Which of the following is a correct match between a skill and its corresponding knowledge area in the Brazilian elementary mathematics curriculum? ...
Which of the following is a correct match between a skill and its corresponding knowledge area in the Brazilian elementary mathematics curriculum?
Exploring the ideas of multiplication and division intuitively. - Numbers
Solving and elaborating problem situations of adding equal parcels, through personal strategies and forms of registration, using or not support of images and/or manipulable material, leading to the construction of the meaning of multiplication. - Numbers
Building basic facts of multiplication and division and using them in calculation procedures to solve problems. - Numbers
Describing the missing elements in repetitive sequences and in recursive sequences of natural numbers, objects or figures. - Algebra
Recognizing, naming and comparing spatial geometric figures (cube, rectangular block, pyramid, cone, cylinder and sphere), relating them to objects in the physical world, through records. - Geometry
Estimating, measuring, comparing and recording capacity and mass, using personal strategies and non-standardized or standardized units of measurement (liter, milliliter, gram and kilogram). - Measurements
Conducting research by choosing up to three categorical variables of interest, organizing the collected data in lists, tables and simple column graphs. - Probability and Statistics
Establishing the equivalence of values between coins and bills of the Brazilian monetary system to solve everyday situations. - Measurements
Measuring the duration of a time interval through a digital clock and recording the start and end time of the interval. - Measurements
Identifying and recording, in verbal or non-verbal language, the location and displacements of people and objects in space, considering more than one point of reference, and indicating changes in direction and sense. - Geometry
a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
b) 1, 2, 3, 4, 5, 6, 7, 8, 9
c) 1, 2, 3, 4, 5, 6, 7, 8, 10
d) 1, 2, 3, 4, 5, 6, 7, 9, 10
e) 1, 2, 3, 4, 5, 6, 8, 9, 10
a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
b) 1, 2, 3, 4, 5, 6, 7, 8, 9
c) 1, 2, 3, 4, 5, 6, 7, 8, 10
d) 1, 2, 3, 4, 5, 6, 7, 9, 10
e) 1, 2, 3, 4, 5, 6, 8, 9, 10
Exploring the ideas of multiplication and division intuitively. - Numbers
Solving and elaborating problem situations of adding equal parcels, through personal strategies and forms of registration, using or not support of images and/or manipulable material, leading to the construction of the meaning of multiplication. - Numbers
Building basic facts of multiplication and division and using them in calculation procedures to solve problems. - Numbers
Describing the missing elements in repetitive sequences and in recursive sequences of natural numbers, objects or figures. - Algebra
Recognizing, naming and comparing spatial geometric figures (cube, rectangular block, pyramid, cone, cylinder and sphere), relating them to objects in the physical world, through records. - Geometry
Estimating, measuring, comparing and recording capacity and mass, using personal strategies and non-standardized or standardized units of measurement (liter, milliliter, gram and kilogram). - Measurements
Conducting research by choosing up to three categorical variables of interest, organizing the collected data in lists, tables and simple column graphs. - Probability and Statistics
Establishing the equivalence of values between coins and bills of the Brazilian monetary system to solve everyday situations. - Measurements
Measuring the duration of a time interval through a digital clock and recording the start and end time of the interval. - Measurements
Identifying and recording, in verbal or non-verbal language, the location and displacements of people and objects in space, considering more than one point of reference, and indicating changes in direction and sense. - Geometry
a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
b) 1, 2, 3, 4, 5, 6, 7, 8, 9
c) 1, 2, 3, 4, 5, 6, 7, 8, 10
d) 1, 2, 3, 4, 5, 6, 7, 9, 10
e) 1, 2, 3, 4, 5, 6, 8, 9, 10
a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
b) 1, 2, 3, 4, 5, 6, 7, 8, 9
c) 1, 2, 3, 4, 5, 6, 7, 8, 10
d) 1, 2, 3, 4, 5, 6, 7, 9, 10
e) 1, 2, 3, 4, 5, 6, 8, 9, 10
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💡 1 Resposta
Ed 
A alternativa correta é a letra "a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10". Cada uma das habilidades listadas está associada à sua respectiva área de conhecimento na Matemática do ensino fundamental brasileiro.
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