EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES
Course of Study Information Page
COURSE TITLE
Life Skills Math
DISTRICT COURSE NUMBER 4-DIGIT STATE COURSE CODE (COMPLETED BY SILT)
(#0774) 2537
Rationale: This course will offer basic math skills to students who have a current IEP. These
students are earning a Certificate of Graduation and are not required to pass the High
School Exit Exam. These special education students need a wide variety of math
skills for success in daily life during and after their high school career. This course
will cover skills that lead to the Practical Math course.
Course Description This class will focus on math-related concepts that are used in daily living tasks.
that will be in the Students will build upon individual math skills as well as work in teams/groups to
Course Directory: apply math concepts.
How Does this Course align Using the state framework, the mathematics content of this course will be presented
with or meet State and District in five strands: Number Sense; Algebra and Functions; Measurement and Geometry;
content standards? Statistics, Data Analysis and Probability; and Mathematical Reasoning. Due to the
nature of the students' needs written in their Individual Educational Plans (IEP), this
math course will focus on the statewide math standards from grades K-2, and
selected standards from higher grade levels (up to Grade 5). Emphasis will be on a
strong foundation in basic skills using technology and simulations to promote
mathematics learning.
NCLB Select up to two that apply:
Core Subjects: Arts Civics and Government Not Core Subject
Economics History
English Mathematics
Foreign Language Reading / Language Arts
Geography Science
CDE CALPADS CTE TECH PREP CTE COURSE CONTENT CODE INSTRUCTIONAL LEVEL CODE
COURSE INDICATORS
Course Descriptors: CTE Introductory (01) Remedial (35)
Tech Prep (32) CTE Concentrator (02) Honors UC-Certified (39)
(See Page 2 for Definitions) Tech Prep & ROP (33) CTE Completer (03) Honors Non UC-Certified (34)
ROP College (40)
N/A N/A

Length of Course: Year Semester

Grade Level(s): 9 10 11 12

Credit: Number of units: 10 College Prep

Meets graduation requirements Elective
Request for UC "a–g” requirements Career Technical

May be repeated for credit.

Prerequisites: None

Department(s): Special Education

District Sites: EDHS, ORHS, PHS, UMHS

Board of Trustees May 17, 2011

COS Adoption Date:

Page 1 of 16 F6143A 12/8/10 (doc)

 st
Textbooks / Instructional Basic Math Practice Series, PCI Education, Kristine Lindsay, 2008-1 Edition,
Materials: ISBN: PCI2652
Funding Source: General Funds

Board of Trustees June 21, 2011

Textbook Adoption Date:

Definitions

CALPADS California Longitudinal Pupil Achievement Data System

CTE Technical Prep A course within a CTE technical career pathway or program that has been
articulated with a postsecondary education or through an apprenticeship program
of at least 2 years following secondary instruction.

Instructional Level Code Represents a nonstandard instructional level at which the content of a specific
course is either above or below a ‘standard’ course instructional level. These
levels may be identified by the actual level of instruction or identified by
equating the course content and level of instruction with a state or nationally
recognized advanced course of study, such as IB or AP.

Instructional Level Includes all AP courses.

Honors, UC Certified

Instructional Level Requires Board approval.

Honors, non UC
Certified

Instructional Level Includes ACE courses. Equivalent to college course and content, but not an
College AP course. Not related to section, but to course.

Page 2 of 16 F6143A 12/8/10 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Course Title: Life Skills Math (#0774)

TABLE OF CONTENTS

STATE CONTENT
STANDARD # CONTENT STANDARD/UNIT TOPIC PAGE

(see attached) Unit #1: Numbers 4

(see attached) Unit #2: Computation 5

(see attached) Unit #3: Fractions 7

(see attached) Unit #4: Percents 9

(see attached) Unit #5: Measurement 10

(see attached) Unit #6: Math Vocabulary 12

(see attached) Unit #7: Money and Finances 14

(see attached) Unit #8: Metrics 16

Page 3 of 16 F6143A 12/8/10 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #1: Numbers

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Flash cards learning) and Summative (of learning) representations, technology, supplemental
a. Recognize numerals b. Read numbers on ordinary items (signs, assessment examples. curriculum and materials using different
b. Arrange numerals in numerical order boxes, etc.) a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Write numerals as dictated c. Write numbers on forms, checks, b. Chapter/Unit tests etc.
memos, etc. c. Diagnostic tests
d. Classroom games and activities d. Alternate forms of assessment per 5. What will we do if students already know
e. Calculator and computer keyboard student IEP needs it?
exercises e. Observations a. Move to next higher level of same
standard or skill
b. Reassess student skill level and place
appropriately

Content Area Standards (Please identify the source)

The students will demonstrate mastery of the following content standards:

Number Sense:
(Grade K: 1.1) Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
(Grade K: 1.2) Count, recognize, represent, name, and order a number of objects (up to 30).
(Grade 1: 1.1) Count, read, and write whole numbers to 100.
(Grade 1: 1.2) Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >).
(Grade 1: 1.3) Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 +
3, 2 + 2 + 2 + 2, 10 - 2, 11 - 3).
(Grade 1: 1.4) Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).
(Grade 2: 1.1) Count, read, and write whole numbers to 1,000 and identify the place value for each digit.
(Grade 2: 1.2) Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).

Page 4 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #2: Computation

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for eteach using manipulatives, visual
content standards.) a. Flash cards learning) and Summative (of learning) representations, technology, supplemental
a. Add whole numbers b. Calculator exercises assessment examples. curriculum and materials using different
b. Subtract whole numbers c. Adding and subtracting totals from a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Multiply whole numbers receipts, inventories, price lists, catalogs, b. Chapter/Unit tests etc.
d. Divide whole numbers etc. c. Diagnostic tests
e. Average whole numbers d. Shopping d. Alternate forms of assessment per 5. What will we do if students already know
f. Rounding off numerals e. Estimating costs (grocery lists) student IEP needs it?
f. Charts and graphs e. Observations a. Move to next higher level of same
g. Classroom games and activities standard or skill
b. Reassess student skill level and place
appropriately

Page 5 of 16 F6143A Revised 10/12/09 (doc)

 Content Area Standards (Please identify the source)
The students will demonstrate mastery of the following content standards:

Number Sense:
(Grade K: 2.1) Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
(Grade K: 3.1) Recognize when an estimate is reasonable.
(Grade 1: 1.3) Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) e.g., 8 may be represented as 4 + 4, 5 + 3,
2 + 2 + 2 + 2, 10 - 2, 11 - 3).
(Grade 1: 2.2) Use the inverse relationship between addition and subtraction to solve problems.
(Grade 1: 2.3) Identify one more than, one less than, 10 more than, and 10 less than a given number.
(Grade 1: 2.4) Count by 2s, 5s, and 10s to 100.
(Grade 1: 2.5) Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).
(Grade 1: 2.6) Solve addition and subtraction problems with one- and two-digit numbers (e.g., 5 + 58 = __).
(Grade 1: 2.7) Find the sum of three one-digit numbers.
(Grade 2: 1.2) Use words, models, and expanded forms (e.g. 45 = 4 tens + 5) to represent numbers (to 1,000).
(Grade 2: 2.1) Understand and use the inverse relationship between addition and subtraction (e.g., an oppostie number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and
check solutions.
(Grade 2: 2.2) Find the sum or difference of two whole numbers up to three digits long.
(Grade 2: 3.1) Use repeated addition, arrays, and counting by multiples to do multiplication.
(Grade 2: 3.2) Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.
(Grade 3: 1.4) Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

Algebra and Functions:

(Grade 1: 1.1) Write and solve number sentences from problem situations that express relationships involving addition and subtraction.
(Grade 1: 1.2) Understand the meaning of the symbols +, -, =.
(Grade 1: 1.3) Create problem situations that might lead to given number sentences involving addition and subtraction.
(Grade 2: 1.2) Relate problem situations to number sentences involving addition and subtraction.
(Grade 2: 1.3) Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences.

Mathematical Reasoning:
(Grade K: 1.0, 1: 1.0, 2: 1.0) Students make decisions about how to set up a problem.
(Grade K: 2.0, 1: 2.0, 2: 2.0) Students solve problems and justify their reasoning.
(Grade K: 3.0, 1: 3.0, 2: 3.0) Students note connections between one problem and another.

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 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #3: Fractions

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Cooking, following recipes learning) and Summative (of learning) representations, technology, supplemental
a. Add fractions b. Doubling or minimizing recipes assessment examples. curriculum and materials using different
b. Subtract fractions c. Dividing amounts (sharing or serving a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Multiply fractions food or other items) b. Chapter/Unit tests etc.
d. Divide fractions d. Calculator exercises c. Diagnostic tests
e. Relate fractions to quantity e. Sewing d. Alternate forms of assessment per 5. What will we do if students already know
f. Relate fractions to area f. Measuring activities student IEP needs it?
g. Relate fractions to volume g. Classroom games and activities e. Observations a. Move to next higher level of same
standard or skill
b. Reassess student skill level and place
appropriately

Page 7 of 16 F6143A Revised 10/12/09 (doc)

 Content Area Standards (Please identify the source)
The students will demonstrate mastery of the following content standards:

Number Sense
(Grade 2: 4.1) Recognize, name, and compare unit fractions from 1/12 to 1/2.
(Grade 2: 4.2) Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).
(Grade 2: 4.3) Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.
(Grade 5: 2.5) Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.

Measurement/Geometry
(Grade K: 1.1) Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier,
or holds more).
(Grade 1: 1.1) Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
(Grade 2: 1.1) Measure the length of objects by iterating (repeating) a nonstandard or standard unit.

Mathematical Reasoning:
(Grade K: 1.0, 1: 1.0, 2: 1.0) Students make decisions about how to set up a problem.
(Grade K: 2.0, 1: 2.0, 2: 2.0) Students solve problems and justify their reasoning.
(Grade K: 3.0, 1: 3.0, 2: 3.0) Students note connections between one problem and another.

Page 8 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #4: Percents

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Calculating tax, tip and sales prices learning) and Summative (of learning) representations, technology, supplemental
a. Comprehends the concept of b. Role plays assessment examples. curriculum and materials using different
percentage c. Catalog projects a. Skill assessments strategies, modalities, styles, peer tutoring,
b. Compare various percents to determine d. Calculator exercises involving money b. Chapter/Unit tests etc.
larger and smaller amounts and percents c. Diagnostic tests
c. Multiply amounts by a variety of e. Visual aids and pictures d. Alternate forms of assessment per 5. What will we do if students already know
percentages f. Classroom games and activities student IEP needs it?
e. Observations a. Move to next higher level of same
standard or skill
b. Reassess student skill level and place
appropriately

Content Area Standards (Please identify the source)

The students will demonstrate mastery of the following content standards:

UNIT #4: Percents

Number Sense:
(Grade 5: 1.2) Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given
percent of a whole number.

Page 9 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #5: Measurement

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Read and set times with practice clocks learning) and Summative (of learning) representations, technology, supplemental
a. Tell time on an analog clock with moveable hands assessment examples. curriculum and materials using different
b. Tell time on a digital clock b. Use time clocks and time cards a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Be familiar with the calendar (dates, day, c. Flash cards b. Chapter/Unit tests etc.
weeks, months, seasons) d. Use calendars, daily planners to identify c. Diagnostic tests
d. Read a ruler (standard and metric) specific days/dates d. Alternate forms of assessment per 5. What will we do if students already know
e. Measure the length of an item e. Pictures (visuals) to identify holidays, student IEP needs it?
f. Convert units of measurement months, seasons, etc. e. Observations a. Move to next higher level of same
g. Measure liquids and solids f. Rulers, yardsticks, meter sticks, tape standard or skill
h. Read a thermometer measure b. Reassess student skill level and place
g. Scales (cooking and personal) appropriately
h. Cook and/or follow a recipe
i. Thermometers (room, cooking)
j. Classroom games and activities

Page 10 of 16 F6143A Revised 10/12/09 (doc)

 Content Area Standards (Please identify the source)
The students will demonstrate mastery of the following content standards:

UNIT #5: Measurement

Algebra and Functions

(Grade K: 1.1) Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g. all these balls are green, those are red).

Measurement and Geometry

(Grade K: 1.1) Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier,
or holds more).
(Grade K: 1.2) Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g. clock,
calendar).
(Grade K: 1.3) Name the days of the week.
(Grade K: 1.4) Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night).
(Grade 1: 1.1) Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
(Grade 1: 1.2) Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).
(Grade 2: 1.1) Measure the length of objects by iterating (repeating) a nonstandard or standard unit.
(Grade 2: 1.3) Measure the length of an object to the nearest inch and/or centimeter.
(Grade 2: 1.4) Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).
(Grade 3: 1.1) Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
(Grade 3: 1.2) Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
(Grade 3: 1.4) Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

Mathematical Reasoning:
(Grade K: 1.0, 1: 1.0, 2: 1.0) Students make decisions about how to set up a problem.
(Grade K: 2.0, 1: 2.0, 2: 2.0) Students solve problems and justify their reasoning.
(Grade K: 3.0, 1: 3.0, 2: 3.0) Students note connections between one problem and another.

Page 11 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #6: Math Vocabulary

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Math tile task cards learning) and Summative (of learning) representations, technology, supplemental
a. Increase basic math vocabulary b. Flash cards assessment examples. curriculum and materials using different
b. Recognize geometric shapes and c. Use manipulatives a. Skill assessments strategies, modalities, styles, peer tutoring,
concepts d. Word problem tasks b. Chapter/Unit tests etc.
e. Matching exercises c. Diagnostic tests
f. Silent math activities d. Alternate forms of assessment per 5. What will we do if students already know
g. Classroom games and activities student IEP needs it?
e. Observations a. Move to next higher level of same
standard or skill
b. Reassess student skill level and place
appropriately

Page 12 of 16 F6143A Revised 10/12/09 (doc)

 Content Area Standards (Please identify the source)
The students will demonstrate mastery of the following content standards:

UNIT #6: Math Vocabulary

Algebra and Functions

(Grade K: 1.1) Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).

Measurement and Geometry

(Grade K: 1.1) Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier,
or holds more).
(Grade K: 1.2) Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock,
calendar).
(Grade K: 1.3) Name the days of the week.
(Grade 1: 2.1) Identify, describe, and compare triangles, squares, circles, including the faces of three-dimensional objects.
(Grade 1: 2.2) Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being
used for classification.
(Grade 1: 2.3) Give and follow directions about location.
(Grade 2: 2.1) Describe and classify plane and geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape
of faces, edges, and vertices.

Statistics, Data Analysis, and Probability

(Grade K: 1.2) Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
(Grade 1: 1.1) Sort objects and data by common attributes and describe the categories.

Page 13 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #7: Money and Finances

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks.

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Manipulate real and “play” money learning) and Summative (of learning) representations, technology, supplemental
a. Identify coins b. Money computations using a regular assessment examples. curriculum and materials using different
b. Identify bills and/or money calculator a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Count money c. Flash cards b. Chapter/Unit tests etc.
d. Identify equivalent amounts d. Make shopping lists (estimates) c. Diagnostic tests
e. Read amount of money (written) e. Compare prices or make purchase (real d. Alternate forms of assessment per 5. What will we do if students already know
f. Add money or simulated) using advertisements and student IEP needs it?
g. Figuring correct change catalogs e. Observations a. Move to next higher level of same
h. Find the total for several same-price f. Role play standard or skill
items g. Real and simulated shopping activities b. Reassess student skill level and place
i. Find the price per unit h. Set up and maintain a checkbook appropriately
j. Figure and recognize correct change or (savings)
use “dollar more” technique i. Read and/or make charts and graphs
k. Manage a checking account j. Use manipulatives
l. Stay within a budget when making k. Classroom games and activities
purchases (real or simulated)

Page 14 of 16 F6143A Revised 10/12/09 (doc)

 Content Area Standards (Please identify the source)
The students will demonstrate mastery of the following content standards:

UNIT #7: Money and Finances

Number Sense
(Grade 1: 1.5) Identify and know the value of coins and show different combinations of coins that equal the same value.
(Grade 2: 5.1) Solve problems using combinations of coins and bills.
(Grade 2: 5.2) Know and use the decimal notation and the dollar and cent symbols for money.
(Grade 3: 2.7) Determine the unit cost when given the total cost and number of units.
(Grade 3: 3.3) Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in d ecimal
notation by using whole-number multipliers and divisors.

Algebra and Functions

(Grade 3: 2.1) Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

Mathematical Reasoning:
(Grade K: 1.0, 1: 1.0, 2: 1.0) Students make decisions about how to set up a problem.
(Grade K: 2.0, 1: 2.0, 2: 2.0) Students solve problems and justify their reasoning.
(Grade K: 3.0, 1: 3.0, 2: 3.0) Students note connections between one problem and another.

Page 15 of 16 F6143A Revised 10/12/09 (doc)

 EL DORADO UNION HIGH SCHOOL DISTRICT

EDUCATIONAL SERVICES

Department: Special Education

Course Title: Life Skills Math (#0774)

UNIT/STANDARD #: Unit #8: Metrics

LEARNING OUTCOME: Develop math skills using basic math operations. Connect math skills to daily living tasks

LEARNING OUTCOME INSTRUCTIONAL STRATEGIES ASSESSMENTS INTERVENTIONS

1. What students will learn, know, and be 2. Instructional strategies that will be used 3. How will we know that students have 4. What will we do if students don’t learn?
able to do? (Must be aligned to state to engage students. learned? Include both Formative (for Reteach using manipulatives, visual
content standards.) a. Measure items using metric ruler, meter learning) and Summative (of learning) representations, technology, supplemental
a. Relate unit name with unit measurement stick assessment examples. curriculum and materials using different
b. Associate unit name with symbol b. Identify/measure liquids and solids using a. Skill assessments strategies, modalities, styles, peer tutoring,
c. Measure line segments and objects metric measurement b. Chapter/Unit tests etc.
c. Flash cards c. Diagnostic tests
d. Matching activities d. Alternate forms of assessment per 5. What will we do if students already know
e. Classroom games and activities student IEP needs it?
e. Observations a. Move to next higher level of same
standard or skill
b. Reassess student skill level and place
appropriately

Content Area Standards (Please identify the source)

The students will demonstrate mastery of the following content standards:

UNIT #8: Metrics

Measurement and Geometry

(Grade 1: 1.1) Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.
(Grade 2: 1.1) Measure the length of objects by iterating (repeating) a nonstandard or standard unit.
(Grade 2: 1.3) Measure the length of an object to the nearest inch and/or centimeter.
(Grade 3: 1.1) Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

Page 16 of 16 F6143A Revised 10/12/09 (doc)