Adult Basic Education Mathematics Content Standards
ABE II Beginning Basic Education
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Indicator A: Develops and applies number sense to solve a variety of real-life problems and to determine if the results are reasonable |
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A1: Demonstrates an understanding of number meanings and relationships |
Textbooks and Resources |
Date Completed |
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a. Places numbers between 0 and 10,000 on a number line |
Connections 12-15 |
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b. Describes mixed numbers as parts of a whole |
Connections 68-81 new Pre GED SV pp 70-75 Supplemental |
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A2: Recognizes relationships between real-life representations, number names, and symbolic representation of numbers |
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a. Expresses and reads whole numbers between 0 and 10,000 as numerals |
Connections 10-14 |
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b. Reads and writes whole numbers between 0 and 10,000 as number words |
Connections 10-14 same Pre GED Steck-Vaughn GED 28-31, 96-100 |
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c. Matches a mixed number to a pictorial representation. |
Connections 74-75 pre GED 75-80 |
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d. Matches a number word to a pictorial representation of mixed numbers |
Connections 80 Supplemental Matching Exercise |
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A3: Represents and uses numbers in equivalent forms |
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a. Writes whole numbers between 0 and 10,000 in expanded notation, i.e. 89 = 80 + 9 |
SkillsTutor Math B : Understanding Numbers Supplemental |
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b. Makes a model to represent a fractional representation of mixed numbers |
Steck-Vaughn GED 58-63 Supplemental Fraction lesson |
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A4: Uses coins and currency |
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a. Expresses equal relationships of coins and currency using pennies, nickels, dimes, quarters, half-dollars, and bills up to $100 |
Connections 116-117 Supplemental Funbrain Change (hard) |
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A5: Demonstrates the meaning of operations and the relationships between them |
Find the signs | |
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a. Explains that multiplication is repeated addition of equal numbers and/or groups |
Connections 34-41 |
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b. Explains that division is repeated subtraction or placing items into groups of equal sizes |
Steck-Vaughn GED 34-37 |
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c. Uses multiplication to check division problems and vise versa |
Connections 38,39 |
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A6: Performs the operations of addition, subtraction, multiplication, and division on whole numbers |
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a. Adds, subtracts, multiplies and divides whole numbers between 0 and 1000 correctly |
Connections 34-41 pre GED pp 22-51 Supplemental Fun Games |
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b. Selects appropriate operation to solve one-step word problems involving whole numbers between 0 and 1,000 |
Contemporary’s GED 22,23 Skills Bank Basic: Work Problems1-4,7-10 Supplemental Math Challenge for Families |
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A7: Selects and uses appropriate techniques to facilitate computation while solving problems and determining the reasonableness of results |
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a. Rounds whole numbers to thousands |
Connections 18 Supplemental Train
Trip |
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b. Uses estimation to check the reasonableness of results in solving one-step word problems using whole numbers up between 0 and 1,000 |
Connections 19,20,21 pre-GED 18-20 |
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B1: Constructs, reads, analyzes, and interprets tables, charts, and graphs |
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a. Interprets and analyzes data from pictographs and bar graphs where each symbol represents one unit |
Connections 30 pre GED 30-1. 132-3 Skills Bank (T)Info Skills Using Maps, Charts and Graphs Supplemental AALL charts lesson |
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b. Interprets and analyzes data on a pictograph where each symbol represents one unit |
Steck-Vaughn GED 177-181 Skills Bank (T)Info Skills Using Maps, Charts and Graphs 8, Intermediate Stats 1 Supplemental |
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B2: Predicts and measures the likelihood of events |
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a. Describes events that have 100% probability or 0% probability |
Connections 215 |
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b. Identifies outcomes that are more likely, less likely, or equally likely to occur |
Connections 215-16 pre GED 213-16 |
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c. Describes the concept of sample |
Supplemental Soda Survey |
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Indicator C: Applies algebraic concepts and methods to explore, analyze or solve real-life problems |
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C1: Creates, describes, and extends a variety of patterns and formulates generalizations to make predictions |
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a. Communicates in written form the description of the pattern in a series of objects |
Skills Bank Basic Concepts 12-20 Supplemental |
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b. Communicates in written form a description of the pattern in a sequence of numbers |
Comtemporary GED 41,42,43 Skills Bank Basic Concepts 12-20 |
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c. Extends simple geometric and number patterns |
Skills Bank Intermediate Intro Algebra 8 |
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d. Create simple geometric and number patterns |
Skills Bank |
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C2: Represents and describes mathematical ordering and grouping relationships |
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a. Sorts and classifies objects according to observable attributes |
Skills Bank Basic Geometry 8 |
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b. Finds the missing element in a number sentence involving addition, subtraction, multiplication, and division |
Steck-Vaughn GED 202-207 Sum
Sense Game Addition |
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c. Uses words such as all, none, some, and many to make reasonable statements |
Supplemental |
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d. Describe a rule for a simple pattern. |
Skills Bank Intermediate Algebra 8 |
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D1: Identifies and describes basic geometric shapes |
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a. Compares and contrasts the characteristics of simple polygons, e.g., triangle, square, rectangle |
Steck-Vaughn GED 166-173, 244-249 |
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b. Compares and contrasts the characteristics of simple solid geometric figures, e.g., cube and rectangular container |
Steck-Vaughn GED 166-173, 244-249 |
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c. Identifies characteristics of lines which intersect, are parallel, or are perpendicular |
Steck-Vaughn GED 226-273 Supplemental Intro to Quadrilaterals |
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Indicator E: Applies knowledge of standard measurements to real-life situations |
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E1: Demonstrates that a single object or event can be measured in different ways, e.g., length, mass/weight, time, capacity, temperature, area, volume |
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a. Identifies the appropriate type of measurement for each attribute of an object or event and justifies answer |
Steck-Vaughn GED 166-173, 244-249 |
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E2: Identifies the appropriate measurement with U.S. customary units and metric units for an object or event including: |
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a. Length – inches, feet, and yards; millimeters, centimeters, meters, kilometers |
Steck-Vaughn GED 166-173, 244-249 |
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b. Capacity – cups, gallons; milliliters, liters |
Steck-Vaughn GED |
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c. Weight – ounces, pounds, tons; grams, kilograms |
Steck-Vaughn GED |
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d. Area – square unit |
Steck-Vaughn GED 166-173, 244-249 |
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e. Volume – cubic unit |
Steck-Vaughn GED 166-193 |
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f. Time – second, minute, hour, day, month, year, decade, century |
Steck-Vaughn GED |
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g. Temperature – degrees on Fahrenheit scale, degrees on Celsius scale |
Steck-Vaughn GED |
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E3: Compares units of measurement to determine more or less relationships using U.S. customary and metric units, e.g., 2 cups = 1 pint, 3 cups > 1 pint |
Steck-Vaughn GED 157-163 Supplemental |
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E4. Makes estimation of measurement |
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a. Using U.S. customary or metric units, estimates a measurement of a given object or event and compares the estimation to actual measurement and justifies the answer |
Steck-Vaughn GED Supplemental Measurement Activity |
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Steck-Vaughn GED |
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E5: Applies measurement |
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a. Solves real-life problems involving measurements using U.S. customary and metric units |
Steck-Vaughn GED 166-173, 244-249 |
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