Monrovia Unified Schools DRAFT Second Grade Math Curriculum/Pacing Guide DRAFT. Sunday, May 19,

Transcription

1 Sunday, May 19,

2 Chapter 1 Theme Let s Find Some Animals! Pacing: Chapter Project, 13 Lessons and 1 Performancee Task in 17 instructional days. Assess Chapter 1 by September 18th (20 calendar days). Fluency Skills Essential Skills Memorize Addition and Subtraction Facts within 20 Add and subtract within 20 using strategies (For addition: Count on, doubles, neighbors, things that make ten. For subtraction: Count back, use doubles and use fact families). Notes: Key Concepts Standards Assessed at the End of the Chapter Represent and solve problems involving addition and subtraction Understand addition and subtraction strategies Relate addition and subtraction facts Standard Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Sunday, May 19,

3 Standard OA2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Standard NBT5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Standard NBT9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Materials Needed Two-color counters, yellow, red and green connecting cubes, Work Mat 2 & 3, number line, number cubes, connecting cubes, number cards (0-9), pan balance Sunday, May 19,

4 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Operations Chapter Project TG: Math Posters (10A) and Algebraic Thinking Lesson 1 Use the Commutative Property and the Identity Property to find sums. NBT5 add, addend, sum Lesson 2 Use a number line to count on when adding. OA2 count on Lesson 3 Use doubles and neighbors to find sums. OA2 doubles, near doubles Lesson 4 Make a 10 to solve addition problems. OA2 Lesson 5 Group addends differently to make the same sum. * The standard really calls for two one digit numbers, but this is really good practice and will develop a depth of knowledge in applying mental strategies. OA2* Impact E-1 Addition Strategies (T46) Lesson 6 Write a number sentence to solve problems. Sunday, May 19,

5 Check My Progress Add, doubles and neighbors, make a ten, add three numbers. add, doubles, count on, addends Lesson 7 Count back to find the difference (using a number line). OA2 count back, subtract, difference Impact F-1 Subtraction Strategies (T56) Lesson 8 Subtract all or zero to find the difference. OA2 NBT9 Learning Station: Letter Subtraction (10A) Check My Progress Count back to subtract, subtract all and subtract zero, use doubles to subtract. count back, subtract, difference Lesson 9 Use doubles facts to find the difference. OA2 Learning Station: How Many Seeds? (10A) Lesson 10 Use addition facts to subtract. OA2 related facts Learning Station: Puppies (10A) Lesson 11 Use subtraction facts to help find the missing addend. OA2 missing, addend Lesson 12 Use related facts to write fact families. OA2 NBT9 fact family Impact D-1 Fact Families (T35) Learning Station: Switcheroo (10A) Sunday, May 19,

6 Lesson 13 Solve word problems that involve two steps. OA2 NBT9 Impact D-2 Choose the Operation (T37) Performance Choice Teacher Choice Impact Unit D Projects and Discussion: Make a Math Magazine Article (T42) Impact Unit F Write Subtraction Stories (T62) Assessment Sunday, May 19,

7 Chapter 2 Theme We re Going to the Desert Pacing: Chapter Project, 7 Lessons and 1 Performance Task in 12 instructional days. Assess Chapter 2 by October 8th (14 calendar days). Benchmark 1 to be administered Oct. 7th through Oct. 11th. It includes standards OA2 and NBT2 (Chapters 1 and 2.) Fluency Skills Skip count 2 s, 5 s and 10 s Addition and Subtraction Facts within 20 ** Assess at the end of this chapter Notes: Essential Skills Key Concepts Standards Assessed at the End of the Chapter Use skip counting to find the total of groups of objects Understand odd and even numbers Work with equal groups of objects and arrays to gain foundations for multiplication OA2 NBT2 Standard Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Sunday, May 19,

8 Standard OA2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Standard OA3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2 s; write an equation to express an even number as a sum of two equal addends. Standard OA4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Standard NBT2 Count within 1000; skip-count by 2 s, 5 s, 10 s, and 100 s Materials Needed Counters, connecting cubes, base-ten blocks, number cubes Sunday, May 19,

9 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Operations Chapter Project TG: Math Posters (106A) and Algebraic Thinking Lesson 1 Use patterns to skip count. Building toward OA3 NBT2 skip count Lesson 2 Model skip counting to find the total in equal groups. NBT2 equal groups Impact First Grade D-2 Skip Counting (T37) Learning Station: Count the Stars (106A) Lesson 3 Find a pattern to solve story problems. NBT2 Impact A-2 Patterns of a Hundred Chart (T6) Check My Progress Skip counting by 2 s, 5 s and 10 s and skip counting using equal grouping. skip count, equal groups Lesson 4 Use repeated addition to add equal groups. OA4 NBT2 repeated, addition Learning Station: Flamingo Fun (106A) Lesson 5 Use array with repeated addition. OA4 array Learning Station: Geese on the Go (106A) Sunday, May 19,

10 Lesson 6 Count by 2 s to decide if a number is even or odd. OA3 even, odd Impact First Grade D-1 Even and Odd Patterns (T35) Learning Station: High Frequency Words (106A) Lesson 7 Find sums of equal numbers. OA3 Performance Task Teacher Choice Impact First Grade Unit D Projects and Discussion: Make a Pattern Impact Unit A Projects and Discussion: Hunting for Numbers (T12) Assessment Sunday, May 19,

11 Chapter 3 Theme I Like Teamwork! Pacing: Chapter Project, 7 Lessons and 1 Performance Task in 13 instructional days. Assess Chapter 3 by October 25th (13 calendar days). Progress Reports are distributed October 16th through 23rd. Concepts from Chapters 1 and 2 should be considered in reporting to parents. Fluency Skills Review addition and subtraction facts to 20 Notes: Essential Skills Add numbers within 100 with regrouping. Add up to four one-digit numbers Solve story problems involving addition (one and two step). Key Concepts Represent and solve problems involving addition and subtraction Add and subtract within 20 Use understanding of place value to add Standards Ready to be Assessed at the End of the Chapter NBT5 Add only NBT 9 Standard Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Sunday, May 19,

12 Standard NBT5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Standard NBT6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Standard NBT9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Materials Needed Base-ten blocks, Work Mat 6, number cubes, connecting cubes. Sunday, May 19,

13 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Operations and Algebraic Thinking Chapter Project Lesson 1 TG: A Guide to Adding Two-Digit Numbers (164A) Take apart an addend to make a ten to add. Lesson 2 Regroup ones as tens to add. NBT5 NBT9 regroup Impact A-1 Numbers on the Wall (T4) Lesson 3 Add one-digit numbers and two digit numbers. NBT5 NBT9 Check My Progress Take apart tens to add, regroup ones and tens and add two-digit numbers. regroup Impact A-3 Ways to Make a Number (T8) Lesson 4 Add two-digit numbers. NBT5 NBT9 Impact E-2 Two-Digit Addition (T48) Learning Station: Pick Your Path, Tickets to the Puppet Show (164A) Sunday, May 19,

14 Lesson 5 Re-write horizontal addition problems vertically to add. NBT5 Impact E-3 Addition with Regrouping (T50) Learning Station: Telephone Words (164A) Lesson 6 Add three and four two-digit numbers. NBT6 NBT9 Lesson 7 Make a model to solve problems. Performance Task Teacher Choice Impact D-3 Making Numbers to 20 (T40) Assessment Sunday, May 19,

15 Chapter 10 Theme Away We Go! Pacing: Chapter Project, 6 Lessonss and 1 Performance Task in 13 instructional days Assess Chapter 10 by November 15th (13 calendar days). Fluency Skills Add and subtract within 20 Notes: Benchmark 2 to be administered Nov. 18th through Nov. 22nd. It includes standards NBT5, NBT9 (addition only) and MD7 (Chapters 3 and 10.) Essential Skills Tell time to the nearest five minutes Know relationships of time (minutes in an hour, days in a month, weeks in a year). Key Concepts Standards Assessed at the End of the Chapter MD7 Standard MD7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA Standard Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Materials Needed Manipulative clocks, number cubes, connecting cubes Sunday, May 19,

16 Common Core Strand Measurement and Data Lessons Lesson Objective Standards Vocabulary Resources Chapter Project TG: Create a Temperature Log (592A) Lesson 1 Read and write to the nearest hour. MD7 analog clock, hour hand, hour, digital clock, minute hand, minute Lesson 2 Tell time to the nearest half hour. MD7 half hour, half past Lesson 3 Find a pattern to solve problems. quarter hour Check My Progress Tell time to half hour, show the time, write the time. analog clock, digital, clock, hour, half hour, minute Lesson 4 Use a clock to tell time to the quarter hour. MD7 Lesson 5 Skip count by five to tell time. MD7 Learning Station: Time to Feast, Pizza Time (592A) Lesson 6 Use A.M. and P.M. when telling time. MD7 A.M. P.M. Learning Station: A Mountain of Presidents, Time Journal (592A) Performance Task Teacher Choice Assessment Sunday, May 19,

17 Chapter 11 Theme I Love Sports! Pacing: Chapter Project, 12 Lessons and 1 Performance Task in 18 instructional days. Assess Chapter 11 by December 20th (19 calendar days). Report Cards will be distributed January 15th. Standards taught in Chapters 1-3 and should be considered in reporting to parents. Fluency Skills Essential Skills Memorize addition and subtraction facts within 20 Practice adding with re-grouping Measure and estimate lengths in standard units. Notes: Key Concepts Standards Assessed at the End of the Chapter How to select a measurement tool How to collect measurement data and record it on a graph MD1, MD2, MD3, MD4 Standard MD1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Standard MD2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Standard MD3 Estimate lengths using units of inches, feet, centimeters, and meters. Sunday, May 19,

18 Standard MD4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Standard MD5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Standard MD6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. Standard MD9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Materials Needed Inch and centimeter rulers, yardstick, meter stick, tape measure Sunday, May 19,

19 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Measurement and Data Chapter Project Lesson 1 TG: Measurements All Around (644A) Use an inch ruler to measure objects. MD1 MD3 MD5 length inch, estimate, measure Impact G-1 Describe an Object s Length (T66) Learning Station: Inching ALong (644A) Lesson 2 Measure objects in feet and yards. MD1 MD3 MD5 foot, yard Lesson 3 Choose the appropriate tool and measure length. MD1 MD3 Check My Progress Inches, feet, yards and select and use customary tools. length, inch, estimate Lesson 4 Measure to compare customary lengths (ex. inches, feet and yards...). MD4 Learning Station: Surfboard Selector (644A) Lesson 5 Measure an object in two different ways (inches and feet, feet and yards...). MD2 Sunday, May 19,

20 Lesson 6 Use understanding of measurement to decide appropriate units of length. ** Deepens understanding of length, but does not really address a standard. Use only if time permits. Check My Progress Compare customary lengths and measuring feet and yards. measure, foot, yard Lesson 7 Use a centimeter ruler to measure objects. MD1 MD3 MD5 centimeters, meters Impact G-3 Inches and Centimeters (T70) Learning Station: Centimeter Caterpillar (644A) Lesson 8 Measure objects using an appropriate unit (centimeters or meters). MD1 MD3 Lesson 9 Use measurement to compare length (in centimeters and meters). MD4 Learning Station: A Magnet s Strength, Fossils Over Time (644A) Lesson 10 Measure in centimeters and meters. MD2 Learning Station: Animals Big and Small (644A) Sunday, May 19,

21 Lesson 11 Lesson 12 Use a number line to measure objects. Measure lengths and record them on a line plot. MD6 MD9 Performance Task Teacher Choice Impact Unit G Projects and Discussion: Hunt for 100 Inches (T72) Impact Unit H Projects and Discussion: Write a Measurement Story (T82) Assessment Sunday, May 19,

22 Chapter 4 Theme Let s Explore the Seasons! Pacing: Chapter Project, 9 Lessons and 1 Performance Task in 16 instructional days. Assess Chapter 4 by January 31st (18 calendar days). Report Cards will be distributed January 15th. Concepts from Chapters 1-3 and should be considered in reporting to parents. Benchmark 3 to be administered Jan. 21st-Jan. 24th. It includes standards MD1, MD2, MD3, MD4 (Chapter 11). Fluency Skills Add and subtract within 20 Add within 100 Notes: Essential Skills Key Concepts Standards Assessed at the End of the Chapter Subtract two-digit numbers from two-numbers. Solve story problems involving subtraction (one and two step.) Check subtraction with addition Understand concept of subtract with re-grouping. Fact Families NBT5 Standard Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Sunday, May 19,

23 Standard NBT5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Standard NBT9 Explain why addition and subtraction operations. strategies work, using place value and the properties of Materials Needed Base-ten blocks, yellow, red and green counting cubes, Work Mat 6, number cubes, connecting cubes. Sunday, May 19,

24 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Operations Chapter Project TG: Teach a Review Lesson (222A) and Algebraic Thinking Lesson 1 Use related facts to make twodigit number families. NBT5 No new vocabulary this chapter. Impact F-1 Subtraction Strategies (T56) Lesson 2 Take apart numbers to make ten to subtract. Lesson 3 Use models to regroup and find the difference. NBT5 NBT9 Impact F-2 Two-Digit Subtraction (T58) Lesson 4 Subtract one-digit numbers from two-digit numbers. NBT5 NBT9 Check my Progress Two-digit fact families, take apart tens to subtract, subtract twodigit numbers. fact family Lesson 5 Subtract two, two-digit, numbers. NBT5 NBT9 Learning Station: Hit the Target, Swimming Fun, Baseball s Hero, Clay Sentences (222A) Lesson 6 Re-write a horizontal two-digit subtraction problem vertically before subtracting. NBT5 Sunday, May 19,

25 Lesson 7 Use addition to check subtraction. NBT5 Lesson 8 Lesson 9 Write a number sentence to solve problems. Read and solve two-step word problems. Performance Task Teacher choice Impact F-3 Subtraction with Regrouping (T60) Impact Unit F Projects and Discussion1: Write Subtraction Stories (T62) Assessment Sunday, May 19,

26 Chapter 5 Theme Look At My Collections! Pacing: Chapter Project, 7 Lessons and 1 Performance Task in 13 instructional days. Assess Chapter 5 by February 21st (13 calendar days). Fluency Skills Add/subtract one and two digit numbers Skip counting 2 s, 5 s and 10 s Subtract within 100 Notes: Use What s My Place, What s My Value throughout this chapter. Essential Skills Compare numbers up to 1,000 Key Concepts Standards Assessed at the End of the Chapter Understand place value Model place value in numbers up to the hundreds place Use place value to compare numbers NBT1, NBT1a, NBT1b, NBT2, NBT3, NBT4 Standard NBT1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Standard NBT1a Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. Sunday, May 19,

27 Standard NBT1b Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Standard NBT2 Count within 1000; skip-count by 2 s, 5 s, 10 s, and 100 s. Standard NBT3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Standard NBT4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Standard NBT8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Materials Needed Ten-frames, base-ten blocks, Work Mat 7, number cards (1-10) Sunday, May 19,

28 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Numbers and Chapter Project TG: Number Pattern Stories (294A) Operations in Base Ten Lesson 1 Write hundreds as hundreds, tens and ones. NBT1 NBT1a NBT1b Review NBT2 hundreds Lesson 2 Read, write and model numbers to 999. NBT1 NBT1b NBT3 Impact B-1 Hundreds, Tens, and Ones (T16) Lesson 3 Identify words, models and expanded form to show numbers to 999. NBT1 NBT1b NBT3 place value, digit, expanded form Learning Station: Butterfly Fun (294A) Check My Progress Place value to 1,000. digit, expanded form, place value, hundreds Lesson 4 Use logical reasoning to solve problems. NBT1 NBT1a NBT1b NBT3 Sunday, May 19,

29 Lesson 5 Read and write numbers to 1,000. NBT3 thousand Learning Station: Comparing Stories (294A) Lesson 6 Find counting patterns. NBT2 NBT8 Lesson 7 Compare three-digit numbers using <, > and =. NBT4 compare, greater than, less than, equal to Learning Station: Home Run Records (294A) Performance Task Teacher Choice Impact B-2 Place Value (T18) Impact B-3 Place Value Clue Puzzles (T20) Assessment Sunday, May 19,

30 Chapter 6 Theme This is My Town Pacing: Chapter Project, 8 Lessons and 11 Performance Performancee Task in 13 instructional days. Assess Chapter 6 by March 12th (13 calendar days). Benchmark 4 to be administered Mar. 3rd-7th. It includes standards NBT1,1a,1b,2,,3,4,and 5 (Chapters 4 and 5). Progress Reports will be distributed Mar. 14th. Concepts from Chapters 1-6 and should be considered in reporting to parents. Fluency SKills Essential Skills Key Concepts Standards Assessed at the End of the Chapter Addition and subtraction facts within 20 Add within 100 Add three digit numbers with re-grouping Mentally add 10 or 100 to a number Understand place value Use place value understanding and to add NBT 7, NBT 8, NBT 9 (addition only for all) Notes: Sunday, May 19,

31 Standard NBT7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Standard NBT8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Standard NBT9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Materials Needed Base-ten blocks, Work Mat 7 Sunday, May 19,

32 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Numbers and Chapter Project TG: Practice Game (350A) Operations in Base Ten Lesson 1 Make a hundred to add a threedigit number. NBT7 All words in this chapter are review words. Lesson 2 Add numbers in the hundreds. NBT7 NBT9 Lesson 3 Mentally add 10 or 100. NBT8 Check my Progress Add hundreds, mentally add 10 or 100, add three-digit numbers, find the missing addend. tens, ones, regroup Lesson 4 Lesson 5 Regroup ones to add three-digit numbers. Regroup tens to add three-digit numbers. NBT7 NBT9 NBT7 NBT9 Lesson 6 Add three-digit numbers. NBT7 NBT9 Learning Station: Three Digit Fruit, Lady Liberty, Moving Along, Enchanted Palace Park, How Many Calories? (350A) Sunday, May 19,

33 Lesson 7 Lesson 8 Performance Task Assessment Given a three-digit number addition problem written horizontally, re-write it vertically before adding. Guess, check and revise strategy to solve problems. Teacher Choice NBT7 NBT7 Sunday, May 19,

34 Chapter 12 Theme Let s Go to the Park! Pacing: Chapter Project, 8 Lessons and 1 Performance Task in 11 instructional days. Assess Chapter 12 by March 27th (11 calendar days). Fluency SKills Essential Skills Key Concepts Standards Assessed at the End of the Chapter Memorize addition and subtraction facts within 20 Add and subtract within 100 Reason with shapes and their attributes Identify and describe two and three dimensional shapes Partition two-dimensional shapes into equal parts G1, G2, G3 Notes: Standard G1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Standard G2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Standard G3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Materials Needed Pattern blocks, attribute blocks, three-dimensional geometric shapes, fraction circles and squares, number cues, color tiles Sunday, May 19,

35 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Geometry Chapter Project TG: Shape Collages (738A) Lesson 1 Identify two-dimensional geometric shapes. G1 two-dimensional. shape, parallelogram, trapezoid, pentagon, hexagon Impact I-2 Sorting Two- Dimensional Figures (T88) Lesson 2 Recognize attributes (sides and angles) of shapes. G1 side, angle, quadrilateral, pentagon, hexagon Lesson 3 Match a list of attributes to the shapes they describe. G1 Check My Progress Identify two-dimensional shapes, sides and angles. angle, side, hexagon, triangle, pentagon, two-dimensional, shape Lesson 4 Identify three-dimensional geometric shapes. G1 three-dimensional, shape, cube, sphere, cone, cylinder, pyramid, rectangular prism Impact I-2 Sorting Three- Dimensional Figures by Attributes (T90) Sunday, May 19,

36 Lesson 5 Describe the faces, edges and vertices of three-dimensional shapes. G1 face, edge, vertex Impact I-1 Characteristics of Figures (T86) Learning Station: Homes of All Shapes, Soccer Shape-up (738A) Lesson 6 Match flat shapes and solids. G1 Learning Station: The Equalizer, The Case of the Missing Cake (738A) Lesson 7 Divide two-dimensional shapes into two, three or four equal parts. G3 halves, thirds, fourths Impact J-1 Making Bigger Shapes From Smaller Shapes (T96) Impact J-2 Finding Smaller Shapes in Bigger Shapes (T98) Lesson 8 Find the area of a rectangle. G2 partition, half of, third of, fourth of Sunday, May 19,

37 Performance Task Teacher Choice Impact Unit I Projects and Discussion: Quadrilateral Web (T92) Impact Unit J Projects and Discussion: Make a Puzzle (T102) Assessment Sunday, May 19,

38 Chapter 7 Theme My School is Cool! Pacing: Chapter Project, 9 Lessons and 1 Performance Task in 17 instructional days. Assess Chapter 7 by April 30th (18 calendar days). Benchmark 5 to be administered Apr. 14th-18th. It includes standards NBT7, NBT8, NBT9 (addition only), G1, G2, and G3 (Chapters 6 and 12). Fluency SKills Essential Skills Key Concepts Standards Assessed at the End of the Chapter Skip Counting 2 s 5 s and 10 s (to get ready for money next chapter.) Subtract within 100 Mentally subtract 10 or 100 from a number Subtract three digit numbers with re-grouping Understand place value Use place value understanding to subtract NBT7, NBT8, NBT9 Notes: Standard NBT7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimess it is necessary to compose or decompose tens or hundreds. Sunday, May 19,

39 Standard NBT8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Standard NBT9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Materials Needed Base-ten blocks, spinner, Work Mat 7 Sunday, May 19,

40 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Numbers and Chapter Project TG: Reference Posters for Subtracting Three-Digit Numbers (412A) Operations in Base Ten Lesson 1 Make a hundred to subtract a three-digit number. NBT7 All words in this chapter are review words. Lesson 2 Subtract numbers in the hundreds. NBT7 NBT9 Lesson 3 Subtract 10 or 100 mentally. NBT8 Check My Progress Take apart hundreds to subtract, subtract hundreds, and mentally subtract 10 or 100. difference, subtract, regroup Lesson 4 Lesson 5 Regroup tens to subtract threedigit numbers. Regroup hundreds to subtract three-digit numbers. NBT7 NBT9 NBT7 NBT9 Lesson 6 Subtract three-digit numbers. NBT7 NBT9 Learning Station: Subtract It!, Ice Cream Favorites, The Boiling Point (412A) Lesson 7 Rewrite horizontal three-digit subtraction as vertical three-digit subtraction. NBT7 Sunday, May 19,

41 Lesson 8 Write a number sentence to solve problems. NBT7 Lesson 9 Subtract across zeros. NBT7 NBT9 Performance Task Teacher Choice Assessment Sunday, May 19,

42 Chapter 8 Theme Let s Count Money Pacing: Chapter Project, 5 Lessons and 1 Performance Task in 14 instructional days. Assess Chapter 8 by May 20th (14 calendar days). Fluency SKills Add and subtract within 20 Add and subtract within 100 Notes: Essential Skills Key Concepts Standards Assessed at the End of the Chapter Count coins Understand the value of coins and the strategies for how to count them. MD8 Standard MD8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Materials Needed Play money: pennies, nickels, dimes, quarters, dollar bills, hundred chart, Work Mat 4 Sunday, May 19,

43 Common Core Strand Lessons Lesson Objective Standards Vocabulary Resources Measurement and Data Chapter Project Lesson 1 TG: Classroom Store (482A) Count to find the value of pennies, nickels and dimes. MD8 penny, cent ( ), nickel, dime Impact C-1 Value of Money (T26) Lesson 2 Count to find the value of collections with quarters. MD8 quarter Lesson 3 Skip count and count on to determine the value of a group of coins. MD8 Impact C-3 Comparing Amounts of Money (T30) Check My Progress Quarters and count coins. penny, nickel, dime, quarter Lesson 4 Solve story problems involving money by using models. MD8 Lesson 5 Use coins to make one dollar. MD8 dollar sign ($) Learning Station: Pinwheel Please, Money Cents, Our Grandma s Life, Money Words (482A) Sunday, May 19,

44 Performance Task Teacher choice Impact C-2 Equal Groups of Money (T28) Impact Unit E Projects and Discussion: Make a Beaded Necklace (T52) Assessment Sunday, May 19,