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B.E.S.T. Standards for Mathematics Appendices Correlation
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Course, Title of Materials, Grade Level
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Please see Florida's B.E.S.T. Standards for Mathematics here.
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Situations Involving Operations with NumbersOperation of FocusConnecting Benchmark(s)Integrated Operations within Student and Teacher Materials
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Project: Building Smarter Solutions with Block ProgrammingRepresentation and Translation Between Forms:

Using manipulatives to model problems

Drawing diagrams or pictures

Creating tables, charts, or graphs

Writing equations or expressions

Explaining the same idea using different representations

Translating between visual, numerical, symbolic, and verbal forms		MA.K12.MTR.2.1:Use your chosen block programming platform to:





Create a working program that solves the chosen problem



Integrate at least one external file (image, sound, spreadsheet, or text)



Use all required programming elements



Keep track of any errors they encounter along the way
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Fluency and AutomaticityArithematic Operation of FocusConnecting Benchmark(s)Integrated Basic Arithmetic Facts within Student and Teacher Materials
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Project: Building Smarter Solutions with Block ProgrammingFlexible and Efficient Use of Mathematical Procedures:

Mental math

Written algorithms (e.g., for addition, subtraction, multiplication, division)

Estimation

Fact fluency (e.g., multiplication/division facts)

Number decomposition or regrouping

Equivalent forms (e.g., converting between fractions, decimals, percents)		MA.K12.MTR.3.1:Using the Smart Solutions Planning Template, outline you program's steps using plain language or pseudocode. They must include:

Loops, conditionals, variables, functions and file inputs.
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K-12 Mathematics GlossaryTerm of FocusConnecting Benchmark(s)Integrated Terms within Student and Teacher Materials
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Group Project: HistoryMathematical Practices:

Analyzing problems

Asking clarifying questions

Modifying approaches

Collaborating with peers

Persevering through challenges		MA.K12.MTR.1.1:As you research the history of digital devices and organize your information, you'll also use mathematical thinking—even if it doesn't look like solving equations. For example, when comparing how much data floppy disks could store versus modern USB drives, you'll use units, numbers, and comparisons to explain how technology has changed. When creating your timeline, you'll consider the sequence of years, time intervals, and how many innovations happened in a certain period.

As you work together, take time to talk about your thinking. Why did your group choose to display the data in a chart instead of a table? Did someone suggest a more efficient way to group the timeline entries? What errors or patterns did you spot while reviewing your research? These kinds of conversations help you analyze your own thinking, compare it to others' ideas, and choose the best method to present your findings clearly.

Great mathematicians—and great collaborators—ask questions, explain their reasoning, and build on each other's ideas. This helps your final digital product become not just more accurate, but also more thoughtful and impactful.
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Properties of Operations, Equality and InequalityProperty of FocusConnecting Benchmark(s)Integrated Properties within Student and Teacher Materials
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Project: Building Smarter Solutions with Block ProgrammingPattern Recognition and Structural Thinking:

Identifying numerical or geometric patterns

Using properties of operations (e.g., distributive property, place value structure)

Recognizing and applying repeated reasoning

Decomposing numbers or expressions

Generalizing from examples

Ordering steps logically		MA.K12.MTR.5.1:In groups of 3, students plan and partially code a small block program that solves a real-world problem.

Steps:

Teacher gives 2–3 simple real-world problems (e.g., “Remind me to stretch every 30 minutes”; “Track the number of times someone clicks a button”)

Groups choose one problem and:

Write a short algorithm (on paper or whiteboard)

Plan where they’ll use a loop, conditional, variable, and file

Start building in a shared Scratch or MakeCode project (or plan offline if tech is limited)

Challenge: Students must include one intentional error for another group to find during the wrap-up.
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K-12 FormulasFormula of FocusConnecting Benchmark(s)Integrated Formulas within Student and Teacher Materials
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Group Project: Cyber Safety ToolkitMathematical Modeling and Application:

Translating real-life situations into math problems

Creating and using models (graphs, diagrams, equations, physical objects)

Using data collection, analysis, and interpretation

Testing and revising methods to match real-world results

Validating conclusions based on context

MA.K12.MTR.7.1:Cyber Safety Guidebook (Google Slides or Docs)

Explain at least 3 procedures for staying safe in this situation.

Include explanations of how these procedures protect your data and privacy.

Use at least 2 trustworthy sources and cite them properly. (Example: "According to Common Sense Media…")
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