
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.2.4 Compute
unit pricing
*1.9.3 Compute
mileage and gasoline consumption
Health
*3.5.1 Interpret
nutritional and related information listed on food labels
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.2 Count and
associate numbers with quantities, including recognizing correct number
sequencing
*6.0.4 Determine
appropriate operation to apply to a given problem
*6.1.4 Divide
whole numbers
|
|
9.
Identify division vocabulary and symbol
|
Computation
*6.0.4 Determine
appropriate operation to apply to a given problem
6.0.5
Demonstrate use of a calculator
*6.1.4 Divide
whole numbers
|
|
10.
Describe how multiplication and division are opposite operations
|
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4
Determine appropriate operation to apply to a given problem
*6.1.3 Multiply
whole numbers
*6.1.4 Divide
whole numbers
|
|
11.
Recall division facts
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.1.4 Divide
whole numbers
|
|
12.
Divide a two digit number by a one digit number with and without remainders
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
Health
*3.5.1 Interpret
nutritional and related information listed on food labels
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
6.0.5 Demonstrate
use of a calculator
*6.1.4 Divide
whole number
|
MATH STANDARDS
4: Word Problems
The student will analyze and solve word problems using one
of the selected four operations. Upon exiting the beginning basic level, the
student will:
|
Indicators
|
Suggested CASAS
Competencies That Provide Context for Standards /
Indicators
|
|
1.
Recognize key words in choosing operations to solve problems (add, plus,
total, sum, subtract, difference, left, remaining, multiply, times, several,
divide, each, per)
|
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine
appropriate operation to apply to a given problem
*6.1.1 Add
whole numbers
*6.1.2 Subtract
whole numbers
*6.1.3 Multiply
whole numbers
*6.1.4 Divide
whole number
|
|
2.
Use appropriate steps to solve problems
(e.g., determine
the question, identify the problem,
decide
on the operation, work and check,
make
certain the answer is logical)
|
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine
appropriate operation to apply to a given problem
*6.9.2 Estimate
answers
|
|
3.
Recognize that all math has only four operations (addition, subtraction,
multiplication, and division)
|
Computation
*6.0.4 Determine
appropriate operation to apply to a given problem
|
|
4.
Select the appropriate operation to solve specific problems
|
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine
appropriate operation to apply to a given problem
|
MATH STANDARD
5: Estimation and Measurement
The student will round numbers to estimate answers to
problems, identify the concept and tools for U.S. measurement, and articulate
basic time for half hour, quarter hour and minutes. Upon exiting the beginning basic level, the student will:
|
Indicators
|
Suggested CASAS
Competencies That Provide Context for Standards /
Indicators
|
|
1.
Round numbers to 10’s and 100’s
|
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.6 Interpret
work specifications and quality standards
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.7.5 Compute
averages, medians, or modes
*6.9.2 Estimate
answers
|
|
2.
Use rounding techniques to estimate the answers to addition or subtraction problems;
then calculates the answers
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine
appropriate operation to apply to a given problem
*6.9.2 Estimate answers
|
|
3.
Identify the larger of two U.S.
measurements
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.1.7 Identify
product containers and interpret weight and volume
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
*6.6.4 Use or
interpret measurement instruments, such as rulers, scales, gauges, and dials
6.6.7 Solve
measurement problems in stipulated situations
|
|
4.
Identify common units of U.S.
measurement for length, capacity, weight, and temperature
|
Consumer Economics
1.1.1 Interpret
recipes
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
*1.1.5 Interpret
temperatures
*1.1.7 Identify
product containers and interpret weight and volume
Computation
*6.6.4 Use or
interpret measurement instruments, such as rulers, scales, gauges, and dials
|
|
5.
Identify appropriate tools for measuring length, capacity, weight, and
temperature
|
Consumer Economics
*1.1.4 Select,
compute, or interpret appropriate standard measurement for length, width,
perimeter, area, volume, height, or weight
Computation
*6.6.4 Use or
interpret measurement instruments, such as rulers, scales, gauges, and dials
|
|
6.
Tell time on the half hour, quarter hour, and in minutes
|
Community Resources
*2.2.4 Interpret
transportation schedules and fares
*2.3.1 Interpret
clock time
2.6.2 Locate
information in TV, movie, and other recreational listings
Computation
*6.6.6 Calculate
with units of time
|
MATH STANDARD 6:
Graphs, Diagrams and Charts
The student will interpret and draw graphs, diagrams and
charts to display information. Upon exiting the beginning basic level, the
student will:
|
Indicators
|
Suggested CASAS
Competencies That Provide Context for Standards /
Indicators
|
|
1.
Interpret a simple bar or line graph
|
Consumer Economics
*1.1.3 Interpret
maps and graphs
*1.1.5 Interpret
temperatures
Computation
*6.6.4 Use or
interpret measurement instruments, such as rulers, scales, gauges, and dials
6.7.1 Interpret
data given in a line graph
6.7.2 Interpret
data given in a bar graph
|
|
2.
Solve problems by creating graphs or charts
|
Computation
6.0.3 Identify
information needed to solve a given problem
*6.6.2 Recognize,
use, and measure linear dimensions, geometric shapes, or angles
6.6.7 Solve
measurement problems in stipulated situations
|
|
3.
Interpret information from a chart or table
|
Consumer Economics
1.1.9 Interpret
clothing and pattern sizes and use height and weight tables
*1.2.1 Interpret
advertisements, labels, charts, and price tags in selecting goods and
services
Community Resources
*2.2.4 Interpret
transportation schedules and fares
2.4.2 Interpret
postal rates and types of mailing services
Employment
*4.2.1 Interpret
wages, wage deductions, benefits, and timekeeping forms
*4.4.3 Interpret
job-related signs, charts, diagrams, forms, and procedures, and record
information on forms, charts, checklists, etc.
|
|
4.
Interpret information from a diagram
|
Employment
*4.4.3 Interpret
job-related signs, charts, diagrams, forms, and procedures, and record
information on forms, charts, checklists, etc.
Computation
*6.6.5 Interpret
diagrams, illustrations, and scale drawings
Learning to Learn
7.4.8 Interpret
visual representations, such as symbols, blueprints, flowcharts, and
schematics
|
The student will identify and describe the characteristics
of different patterns and symbols and be able to complete pattern and number
sequences. Upon exiting the beginning basic level, the student will:
|
Indicators
|
Suggested CASAS
Competencies That Provide Context for Standards /
Indicators
|
|
1.
Identify different patterns and relationships using patterns and symbols
(e.g., if the function of x=3, x + 1 = 4)
|
Employment
*4.4.3 Interpret
job-related signs, charts, diagrams, forms, and procedures, and record
information on forms, charts, checklists, etc.
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
2.
Identify symbols for equal, not equal, less than & greater than
|
*Currently, there are no
CASAS
competencies that directly
address this
indicator, however, teachers
and
tutors can integrate symbols
and
meanings with most any of the math competencies being
covered at any given time.
|
|
3.
Identify the next item in a pattern or number sequence
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
4.
Identify the missing item of a pattern or number sequence
|
Computation
*6.0.2 Count
and associate numbers with quantities, including recognizing correct number
sequencing
|
|
5.
Identify and describe the characteristics of basic two and three dimensional
shapes
|
Computation
*6.6.2 Recognize,
use, and measure linear dimensions, geometric shapes, or angles
|
|
6.
Identify and use basic concepts of spatial relationships and symmetry
|
Computation
*6.6.2 Recognize,
use, and measure linear dimensions, geometric shapes, or angles
6.6.8 Interpret
mechanical concepts or spatial relationships
|
|
7.
Use objects to perform geometric transformations including flips, slides and
turns
|
*Currently, there are no
CASAS
competencies that directly
address this
indicator, however, teachers
and
tutors can use a variety of visuals to model geometric
transformations.
|
MATH STANDARD
8: Money Problems
The student will count currency and solve real world
problems that involve making change and comparisons. Upon exiting the beginning
basic level, the student will:
|
Indicators
|
Suggested CASAS Competencies That
Provide Context for Standards /
Indicators
|
|
1.
Count coins and currency
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
|
|
2.
Determine equal amounts of money up to $20.00 using coins and currency
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)
1.3.6 Use
coin-operated machines
Community Resources
2.4.4 Purchase
stamps and other postal items and services
*2.6.4 Interpret
and order from restaurant and fast food menus, and compute related costs
|
|
3.
Solve word problems making change from
$1.00 and $20 bills
|
Consumer Economics
*1.1.6 Count,
convert, and use coins and currency, and recognize symbols such as ($) and
(.)1.3.6 Use coin-operated machines
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine appropriate operation to apply to a given problem
|
|
4.
Solve word problems involving comparison shopping of less than $10
|
Consumer Economics
*1.2.2 Compare
price or quality to determine the best buys for goods and services
*1.2.3 Compute
discounts
1.2.4 Compute unit
pricing
Computation
6.0.3 Identify
information needed to solve a given problem
*6.0.4 Determine appropriate operation to apply to a given problem
|
