Bridges Competencies & Experiences

Bridges is designed to enable students to achieve competency in specific areas by year-end while at the same time providing experiences that expose students to areas that will be mastered in subsequent years. See also Student Achievement.

The Competencies and Experiences outlined below capture this integrated plan across grades K-5.  For details select View from the table below.  You may also download documents by grade band:  Grades K-2, Grades 3-5.

Subject Area Grades K-2 Grades 3-5
Number Sense and Numeration View View
Computation View View
Algebraic Thinking View View
Data Analysis and Probability View View
Measurement View View
Geometry View View
     
Grades 3-5 Data Analysis & Probability
Third Grade Fourth Grade Fifth Grade
COMPETENCIES
Read and interpret a wide variety of graphs, including graphs in which each division stands for more than 1 item. Read, interpret, and construct a wide variety of graphs, including bar, line, double line, line plots, pictographs, and circle (pie) graphs. Interpret and construct a wide variety of graphs, including bar, line, first quadrant plots, tables, and circle graphs to display collected data and to provide evidence for conclusions.
Determine the mode and range of a set of data. Determine the mode, median, and range of a set of data. Determine the mode, median, mean (average) and range of a set of data.
Display the results of surveys or experiments by constructing line plots, bar graphs, line graphs, and/or pictographs. Label columns and rows and create appropriate titles for graphs. Devise and conduct surveys and experiments; systematically collect and record data; draw, support, and communicate conclusions based on data collected. Compare two related sets of data using measures of variability (range) and central tendency (mean, median, and mode) using concrete materials, tables, and computation.
Draw conclusions, make predictions, and draw inferences from tables, tally charts, pictographs, line graphs, pie graphs, bar graphs, and Venn diagrams. Predict and represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams). Solve simple counting problems (“James has 3 pairs of pants and 4 shirts. How many different outfits can he wear?” Compare different representations of the same data and evaluate how well each representation shows important aspects of the data.
Given a simple game or activity involving spinners, coins, or numbers cubes, predict the likelihood of a particular outcome based on the initial conditions. Record and systematically keep track of the outcomes when an event is repeated many times. Predict the likelihood of an outcome prior to an experiment involving spinners, number cubes, or coins.
Express the outcome of such experiments verbally and numerically using both whole numbers and fractions (e.g., 3 out of 4 or 3/4), and compare predicted probability with the actual results.		 Determine possible outcomes in a situation. Compare experimental probability to the theoretical probability of a particular outcome.
  Describe the probability of various outcomes or events using such terms as impossible, unlikely, somewhat likely, very likely, certain, and equally likely. Analyze events or games of chance to determine the experimental probability of an event occurring. Express that probability as a ratio (fraction or decimal).
EXPERIENCES
Investigate situations in which the more data one collects, the closer the actual outcome is to the predicted outcome. Investigate the fact that probability cannot determine an individual outcome, but can be used to predict the likely frequency of an outcome. Explore basic concepts of sampling, including the fact that larger samples yield better results and the need for representative samples.
Explore averaging problems by leveling off columns of cubes or base ten pieces. Explore the concept and process of finding the mean (the average); develop a variety of strategies for estimating and finding the mean.  
Explore counting problems such as, “Sarah has 2 kinds of bread and 3 kinds of cheese. How many different kinds of sandwiches can she make?”