The Va DOE recently revised the VA SOLs for mathematics (*note: The SOLs are reviewed and revised on a set, rotating schedule – 2009 was when the Math SOLs were scheduled to be reviewed and revised*). Below is an review of the 2009 SOLs for grades 1 – 5 against the content provided in the 2008 edition of TERC Investigations, the version PWCS mandates for all public elementary schools in the county.

**Note and Disclaimer:** This review is not in any way, shape, or form compatible or associated with the assessment the State Department of Education conducts for content match with the SOLs and has no bearing to or relationship with that assessment.

The review is simply a list of content required per the 2009 SOL and, based on our review, missing or presented incompletely in the 2008 version of TERC Investigations. PWCS has conducted it’s own review of the 2004 edition of TERC Investigations to the VA SOL and is, reportedly, supplementing lessons where necessary to meet state standards.

**Grade 1**

1.3 The student will identify the part of a set and / or region that represents a fraction for halves, thirds, and fourths and write the fraction.

**Not Presented**.

1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts.

**Incomplete Coverage.** Fluency with addition facts and the corresponding subtraction facts in Grade 1 Investigations is limited to a sum of 10.

1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts.

**Incomplete** **Coverage.** Use of addition and subtraction facts to solve story and picture problems in Grade 1 Investigations is limited to a sum of 10.

1.7 The student will

- Identify the number of pennies equivalent to a nickel, a dime, and a quarter; and
- determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

**Incomplete Coverage / Not Presented.** Pennies are used as counting tools but nickels and dimes are not introduced. There are no lessons determining the value of a collection of coins.

1.8 The student will tell time to the half-hour, using an analog and digital clock.

**Not Presented. **

1.9 The student will use nonstandard units to measure length, weight / mass, and volume.

**Incomplete Coverage**. Weight / mass and volume are not covered.

1.10 The student will compare using the concepts of more, less, and equivalent

- the volumes of two given containers; and
- the weight / mass of two objects, using a balance scale.

**Not Presented.**

1.12 The student will identify and trace, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to the number of sides, vertices, and right angles.

**Incomplete Coverage.** Circles are not covered.

1.13 The student will construct, model, and describe objects in the environment as geometric shapes (triangle, rectangle, square, and circle) and explain the reasonableness of the choice.

**Incomplete Coverage**. Circles are not covered.

**Grade 2**

2.1 The student will

- read, write, and identify the place value of each digit in a three-digit numeral, using numeration models;
- round two-digit numbers to the nearest ten; and
- compare two whole numbers between 0 and 999, using symbols <, >, or = and the words greater than, less, than or equal to.

**Incomplete Coverage**. Numbers only taught to 100, not 999 , no rounding, and no symbols for greater than (>) or less than (<).

2.2 The student will

- identify the ordinal positions first through twentieth using an ordered set of objects ; and
- write the ordinal numbers

**Not Presented.**

2.3 The student will

- identify the part of a set and / or region that represents a fraction for halves, thirds, fourths, sixths, eights, and tenths;
- write the fraction; and
- compare the unit fractions for halves, thirds, fourths, sixths, eights, and tenths.

**Incomplete Coverage.** No sixths, eights, or tenths.

2.10 The student will

- count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and
- correctly use the cent symbol, dollar symbol, and decimal point.

**Incomplete Coverage**. No counting and comparing a collection of coins up to $2.00

2.11 The student will estimate and measure

- length to the nearest centimeter and inch
- weight / mass of objects using a scale in pounds, ounces / kilograms, grams; and
- liquid volume in cups, pints, quarts, gallons, and liters.

**Incomplete Coverage.** No weight / mass or liquid volume.

2.14 The student will read the temperature on a Celsius and / or Fahrenheit thermometer to the nearest 10 degrees.

**Not Presented.
**

2.16 The student will identify, describe, compare, and contrast plane and solid geometric shapes (circle / sphere, square / cube, rectangle / rectangular prism).

**Incomplete Coverage**. No circle / sphere.

2.18 The student will use data from experiments to predict outcomes if the experiment is repeated.

**Not Presented**.

2.22 The student will demonstrate an understanding of equality by recognizing that the symbol , =, in an equation indicates equivalent quantities and the symbol {not equal} indicates that quantities are not equivalent.

**Incomplete Coverage**. Not Equal not covered.

**Grade 3**

3.1 The student will

- read and write six-digit numerals and identify the place value for each and value for each digit
- round a whole number 9,999 or less, to the nearest ten, hundred, and thousand; and
- compare two whole numbers between 0 and 9,999, using symbols (<,>, =) and words (greater than, less than, equal to).

**Incomplete Coverage**. Numbers only to 1,000 , no rounding, no < or > symbols.

3.3 The student will

- name and write fractions (including mixed numbers) represented by a model
- model fractions (including mixed numbers) and write the fractions’ names; and
- compare fractions having like and unlike denominators, using words, and symbol for < , > , and =.

**Incomplete Coverage.** No fifths, ninths, tenths, or twelfths.

3.4 The student will estimate solutions to and solve single and mutli-step problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.

**No Evidence.** No standard algorithms for addition and subtraction, addition and subtraction only to 999.

3.5 The student will recall the multiplication facts through the twelves table, and the corresponding division facts.

**Incomplete Coverage**. Facts only to product of 50.

3.6 The student will represent multiplication and division, using area, set, and number line models; and create and solve problems that involve multiplication of two whole numbers, one a factor of 99 or less and the second a factor of 5 or less.

**Incomplete Coverage**. No multi-digit multiplication, multiplication limited to product of 50.

3.7 The student will add and subtract proper fractions having like denominators of 12 of less.

**Incomplete Coverage**. No fifths, ninths, tenths, or twelfths.

3.8 The student will determine, by counting the value of a collections of bills and coins whose total value is $5.00 or less, compare the value of the coins or bills, and make change.

**Incomplete Coverage.** No making change.

3.9 The student will estimate and use US Customary and metric units to measure:

- length – including part of an inch (1/2), inches, feet, yards, centimeters, and meters;
- liquid volume – cups, pints, quarts, gallons, and liters;
- weight / mass – ounces, pounds, grams, and kilograms
- area and perimeter.

**Incomplete Coverage**. No portions of an inch, no liquid volume, no weight / mass.

3.11 The student will

- tell time to the nearest minute, using analog and digital clocks; and
- determine the elapsed time in one-hour increments over a 12 hour period.

**Incomplete Coverage**. No elapsed time.

3.12 The student will identify equivalent periods of time, including relationships among days, months, years, as well as minutes and hours.

**Incomplete Coverage**. No equivalent period of time.

3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, edges, and the number and shape of faces, using concrete models.

**Incomplete Coverage**. No circles or spheres.

3.17 The student will

- collect and organize data using observations, measurements, surveys, or experiments;
- construct a line plot, a picture graph, or a bar graph to represent the data; and
- read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

**Incomplete Coverage.** No picture graphs.

3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

**Not Presented.**

## Grade 4

4.1 The student will

- identify (orally and in writing) the place value for each digit in a whole number expressed through millions;
- compare two whole numbers expressed through millions, using symbols (< , >, or =) ;and
- round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.

**Incomplete Coverage**. Numbers only to 10,000 and no rounding.

4.2 The student will

- compare and order fractions and mixed numbers;
- represent equivalent fractions; and
- identify the division statement that represents a fraction.

**Incomplete Coverage.** No sevenths, ninths, or elevenths. No division statement that represents a fraction.

4.3 The student will

- read, write, represent, and identify decimals expressed through thousandths;
- round decimals to the nearest whole number, tenth, and hundredth;
- compare decimals; and
- given a model, write the decimal and fraction equivalents.

**Incomplete Coverage. ** Decimals only through the hundredths, no rounding.

4.4 The student will

- estimate sums, differences, products, and quotients of whole numbers;
- add, subtract, and multiply whole numbers
- divide whole numbers, finding quotients with and without remainders; and
- solve single and multi-step addition, subtraction,and multiplication problems with whole numbers.

**Incomplete Coverage.** Subtraction only from 3-digit numbers, multiplication limited to 2-digit by 1-digit and small 2-digit numbers (e.g.12,15,20), division limited to 2-digit and small 3-digit numbers divided by 1-digit and small 2-digit divisors.

4.5 The student will

- determine common multiples and factors, including least common multiple and greatest common factor of up to two fractions;
- add and subtract fractions having like and unlike denominators whose denominators are limited to 2,3,4,5,6,8,10, and 12 and simplify the resulting fraction using common multiples and factors;
- add and subtract with decimals; and,
- solve single and multi-step practical problems involving addition and subtraction with fractions and with decimals.

**Incomplete Coverage.** No common multiples or factors, no subtracting fractions, no simplifying fractions using common multiples or factors, no adding or subtracting decimals.

4.6 The student will

- estimate a measure weight / mass and describe the results in US Customary units as appropriate; and
- identify equivalent measurements between units within the US Customary system (ounces, pounds and tons) and between units within the metric system (grams and kilograms).

**Not presented.**

4.7 The student will

- estimate and measure length and determine the result in both metric and US Customary; and
- identify equivalent measurements between units within the US Customary systems (inches and feet, feet and yards, inches and yards, yards and miles) and between units within the metric system (millimeters and centimeters, centimeters and meters, millimeters and meters).

**Incomplete Coverage.** No miles, no millimeters, no equivalencies within a system.

4.8 The student will

- estimate and measure liquid volume and describe the results in US Customary; and
- identify equivalent measurements between the units within the US Customary system (cups, pints, quarts, and gallons).

**Incomplete Coverage.** No pint and quart, no equivalencies.

4.9 The student will determine the elapsed time in hours and minutes within a 12-hour period.

**Incomplete Coverage**. No elapsed time.

4.10 The student will

- identify and describe representation of points, lines, line segments, rays and angles, including endpoints and vertices; and
- identify representations of lines that illustrate intersection, parallelism, and perpendicularity.

**Incomplete Coverage**. No mathematical vocabulary, no perpendicular.

4.11 The student will

- investigate congruence of plane figures after geometric transformations such as reflection, translations, and rotation, using mirrors, paper folding, and tracing; and
- recognize that images of figures resulting from a geometric transformation such as translation, reflection, and rotation.

**Incomplete Coverage.** Limited congruence and transformation.

## Grade 5

5.1 The student, given a decimal through the thousandths, will round to the nearest whole number, tenth, or hundredth.

**Not Presented.**

5.3 The student will

- identify the characteristics of prime and composite numbers; and identify and describe the characteristics of even and odd numbers.

**Incomplete Coverage.** No prime or composite numbers.

5.4 The student will create and solve single and multi-step practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.

**Incomplete Coverage**. Division limited to 1-digit and 2-digit divisors.

5.6 The student will

- find the sum, difference, product, and quotient of two numbers expressed as decimals through the thousandths (divisors with only one nonzero digit); and
- create and solve single and multi-step practical problems involving decimals.

**Incomplete Coverage**. No multiplication or division of decimals.

5.6 The student will solve single and multi-step practical problems involving addition and subtraction with fractions and mixed numbers, and express answers in the simplest form.

**Incomplete Coverage**. No simplifying fractions.

5.8 The student will

- find perimeter and volume in standard units of measure;
- differentiate between perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation;
- identify equivalent measurements within the metric system;
- estimate and then measure to solve problems using US Customary and metric units; and
- choose an appropriate unit of measure for a given situation involving measurement using US Customary and metric units.

**Incomplete Coverage.** No equivalent measurements or appropriate unit of measure.

5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle.

**Not Presented.**

5.10 The student will determine the elapsed time in hours and minutes within a 24-hour period.

**Not presented.**

5.15 The student will, given a problem situation, collect, organize, and interpret data in a variety of forms: using stem and leaf plots and line graphs.

**Incomplete Coverage.** No Stem and Leaf Plots.

5.16 The student will

- describe the mean, median, and mode as measures of center;
- describe the mean as a fair share;
- find the mean, median, mode, and range of a set of data
- describe the range of a set of data as a measure of the variation.

**Incomplete Coverage.** No mean or mode.

April 21, 2009 at 2:34 pm

This is beyond deficient & where supplementation is required, teachers have insufficient time to provide lessons to fill in those gaps – much less providing students with the time REQUIRED to master those standards. The PWC School Board should be provided w/the above summary & reconsider, at the least, an opt-in for classical/tradit’l math, and at best, removing TERC/MI as the core curriculum.