2013-2014 1303300 Chorus 1 1303310 Chorus 2 1303320 Chorus 3 1303330 Chorus 4 1303340 Chorus 5 Honors 1303350 Chorus 6 Honors CURRICULUM MAPS Grades 9-12 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.
The School District of Volusia County The School Board of Volusia County Mrs. Diane Smith, Chairman Ms. Candace Lankford, Vice-Chairman Mrs. Linda Costello Mr. Stan Schmidt Mrs. Ida Wright SUPERINTENDENT OF SCHOOLS Dr. Margaret A. Smith AREA SUPERINTENDENTS Ms. Vickie Presley Mr. James T. Russell DEPUTY SUPERINTENDANT, INSTRUCTIONAL SERVICES Ms. Bambi Lockman Coordinator of Secondary Services Dr. Kathryn Dyer Performing Arts Specialist Dr. Monty Musgrave
Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills (see next page) Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district-required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. ************************************************************* The curriculum maps for vocal music are divided into five sections, which align with the Big Ideas of the NGSSS: C Critical Thinking and Reflection; S Skills, Techniques, and Processes; O Organizational Structure; H Historical and Global Connections; F Innovation, Technology, and the Future. It is common practice that many or most of the sections, and the concepts associated with them, are taught simultaneously in every lesson (hence the Spiral Curriculum ). The purpose of delineation into separate sections is for assessment purposes. Teachers are expected to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.
NEXT GENERATION SUNSHINE STATE STANDARDS USERS GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify NGSSS and course Content Statements. Benchmark Code: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: MU.912.C.1.1 Big Ideas Content Area Grade Level Big Idea Enduring Understanding Benchmark C Critical Thinking and Reflection S Skills, Techniques, and Processes O Organizational Structure H Historical and Global Connections F Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.
MEASUREMENT TOPIC: HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1-6 Grade 9-12 Introduction to Performance Fundamentals PACING: 1 st NINE-WEEKS MAP - A ESSENTIAL QUESTIONS: Does the student Produce a characteristic vocal tone? Read basic notation? Demonstrate pitch discrimination? Demonstrate appropriate posture and breathing techniques? Demonstrate the ability internalize pulse? Understand how to listen for various elements of music? Understand basic musical behaviors? BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Major Scales Physical articulation Rhythm Characteristic Tone Embouchure Dexterity Breathing Endurance Posture Sight-reading Perform G, C, F, Bb, Eb, Ab, & Db major scales with arpeggios as well as a variety of chromatic scales Describe and demonstrate a variety of articulations including staccato, legato, marcato, accent, and slur, without noticeable movement on chin, jaw, or throat Perform the Level 2 and Level 3 Premier Rhythms (attached) Consistently demonstrate characteristic tone Demonstrate correct embouchure (wind instrument) or grip (percussion) Demonstrate proper breathing techniques inhale in time and sustain tone for 16 seconds Demonstrate proper posture and instrument carriage Sight-read FBA Grade 1 or similar music Perform a variety of repertoire at FBA Grade 2 or 3 level MU.912.C.1.1 MU.912.C.2.2 MU.912.C.3.1 MU.912.S.1.4 MU.912.S.3.4 MU.912.H.2.2 MU.912.F.1.1 MU.912.F.2.1 MU.912.F.2.2 MU.912.F.2.3 MU.912.F.3.2 MU.912.F.3.4 Major Scale Key Signature Arpeggio Enharmonic Articulation Legato Staccato Marcato Accent Slur Time Signature Embouchure Diaphragm Tone Quality Rhythm/Meter
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1-6 Grade 9-12 Applying Performance Fundamentals Perform music with precision at a steady tempo? Demonstrate refinement of tone quality and intonation? Demonstrate increased proficiency in sight-reading? Demonstrate principles of diction? Demonstrate principles of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? * Consistently sustains attention, respect, and discipline during rehearsals? PACING: MAP - B 2 ND NINE-WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Form Style History Music Theory Assessment Transposition Cross-curricular Connections Improvisation Composition Arranging Identify basic elements of music (form, rhythm, melody, harmony, tone color, expressive elements, style) both aurally and visually Improvise rhythmic and melodic phrases to accompany familiar songs Identify and define various musical symbols and terms Make value judgments regarding music and music performance based on specific criteria Create an original composition or arrangement of an existing work using specific criteria Identify how to transpose from concert pitch to written pitch Identify connections to math, science, language arts, social studies, or visual/performing arts in a specific piece of music MU.912.C.1.1 MU.912.C.2.1 MU.912.C.2.2 MU.912.S.2.1 MU.912.S.2.2 MU.912.S.3.4 MU.912.O.3.1 MU.912.O.3.2 MU.912.H.1.1 MU.912.H.1.2 MU.912.H.1.3 MU.912.H.1.4 MU.912.H.1.5 MU.912.H.2.1 MU.912.H.2.3 MU.912.F.3.1 Transposition Improvisation Composition Arrangement Evaluation Cross-curricular
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1-6 Grade 9-12 Developing Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Understand principles of vocal blend, ensemble balance, and tonal resonance? Demonstrate increased proficiency in sight-reading? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate increased skills of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? * Consistently sustains attention, respect, and discipline during rehearsals and performances? PACING: MAP - C 3 RD NINE-WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Intonation Tone Intervals Rhythmic Dictation Melodic Dictation Discern sharp, flat, in-tune with aural prompt Dictate a simple melody using aural prompt Dictate various rhythmic patterns using aural prompt Perform simple melodies by ear Match pitch by singing and/or buzzing (brass) Identify intervals with aural prompt Identify various pitched and non-pitched timbres Sing various melodic or accompaniment passages found in their music MU.912.C.1.1 MU.912.C.1.2 MU.912.S.3.1 MU.912.S.3.2 MU.912.S.3.4 Dictation Interval Timbre Intonation Tone Play by Ear Sight-singing
MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1-6 Grade 9-12 Applying Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Consistently perform with appropriate vocal blend, ensemble balance, and tonal resonance? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate the ability to critique one s own performance quality? Consistently sustains attention, respect, and discipline during rehearsals and performances? Perform repertoire from a variety of styles and genres? Understand the role and function of music as related to technology, career planning, college preparation, and real-world settings? PACING: MAP - D 4 TH NINE-WEEKS BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY Intonation Tone Intervals Rhythmic Dictation Melodic Dictation Discern sharp, flat, in-tune with aural prompt Dictate a simple melody using aural prompt Dictate various rhythmic patterns using aural prompt Perform simple melodies by ear Match pitch by singing and/or buzzing (brass) Identify intervals with aural prompt Identify various pitched and non-pitched timbres Sing various melodic or accompaniment passages found in their music MU.912.C.1.1 MU.912.C.1.4 MU.912.C.2.3 MU.912.S.1.2 MU.912.S.1.4 MU.912.S.3.4 MU.912.O.1.1 MU.912.O.2.1 MU.912.F.3.3 Dictation Interval Timbre Intonation Tone Play by Ear Sight-singing
HIGH SCHOOL VOCAL MUSIC CURRICULUM MAP CHORUS 1-6 Grade 9-12 Suggested Resources Teaching Music Through Performance in Choir, Vol. 1,2,3 GIA Publications Best Music for Young Band Music for Concert Band Suggested Assessments Performance Observation Peer Critique Attached performance assessments http://www.fva.net/wpcontent/uploads/2011/02/adj_choral_performance_yellow.pdf Links to Educational websites Florida Music Educators Association www.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy-center.org/educators.aspx Florida Dept. of Education www.fldoe.org Florida Vocal Association http://www.fva.net/ American Choral Director Association http://www.choralnet.org/ Choral Director Magazine http://www.choraldirectormag.com/ National Association for Music Education http://www.nafme.org/ The Silvis Woodshed (MIDI Files) http://gasilvis.net/ Cipoo (Public Domain Music) http://www.cipoo.net/ Hear the Choirs Sing (mp3 files) http://www.hearchoirs.net/ Music Theory http://www.musictheory.net/
ASSESSMENT RUBRIC 4 Points (Advanced) A score of four is a response in which the student demonstrates a thorough understanding of the music concepts and/or procedures embodied in the task. The student has responded correctly to the task, used musically sound procedures, and provided clear and complete explanations and interpretations. 3 Points (Proficient) A score of three is a response in which the student demonstrates an understanding of the music concepts and/or procedures embodied in the task. The students response to the task is essentially correct with the musical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical procedures or indications of some misunderstanding of the underlying music concepts and/or procedures. 2 Points (Basic) A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students work lacks an essential understanding of the underlying music concepts. 1 Point (Emerging) A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/or procedures embodied in the task. The students response is incomplete and exhibits many flaws. Although the students response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 Points A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.
Vocal Music Performance Assignment Evaluation Form Student Name Exercise Circle the appropriate rating for each performance task. Average the ratings for the final score. Demonstrated correct posture 4 3 2 1 0 Demonstrated correct vowel placement 4 3 2 1 0 Demonstrated correct enunciation of lyrics 4 3 2 1 0 Demonstrated correct breathing techniques / breath support 4 3 2 1 0 Sang with appropriate tone quality 4 3 2 1 0 Sang in a steady tempo 4 3 2 1 0 Sang with correct intonation 4 3 2 1 0 Sang proper phrases 4 3 2 1 0 Sang prescribed articulations / dynamics 4 3 2 1 0 Sang with confidence / pride 4 3 2 1 0 Sang correct pitches 4 3 2 1 0 Sang correct note / rest values 4 3 2 1 0 TOTAL SCORE 4 3 2 1 0
Course Number: 1303300, 1303310, 1303320, 1303330, 1303340, 1303350 Course Path: Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 9 to 12 and Adult Education Courses» Subject: Music» Course Title: Chorus 1, Chorus 2, Chorus 3, Chorus 4, Chorus 5 Honors, Chorus 6 Honors Course Section: Grades PreK to 12 Education Courses Abbreviated Title: CHORUS 1, CHORUS 2, CHORUS 3, CHORUS 4, CHORUS 5 HON, CHORUS 6 HON Course Length: Year Course Level: 2,3 Course Status: DRAFT State Board approval pending Credit: 1.0 Graduation Requirements: Will meet Performing/Fine Arts (PF) Course Description: This year-long class, designed for students with varying choral experience, promotes the enjoyment and appreciation of music through performance choral repertoire of various difficulties from a variety of times and places. Rehearsals focus on the development of critical listening skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances. General Note: All instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction. Special Note: This course requires students to participate in extra rehearsals and performances beyond the school day. Additional experiences with small ensembles, solo performance, and leadership opportunities may be available. Students who enjoy the challenges and successes of this course may wish to take an accelerated music class in the future. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of unfamiliar musical works. MU.912.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent. MU.912.C.1.4 Compare and perform a variety of vocal styles and ensembles. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.912.C.2.1 Evaluate and make appropriate adjustments to personal performance in solo and ensembles. MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. MU.912.C.2.3 Evaluate one's own or other's compositions and/or improvisations and generate improvements independently or cooperatively. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.
SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.912.S.1.1 Improvise rhythmic and melodic phrases over harmonic progressions. MU.912.S.1.2 Compose music for voices and/or acoustic, digital, or electronic instruments. MU.912.S.1.3 Arrange a musical work by manipulating two or more aspects of the composition. MU.912.S.1.4 Perform and notate, independently and accurately, melodies by ear. Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.912.S.2.1 Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature. MU.912.S.2.2 Transfer expressive elements and performance techniques from one piece of music to another. Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.912.S.3.1 MU.912.S.3.2 MU.912.S.3.3 Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy. Sight-read music accurately and expressively to show synthesis of skills. Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills. MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and discuss their effect on structure. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. MU.912.O.2.1 Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music. MU.912.O.2.2 Transpose melodies into different modalities through performance and composition. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.912.O.3.1 Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer. MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or conductor. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time. Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.912.H.1.1 Investigate and discuss how a culture's traditions are reflected through its music. MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. MU.912.H.1.3 MU.912.H.1.4 MU.912.H.1.5 Compare two or more works of a composer across performance media. Analyze how Western music has been influenced by historical and current world cultures. Analyze music within cultures to gain understanding of authentic performance practices.
The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.912.H.2.1 Evaluate the social impact of music on specific historical periods. MU.912.H.2.2 Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music. MU.912.H.2.3 Analyze the evolution of a music genre. MU.912.H.2.4 Examine the effects of developing technology on composition, performance, and acquisition of music. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.912.H.3.1 MU.912.H.3.2 Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance. Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. MU.912.F.1.1 Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music. MU.912.F.1.2 Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product. Careers in and related to the arts significantly and positively impact local and global economies. MU.912.F.2.1 MU.912.F.2.2 Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training. Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions. The 21 st -century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.912.F.3.1 MU.912.F.3.2 MU.912.F.3.3 MU.912.F.3.4 Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings. Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology. Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace. Design and implement a personal learning plan, related to the study of music that demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.
Additional Required Benchmarks: MU.912.S.3.5 Develop and demonstrate proper vocal or instrumental technique. MU.912.F.2.3 Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business. LACC.1112.SL.1 Comprehension and Collaboration LACC.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. LACC.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. LACC.1112.SL.1.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. LACC.1112.SL.2 Presentation of Knowledge and Ideas LACC.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. LACC.1112.RST.2 Craft and Structure LACC.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 12 texts and topics. LACC.1112.WHST.2 Production and Distribution of Writing LACC.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.1112.WHST.3 Research to Build and Present Knowledge LACC.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LACC.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. DA.912.S.2.1 Sustain focused attention, respect, and discipline during class, rehearsal, and performance. DA.912.F.3.8 Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment. SS.912.H.1.5 Examine artistic response to social issues and new ideas in various cultures. MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.