MATH
The Grade Level Expectations (GLEs) describe a connected series of learning competencies necessary to create mathematically proficient citizens. The GLEs define the knowledge and skills that students should gain from kindergarten through the 10th grade. These expectations should not be the end of the mathematical experience for students. Rather, they serve as a solid foundation on which continued application and learning of mathematics contributes to success in high school and beyond.
| Below is a general description of concepts learned in each grade level based on Washington State Grade Level Expectations(GLEs). |
For more specific information on our school district curriculum, click the links for each grade level on the curriculum page. |
Click on the grade level for information about content learned in that grade.
| Kindergarten | 1st Grade | 2nd Grade | 3rd Grade |
| 4th Grade | 5th Grade | ||
| 6th Grade | 7th Grade | ||
| 9th Grade | 10th Grade |
| In kindergarten, students begin developing the concept of number by
counting, representing and ordering, combining, sorting, and comparing
sets of objects. They understand addition as putting sets together. In
describing and identifying objects based on attributes and recognizing and describing simple repeating patterns, students develop a beginning sense of geometry and algebra. They also develop an understanding of the relationship between data and picture representations of the data. |
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| In first grade, students count, sort, and compare sets, understanding the relative values of numbers. Students understand subtraction as separating or undoing addition and expand their understanding of number through application of basic addition and subtraction facts. Students read a clock, work with two-dimensional figures and use nonstandard units to measure. They also develop their understanding of statistics by organizing and interpreting data. They recognize and describe simple repeating and growing patterns to develop their algebraic sense. |
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| In second grade, students expand their understanding of number to include three-digit numbers. They continue to gain proficiency in the basic addition and subtraction facts and expand concepts in measurement, using procedures to find measures (time, weight). By interpreting and creating picture and bar graphs, students further develop their early understanding of statistics. Students also work with a variety of patterns and use symbols to describe numerical relationships. |
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| In third grade, students develop their fluency with addition and subtraction, while beginning to understand multiplication and division as repeated addition and subtraction, respectively. Students use standard units of measure for temperature, length, liquid volume, and weight. Students gain a broader understanding of geometry by identifying properties of shapes and line segments. Algebraic sense grows through their understanding of equality and by identifying missing numbers in addition and subtraction expressions and equations. |
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| In fourth grade, students become proficient with multiplication and division of whole numbers, while developing an understanding of fractions and decimals. In measurement, they develop an understanding of area. The concept of probability as chance is developed and fourth graders continue to expand their understanding of statistics using graphing and measures of central tendency. Students refine their estimation skills for computation and measurement and develop an understanding of the relationships between and among two-dimensional (plane) figures. They graph points in the first quadrant on a coordinate plane and extend and duplicate patterns. Students recognize a geometric transformation, such as a reflection (flip) and a translation (slide). |
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| In fifth grade, students become proficient using non-negative rational numbers to solve problems. They apply procedures to measure a variety of geometric figures and collect, display, and analyze data. Students examine the basis of probability, and also the mean. They solve problems involving area and perimeter and further develop algebraic sense through variable expressions and open sentences. |
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| In sixth grade, students begin developing their understanding of negative numbers with the introduction of integers. Students also begin working with other representations of rational numbers. They examine the concept of volume, as well as collect, analyze, display, and interpret data, using a variety of graphical and statistical methods. They find the probability of events and analyze numerical and geometric patterns. Students also develop an understanding of algebraic terms and solve algebraic equations in one variable. |
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| In seventh grade, students complete their development of the rational number system with the inclusion of negative decimals and fractions. Fluency of all operations on non-negative rational numbers is expected of students, as is proficiency with addition and subtraction of all rational numbers. Students understand proportional reasoning and similarity and use these concepts to solve problems. They locate points in any of the four quadrants on a grid and translate linear relationships in table, graph and equation forms. Students extend their understanding of probability into multiple events. Algebraic sense also develops as students solve two-step equations in one variable. |
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| In eighth grade, students are proficient in computation with all rational numbers and use proportions to solve a variety of problems. They understand the need for precision when measuring and use derived units of measure. Students understand the concept of distance and the relationship between distance and the Pythagorean Theorem. They recognize three-dimensional shapes represented in two dimensional drawings and apply transformations to geometric shapes in the coordinate plane. Eighth graders find probability of compound events and analyze bivariate data sets. They also understand recursive forms of linear and exponential relationships and solve two step equations and inequalities. |
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| In ninth and tenth grades, there may be a number of different course offerings for students. Regardless of the particular title of the course, students will be proficient with operations on rational numbers in all forms and scientific notation representing very large and very small numbers. Students analyze effects of changes in dimension and apply formulas to measurement. They understand both the U.S. and metric systems and are able to convert units within each system. Students use a variety of methods and formulas to find area, volume, the slope of a line, and the distance between points on a coordinate grid. They apply multiple transformations to figures or points, and can apply conditional probability in situations. Students develop equations for linear models. They analyze statistical arguments for accuracy and bias, arithmetic and geometric patterns using recursive definitions, and solve multi-step equations and systems of equations in two variables. |
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| See Meridian High School Course Offerings for Math courses |
See Meridian High School Course Offerings for Math courses
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