The student understands and applies the concepts and procedures of mathematics

The student uses mathematics to define and solve problems

The student uses mathematical reasoning

The student communicates knowledge and understanding in both everyday and mathematical language

The student understands how mathematical ideas connect within mathematics, to other subjects

Solve single- and multi-step word problems involving operations with fractions and decimals and verify the solutions. Write a mathematical expression or equation with variables to represent information in a table or given situation. Determine the experimental probability of a simple event using data collected in an experiment

Identify errors or gaps in a mathematical argument and develop counterexamples to refute invalid statements about geometric relationships Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines

The GLE’s are closely related to the overarching goals of the EALR’s. Each GLE is obviously based around one or more EALR’s. It seems that the EALR’s serve as a basis for the more specific GLE’s.

The national standards for mathematics in grades are very similar to the state’s GLE’s. They are very specific like the GLE’s and can be attached to the broader goals of the state EALR’s.

The Common Core is just about that same as the National Standards and the GLE’s. It is made up of very specific goals and guidelines of what, specifically, should be taught.