First Trimester Second Trimester Third Trimester

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1 STANDARD 1 Number Sense: Develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Number and Numeration) Unit 1 Count up by 2s beginning with 0, 10, 26, and 50 (using coins, number grid, calculators, and base ten blocks). Count up by 5s beginning with 0, 15, 45, and 70. Count up by 10s beginning with 0, 40, and 60. Fill in missing number on a number line and number grid. Identify odd and even numbers. Use number models to write equivalent names for numbers. Show numbers (e.g. 12) with tally marks. Write equivalent names for numbers (egg. 10). Goal 7 Write and order numbers. Compare numbers. Count back by 5s. Read numbers orally. Unit 2 Write number sentences and generate equivalent names for a given number. Unit 3 Count by 5s, 10s, and 25s. Write numbers shown with base-10 blocks. Make the largest number from two digits. Read 2- and 3-digit numbers aloud. Record tally marks for a given number. Show equivalent names for numbers. Unit 4 Write whole numbers using standard base-ten notation. Recognize numbers as odd or even. Unit 5 Count in the thousands. Goal 7 Order whole numbers in the 100s and 1,000s. Count by 2s. Identify place value of a digit in multidigit numbers. Model fractions as equal parts of a region and name the fraction. Find fractions of a collection. Write simple fractions. Represent fractions as equal parts of a region or collection. Record equivalent fraction pairs. Find a fraction of a collection. Write number sentences that are equivalent names for numbers Use manipulative and drawing to model fractions as equal parts of a region or a collection; 11

2 STANDARD 1 (Continued) Number Sense: develop number sense and use numbers and number relationships in problemsolving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Number and Numeration) Unit 10 Count forward by 1s in thousands. Identify the values of a 5-digit number. Read and write money amounts in dollars and cents. Model fractions as equal parts of a collection. Identify fractions of a collection. Unit 11 Use area models to compare fractions. Unit 12 Shade regions and write fractions equivalent to ½. Goal 7 Compare and order whole numbers up to 10,

3 STANDARD 2 Algebraic Thinking: use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Patterns, Functions, and Algebra Unit 1 Complete and describe a number pattern. Solve number-grid puzzles using number-grid patterns. Unit 2 Use counting patterns on the number grid. Extend a numeric pattern using addition and subtraction. Solve What s My Rule? problems using addition and subtraction with a known rule. Write a number story to describe a number sentence. Write a number story for number model. Write fact families for dominoes. Add and write the turnaround facts. Unit 3 Create number patterns and rules in Framesand-Arrows problems. Unit 4 Fill in the number-grid puzzle. Unit 5 Unit 6 Complete the What s My Rule? table. Use the <,>, and = symbols. Use a rule to follow a pattern. Find the rule for functions involving doubling. What a number model. Continue numeric patterns. Unit 10 Identify a rule for a function Find the rule and complete the what s my rule table. Unit 11 Unit 12 13

4 STANDARD 3 Data and Probability: Use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Data and Chance) Unit 6 Read graphs. Use probability language. Find the median. Use data to make a bar graph. Use basic language of probability. Find the modes for data sets. Find the median. Unit 11 Find the median of a set of data. Unit 12 Read a bar graph. Find landmarks of a data set. Use graphs to find the maximum, minimum, mode, and median of a data set and interpret information (e.g. Who ran more and who ran fewer miles). 14

5 STANDARD 4 Geometry: Use geometric concepts, properties. and relationships in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Geometry) Unit 3 Unit 4 Unit 5 Use a straightedge to draw a line segment. Identify parallel lines. Draw line segments. Name 2-dimensional shapes. Identify 2-dimensional shapes. Complete 2-dimensional symmetric shapes. Identify 3-dimensional shapes. Identify objects that have a line of symmetry. Draw a line segment. Unit 10 Draw the lines of symmetry. Unit 6 15

6 STANDARD 5 Measurement: Use a variety of tools and techniques to measure, apply the results in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Measurement and Reference Frames) Unit 1 Tell time to the nearest half-hour. Write the time and draw hands for half-hour (e.g. 7:30). Unit 3 Show time to the nearest half-hour. Unit 4 Identify sensible measures in given temperature situations using the Class Thermometer Poster. Read, show temperatures, and solve temperature-change problems. Write the temperature. Tell time to the nearest quarter-hour. Unit 5 Read the time and match it to its digital notation. Record times shown on a demonstration clock. Unit 6 Draw and measure a 3-inch line segment. Create $1.00 using different coin combinations. Write the time. Compare standard and metric units of length. Tell time to the quarter-hour. Record equivalent units of time. Use a ruler to measure the lengths of objects. Measure to the nearest inch and centimeter. Count the unit squares to find the area. Unit 10 Read and write the temperature. Convert between units of time. 16

7 STANDARD 5 (Continued) Measurement: Use a variety of tools and techniques to measure, apply the results in problemsolving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Measurement and Reference Frames) Unit 11 Draw sides of a rectangle to the nearest inch. Tell time to the nearest 5 minutes. Unit 12 Describe the relationship between days in one week and hours in one day. Identify units of time. Name the days of the week. Name the months of the year. Find equivalents units of time. 17

8 STANDARD 6 Computation: link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 1 Know basic addition facts. Find missing addends. Count coin combinations. Count bill combinations. Calculate the value of coin combinations. Find the value of a collection of coins. Unit 2 Write number stories using easy facts. Recall math facts more quickly than a calculator. Solve +0 and +1 addition facts. Know double facts. Write a fact family from a fact triangle (e.g. 2, 11, and 9). Add and subtract. Read 2- and 3-digit numbers orally. Unit 3 Know addition facts. Show coin combinations. Calculate the value of coin combinations. Solve an addition number-story problem. Unit 4 Record subtraction facts. Solve problems involving addition of multidigit multiples of ten. Estimate the total cost of two items. Make ballpark estimates. Solve parts-and-total situations. Find the difference between 2-digit numbers and any higher multiple of 10. Solve addition problems with multiple addends. Solve a 2-digit number story. Make change. Create rectangular arrays to match a description (5-by-3 array) Record known addition and subtraction facts. Calculate coin combinations. Share counters equally (Divide objects equally). Estimate the combined value of two items. Estimate the amount of change from a transaction. 18

9 STANDARD 6 (continued) Computation: link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 5 Find the difference between two 2-digit numbers. Write the fact family. Use ballpark estimates for addition problems. Unit 6 Add three numbers. Solve number stories. Solve comparison number stories. Combine equal groups to find the total. Draw rectangular arrays. Use counters and drawings to solve equalsharing problems. Solve a parts-and-total situation. Record known addition and subtraction facts. Solve addition problems of 2-digit whole numbers using strategies or manipulatives. Make ballpark estimates, with a number model, for each given sum. Share counters equally (Divide objects equally). Unit 10 Record addition and subtraction facts. Calculate the value of coin and bill combinations. Estimate the combined value of two items. Estimate the amount of change from a transaction. 19

10 STANDARD 6 (continued) Computation: link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 11 Find the differences between 2-digit numbers. Solve subtraction problems involving 2-digit numbers. Solve addition and subtraction problems with manipulatives. Estimate to solve addition problems with money. Make reasonable estimates involving money in addition and subtraction word problems. Solve multiplication problems using an equal groups model. Solve a division problem using an equal sharing model. Draw arrays for multiplication facts. Find equal shares. Draw arrays to model multiplication. 20

11 STANDARD 6 (continued) Computation: link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems. (Aligned to Everyday Mathematics Strand of Operations and Computation) Unit 12 Record known addition and subtraction facts. Demonstrate automaticity with +/- 0, +/-1, doubles, and sum-equals-ten facts, and proficiency with all addition and subtraction facts through Solve problems involving multiplication. Use arrays to model multiplication facts. Make change (using manipulatives). 21