Objective Resources Assessment Standards Unit Concept Timeline

Size: px
Start display at page:

Download "Objective Resources Assessment Standards Unit Concept Timeline"

Transcription

1 Our Community Members are. Active Christians Life Long Learners Effective Communicators Responsible Citizens Self Aware Individuals Tricia Sztan Unit 1: Numeration Total Time (with summative assessment): 1s Performance Assessment: SWBAT use data from a trip to answer questions about planning a vacation. Lesson Topic/ Mastery? 1. Hundreds Master 2. Thousands 3. Greater Numbers Objective Resources Assessment Standards Unit Concept Timeline Students will read and write numbers in the hundreds. Students will read and write numbers in the thousands. Students will read and write numbers in the ten and hundred thousands. 1. envision Math book (student and editions) Review 2.NBT.1 2 Place Value (See above) (See above) Prepares for 4.NBT.1 2 Place value (See above) (See above) Prepares for 3.NBT.1 and 3.NBT.2 2 Place Value

2 4. Ways to Name Numbers Master Students will use ordinal numbers to show the order of people or objects. They will name numbers in different ways. Tricia Sztan (See above) (See above) Prepares for 4.NBT.2 2 Place Value 5. Comparing Numbers Students will compare 3 digit and 4 digit whole numbers. (See above) (See above) 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or Place Value Master 6. Ordering Numbers Master 7. Counting Money 8. Making Change 9. Problem Solving: Make an Organized List Students will order 3 digit and 4 digit whole numbers. Students will find the value of money, including $5 and $1 bills, half dollars, quarters, dimes, nickels and pennies. Students will use coins and bills to figure out the change hey should receive after purchasing an item. Students will make an organized list to represent information given in a problem. (See above) (See above) 3.NBT.1 2 Place Value (See above) (See above) Reviews 2.MD.8 2 Place Value (See above) (See above) Reviews 2.MD.8 2 Place Value (See above) (See above) 3.NBT.1 2 Place Value

3 Unit 2: Adding Whole Numbers Total Time (with summative assessment): 12 days Performance Assessment: SWBAT analyze data and plan a route for the class using a map and distances of routes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Addition Meaning and Properties. 1. envision Math book (student and editions) Master Students use concrete materials and concepts of addition to model the Communicative, Associative, and Identity Properties of Addition. 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between 1 Multi Digit 2. Adding on a Hundred Chart Master Students use a hundred chart to add two digit numbers and develop mental math strategies. (See above) (See above) 3.OA.9 1 Multi Digit

4 3. Using Mental Math to Add Students solve problems by adding with mental math. (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit 4. Rounding Master 5. Estimating Sums 6. Adding 2 Digit Numbers Students round two digit and three digit whole numbers to the nearest ten or hundred by comparing to the number halfway between or by using place value. Students solve problems by estimating sums. Students add 2 digit numbers using paper and pencil methods and use addition to solve problems. (See above) (See above) 3.NBT.1 1 Multi Digit (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit (See above) (See above) 3.NBT.2 1 Multi Digit 7. Models for Adding 3 Digit Numbers Students add 3 digit numbers using place value blocks or pictures and record the results using the standard addition algorithm. (See above) (See above) 3.NBT.2 1 Multi Digit 8. Adding 3 Digit Numbers Students add 3 digit numbers using paper and pencil methods and use addition to solve problems. (See above) (See above) 3.NBT.1 3.NBT.2 3.OA.8 Solve two step word problems using the four operations. 1 Multi Digit

5 9. Adding 3 or More Numbers Check 10. Problem Solving: Draw a Picture Students add 3 or more 2 and/or 3 digit numbers using paper and pencil methods and use addition to solve problems. Students draw a picture to solve a problem. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (See above) (See above) 3.NBT.2 3.OA.8 (See above) (See above) 3.NBT.2 3.OA.8 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one and two step how many more and how many less problems using information presented in scaled bar graphs. 1 Multi Digit 1 Multi Digit Unit 3: Subtraction Number Sense Total Time (with summative assessment): 7 days

6 Performance Assessment: SWBAT examine data in a shopping list and answer questions regarding the supplies needed for the school carnival. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Subtraction 1. envision Math book Reviews 2.OA.5 and 2.NBT.5 Meanings (student and editions) Master 2. Subtracting on a Hundred Chart Master 3. Using Mental Math to Subtract Students recognize situations when subtraction is used to solve a problem and write number sentences. Students will use a hundred chart to subtract 2 digit numbers and develop mental math strategies. Students will solve problems by subtracting with mental math. 1 Multi Digit (See above) (See above) Reviews 2.OA.5 1 Multi Digit (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit 4. Estimating Differences 5. Problem Solving: Reasonableness Students will solve problems by estimating differences. Students will solve word problems and check their answers for reasonableness. (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit (See above) (See above) 3.NBT OA.8 Unit 4: Subtracting Whole Numbers to Solve Problems

7 Total Time (including summative assessment): 8 days Performance Assessment: SWBAT examine data given about tickets and prizes at a video arcade, and make a prize log to show the amount of tickets they would have left after purchasing certain prizes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Models for Subtracting 2 Digit Numbers 1. envision Math book (student and editions) 3.NBT.2 1 Multi Digit 2. Subtracting 2 Digit Numbers Students subtract 2 digit numbers using place value blocks or pictures and record the results using the standard subtraction algorithm. Students subtract 2 digit numbers using paper and pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 1 Multi Digit 3. Models for Subtracting 3 Digit Numbers Students subtract 3 digit numbers using place value blocks or pictures and record the results using the standard subtraction algorithm. (See above) (See above) 3.NBT.2 3.OA.8 1 Multi Digit 4. Subtracting 3 Digit Numbers Students subtract 3 digit numbers using paperand pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 3.OA.8 1 Multi Digit

8 5. Subtracting Across Zero Students subtract 3 digit numbers using paper and pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 1 Multi Digit 6. Problem Solving: Draw a Picture and Write a Number Sentence Students solve problems by writing a number sentence based on a picture they have drawn describing the problem. (See above) (See above) 3.NBT.1 3.OA.8 3.MD.3 1 Multi Digit Unit 5: Meanings and Facts Total Time (including summative assessment): 12 days Performance Assessment: SWBAT compare data regarding boxes of cards and the price of each box, and use the information to decide how many boxes they need to sell to raise money for the soccer team.

9 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. as Repeated Addition 1. Envision Math book (student and editions) 3.OA.1 Interpret products of whole numbers. Students will write multiplication number sentences for given equal group situations, using the X symbol. 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities. 2. Arrays and Students will write multiplication sentences for arrays, use arrays to find products, and use the Commutative Property of. 3.OA.5 Apply properties of operations as strategies to multiply and divide. (See above) (See above) 3.OA.1 3.OA.3 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. 3.OA.9 3.MD.7.b Multiply side lengths to find areas of rectangles with whole number side lengths in

10 3. Using to Compare Students will use models and write multiplication sentences to compare amounts. the context of solving real world and mathematical problems, and represent whole number products as rectangular areas in mathematical reasoning. (See above) (See above) 3.OA.1 3.OA.3 4. Writing Stories Students will write math stories for given multiplication facts. (See above) (See above) 3.OA.1 3.OA.3 3.OA.5 5. Problem Solving: Writing to Explain 6. 2 and 5 as Factors Students will use objects, words, pictures, numbers, and technology to provide a written explanation reflecting their understanding. Students will use patterns to multiply with 2 and 5 as factors. (See above) (See above) 3.OA.1 3.OA.3 3.OA.5 3.OA.9 (See above) (See above) 3.OA.3 3.OA as a Factor Students will use patterns to multiply with 10 as a factor. (See above) (See above) 3.NBT.3 Multiply one digit whole numbers by multiples of 10 in the range using strategies based on place value and properties of operations.

11 3.OA.3 3.OA as a Factor Students will use patterns to multiply with 9 as a factor. 3.OA.9 (See above) (See above) 3.OA.3 3.OA.7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two one digit numbers. 3 3.OA.8 9. Multiplying with 0 and 1 Students will use patterns and properties to multiply with 0 and 1 as factors. 3.OA.9 (See above) (See above) 3.OA.3 3.OA Problem Solving: Two Question Problems Students will solve for one problem and use the solution to complete a second problem. (See above) (See above) 3.OA.3 3.OA.8 Unit 6: Facts: Use Known Facts

12 Total Time (including summative assessment): 9 days Performance Assessment: SWBAT use bake sale information and apply their knowledge of multiplication to solve problems. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. 3 as a Factor Students will use known 1. envision Math book 3.OA.3 facts to find products with (student and editions) 3 as a factor. 3.OA.8 3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole number side lengths a and b+c is the sum of axb and axc. Use area models to represent the distributive property in a mathematical reasoning as a Factor Students will use known facts and doubles to find products with 4 s a factor. (See above) (See above) 3.OA.3 3.OA.5 3.OA and 7 as Factors 4. 8 as a Factor Students will use known facts to find products with 6 and 7 as factors. Students will use known facts and doubles to find 3.MD.7.c (See above) (See above) 3.OA.3 3.OA.8 3.MD.7.c (See above) (See above) 3.OA.3 3.MD.7.c

13 5. 11 and 12 as Factors 6. Multiplying with 3 Factors 7. Problem Solving: Multiple Step Problems products with 8 as a factor. Students will use patterns to multiply with 11 and 12 as factors. Students will multiply three numbers and use the Associative Property of Students will solve multiple step problems. (See above) (See above) 3.OA.1 3.OA.3 3.OA.9 (See above) (See above) 3.OA.3 3.OA.5 (See above) (See above) 3.OA.3 3.OA.8 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

14 Unit 7: Division Meanings Total Time (including summative assessment): 7 days Performance Assessment: SWBAT create a chart using division to display what a rock collection might look like in different scenarios. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Division as 1. envision Math book Sharing (student and editions) 2. Understanding Remainders 3. Division as Repeated Subtraction Students will use models to solve division problems involving sharing and record solutions using division number sentences. Students will learn that when dividing, there may be some left over called a remainder. Students will use models to solve division problems involving repeated subtraction and record solutions using division number sentences. 3.OA.3 3.OA.4 (See above) (See above) 3.OA.2 3.OA.2 Interpret whole number quotients of whole numbers. 3.OA.3 (See above) (See above) 3.OA.2 3.OA.3 3.OA.4

15 4. Writing Division Stories 5. Problem Solving: Use Objects and Draw a Picture Students will write and solve number stories involving division. Students will solve problems by using objects and drawing a picture. Unit 8: Division Facts (See above) (See above) 3.OA.3 3.OA.4 (See above) (See above) 3.OA.3 3.OA.8 3.MD.8 3 Total time (including summative assessment): 8 days Performance Assessment: SWBAT use division to organize data about putting stamps in an album for display. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Relating 1. envision Math book (student and editions) 3.OA.3 3.OA.4 2. Fact Families with 2, 3, 4 and 5 Students will give a multiplication fact, state a related division fact and vice versa. Students will give quotients for division facts with divisors of 2, 3, 4 or 5. 3.OA.7 (See above) (See above) 3.OA.2 3.OA.3 3.OA.4 3.OA.6 4 Relationship between multiplication and division 4 Relationship between multiplication and division

16 Understand division as an unknown factor problem. 3. Fact Families with 6 and 7 4. Fact Families with 8 and 9 5. Dividing with 0 and 1 6. Problem Solving: Draw a Picture and Write a Number Sentence Students will give quotients for division facts with divisors of 6 and 7. Students will give quotients for division facts with divisors of 8 and 9. Students will use patterns and fact families to find answers to division facts with 0 and 1. Students will solve division problems involving sharing and repeated subtraction by drawing a picture and writing a number sentence. 3.OA.7 (See above) (See above) 3.OA.3 3.OA.6 3.OA.7 (See above) (See above) 3.OA.3 3.OA.6 3.OA.7 (See above) (See above) 3.OA.3 3.OA.4 4 Relationship between multiplication and division 4 Relationship between multiplication and division 4 Relationship between multiplication and division (See above) (See above) 3.OA.3 4 Relationship between multiplication and division Unit 9: Patterns and Relationships Total Time (including summative assessment): 10 days Performance Assessment: SWBAT create a tower using pattern blocks.

17 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Repeating 1. envision Math book 3.OA.9 Patterns (student and editions) 2. Number Sequences 3. Extending Tables 4. Writing Rules for Situations Students will identify and extend repeating geometric or repeating number patterns. Students will identify and extend whole number patterns involving Students will extend tables of ordered airs for situations involving multiplication, addition, or Students will find a rule and extend the table, given a table of number pairs. 1 Multi Digit subtraction (See above) (See above) 3.OA.9 1 Multi Digit subtraction (See above) (See above) 3.OA.9 1 Multi Digit subtraction (See above) (See above) Extends 3.OA.9 1 Multi Digit subtraction 5. Translating Words to Expressions Students will translate words or situations to expressions. (See above) (See above) Extends 3.OA.9 1 Multi Digit subtraction 6. Geometric Patterns Students will extend patterns of cubes or tiles. (See above) (See above) 3.OA.9 1 Multi Digit subtraction 5 Geometry

18 7. Equal or Unequal 8. Problem Solving: At It Out and Use Reasoning Students will compare expressions to determine if they are equal or unequal. Students will use the strategies Act It Out and Use Reasoning to solve problems. (See above) (See above) 1 Multi Digit subtraction (See above) (See above) 1 Multi Digit subtraction Unit 10: Solids and Shapes Total time (including summative assessment): 10 days Performance Assessment: SWBAT use their knowledge of 3 dimensional shapes in order to create a chart describing the amount of flat surfaces, edges, and vertices in each solid figure contained in the diagram. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Solid Figures Check Students will identify solid figures by name and describe their attributes. 1. envision Math book (student and editions) Reviews 1.G.2 5 Geometry

19 2. Relating Solids and Shapes 3. Lines and Line Segments Check 4. Angles 5. Polygons Check 6. Triangles Students will identify shapes related to given solids. Students will identify lines and line segments and explore their different relationships. Students will identify and classify angles in relation to right angles. Students will identify and classify polygons. Students will identify and classify triangles. Tricia Sztan (See above) (See above) Reviews 1.G.2 5 Geometry (See above) (See above) Prepares for 4.G.1 5 Geometry (See above) (See above) Prepares for 4.G.1 5 Geometry (See above) (See above) 3.G.1 Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. 5 Geometry (See above) (See above) 3.G.1 5 Geometry

20 7. Quadrilaterals Students will identify and classify quadrilaterals. Tricia Sztan (See above) (See above) 3.G.1 5 Geometry 8. Problem Solving: Make and Test Generalizations Students will identify commonalities among objects or situations to make and test generalizations. (See above) (See above) 3.G.1 5 Geometry Unit 12: Understanding Fractions Total time (including summative assessment): 12 days Performance Assessment: SWBAT create tile designs using their knowledge of fractions.

21 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Dividing Regions into Equal Parts 1. envision Math book (student and editions) 7 Fractions 2. Fractions and Regions 3. Fractions and Sets 4. Benchmark Fractions Students will identify regions that have been divided into equal sized parts and divide regions into equal sized parts. Students will associate the model, symbol and words used to describe a fractional part of a whole region. Students will associate the model, symbol and words used to describe a fractional part of a set. Students use benchmark fractions to estimate fractional parts. 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (See above) (See above) 3.NF.1 7 Fractions (See above) (See above) 3.NF.1 7 Fractions (See above) (See above) 3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 7 Fractions

22 5. Finding Equivalent Fractions Students will use models to find equivalent fractions. (See above) (See above) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 7 Fractions 3.NF.3.a Understand two fractions as equivalent if they are the same size, or the same point on a number line. 6. Using Models to Compare Fractions Students will use models to compare fractions. 3.NF.3.b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. (See above) (See above) 3.NF.3 3.NF.3.a 3.NF.3.b 7 Fractions 7. Fractions on the Number Line Check Students will find and write fractions and mixed numbers on a number line. Students will compare and order fractions and mixed numbers. (See above) (See above) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2.a 7 Fractions 3.NF.2.b Represent a fraction a/b on a number line diagram by making off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates

23 8. Using Models to Add Fractions 9. Using Models to Subtract Fractions 10. Problem Solving: Make a Table and Look for a Pattern Students will add fractions with like denominators, using models. Students will subtract fractions with like denominators, using models. Students will make a table and look for a pattern to solve a problem. Tricia Sztan the number a/n on the number line. 3.NF.3.a (See above) (See above) Prepares for 4.NF.3.a 7 Fractions (See above) (See above) Prepares for 4.NF.3.a 7 Fractions (See above) (See above) 3.OA.3 7 Fractions Unit 14: Customary Measurement Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze questions involving customary measurement using real life examples of construction and cooking.

24 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Measurement 1. envision Math book (student and editions) Prepares for 3.MD.2 6 Measurement 2. Fractions of an Inch Students will understand the measurement process and the need for standard units. Students learn to measure length with nonstandard units and to the nearest inch. Students will measure length to the nearest ½ inch and to the nearest ¼ inch. (See above) (See above) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters 6 Measurement 3. Using Inches, Feet, Yards and Miles 4. Customary Units of Capacity Students will choose an appropriate unit, estimate, and measure in feet, yards, and miles. Students will convert units among inches, feet and yards. Students will choose an appropriate unit and tool, estimate, and measure in cups, pints, quarts and gallons. Students will identify objects that hold about a cup, a pint, a quart, or a gallon. (See above) (See above) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply or divide to solve one step word problems involving masses or volumes that are given in the same units. 6 Measurement (See above) (See above) 3.MD.2 6 Measurement

25 5. Units of Weight 6. Problem Solving: Act it Out and Use Reasoning Students will choose an appropriate unit and tool, estimate, and measure in ounces, pounds and tons. Students identify objects that weigh about an ounce, a pound or a ton. Students will solve problems by acting out the information given by using their reasoning skills. Tricia Sztan (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement Unit 15: Metric Measurement Total time (including summative assessment): 7 days Performance Assessment: SWBAT analyze data about metric measurements in order to answer questions about making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Using Centimeters and Decimeters Students will estimate and measure lengths in centimeters. 1. envision Math book (student and editions) 3.MD.2 6 Measurement

26 2. Using Meters and Kilometers 3. Metric Units of Capacity 4. Units of Mass 5. Problem Solving: Make a Table and Look for a Pattern Students will choose an appropriate unit, estimate and measure in meters and kilometers. Students convert units among kilometers, meters, centimeters and millimeters. Students will choose an appropriate unit and tool, estimate and measure in millimeters and liters. Students identify objects that hold about a liter or a milliliter. Students choose appropriate unit and tool, estimate and measure in grams and kilograms. Students identify objects with a mass of about one gram or one kilogram. Students make a table and look for a pattern in order to solve a problem. Tricia Sztan (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement Unit 16: Perimeter, Area and Volume Total time (including summative assessment): 10 days

27 Performance Assessment: SWBAT design a rug based on criteria given, using their knowledge of area and perimeter. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Perimeter Students will use standard units to find the perimeter of a shape. 1. envision Math book (student and editions) 3.MD.8 4 Measurement 2. Perimeter of Common Shapes Students will use standard units to find the perimeter of a shape. (See above) (See above) 3.MD.8 4 Measurement 3. Different Shapes with the Same Perimeter 4. Problem Solving: Try, Check, Revise Students will match shapes to a given perimeter and learn that different shapes can have the same perimeter. Students will solve a problem through the process of try, check and revise. (See above) (See above) 3.MD.8 4 Measurement (See above) (See above) 3.NBT.2 4 Measurement 5. Understanding Area Check Students will use concrete and pictorial models of square units to determine the area of two dimensional surfaces. (See above) (See above) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.5.a 4 Measurement

28 6. Estimating and Measuring Area Check 7. Volume Check 8. Problem Solving: Solve a Simpler Problem Students will estimate and find the area of irregular shapes drawn on a grid or with square units shown. Students will find the volume of solid figures constructed of cubes. Students will solve complex problems asking for the area of irregular shapes. 3.MD.8 (See above) (See above) 3.MD.6 Tricia Sztan A square with side length 1 unit, called a square unit, of area, and can be used to measure area. 3.MD.5.b A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares. 3.MD.7 Relate area to the operations of multiplication and addition. 3.MD.7 4 Measurement (See above) (See above) Previews 5.MD.3 4 Measurement (See above) (See above) 3.MD.7 3.MD.7.b 3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non overlapping rectangles and adding the areas of the non overlapping 4 Measurement

29 parts, applying this technique to solve real world problems. Unit 17: Time and Temperature Total time (including summative assessment): 8 days Performance Assessment: SWBAT use their knowledge of time and temperature to apply to scenarios of elapsed time, and temperature. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Time to the Half Hour and Quarter Hour 1. envision Math book (student and editions) 4 Measurement 2. Time to the Minute 3. Units of Time Students will tell time to the nearest half hour and quarter hour using analog and digital clocks, and identify times as A.M. or P.M. Students will tell time to the nearest minute using analog and digital clocks. Students will perform simple conversions for units of time. 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving subtraction of time intervals in minutes. (See above) (See above) 3.MD.1 4 Measurement (See above) (See above) 3.MD.1 4 Measurement 4. Elapsed Time Students will find elapsed time in intervals of minutes. (See above) (See above) 3.MD.1 4 Measurement

30 5. Temperature 6. Problem Solving: Work Backward Students will read temperatures on Fahrenheit and Celsius thermometers, and determine appropriate temperatures for given activities. Students will use the strategy work backward to solve problems. (See above) (See above) 3.MD.1 4 Measurement (See above) (See above) 3.MD.1 4 Measurement Unit 19: Dividing with 1 Digit Numbers Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze data in a chart and use division to solve problems about a making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Mental Math Students will use known multiplication patterns to divide multiples of 10,100 and 1,000 by a 1 digit number. 1. envision Math book (student and editions) 3.OA.6 Understand division as an unknown factor problem.

31 2. Estimating Quotients Check Students will use compatible numbers to estimate quotients. (See above) (See above) Prepares for 3.OA.7 3. Connecting Models and Symbols 4. Dividing 2 Digit Numbers Students will use place value blocks and an algorithm to divide 2 digit numbers by 1 digit numbers. Students will divide 2 digit numbers by 1 digit numbers using paper and pencil. (See above) (See above) 3.OA.2 (See above) (See above) 3.OA.7 5. Dividing with Remainders 6. Problem Solving: Multiple Step Problems Students will use arrays and the division algorithm to divide numbers with a remainder. Students will use previously learned skills to solve multiple step problems. (See above) (See above) Prepares for 4.OA.3 (See above) (See above) 3.OA.8 Unit 20: Data, Graphs and Probability

32 Total time (including summative assessment): 1s Performance Assessment: SWBAT poll their classmates about a question and make a graph based on their results. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Organizing 1. envision Math book 6 Measurement Data (student and editions) 2. Reading Pictographs and Bar Graphs Master Students will use tally charts to record and organize survey data. Students will read and interpret data from a pictograph and a bar graph. (See above) (See above) 3.MD.3 6 Measurement 3. Making Pictographs Master 4. Making Bar Graphs Master 5. Ordered Pairs and Line Graphs Students will make a pictograph from a table or tally chart. Students will make a bar graph to represent the data in a table or tally chart. Students will locate points on a coordinate grid and read and use line graphs. (See above) (See above) 3.MD.3 6 Measurement (See above) (See above) 3.MD.3 6 Measurement (See above) (See above) 6 Measurement

33 Check 6. How Likely? 7. Outcomes and Experiments 8. Line Plots and Probability 9. Problem Solving: Use Tables and Graphs to Draw Conclusions Students will describe events as likely, unlikely, impossible, or certain. Students will compare the likelihood of events using the terms for likely, less likely, equally likely, and least likely. Students will predict the results of a probability experiment, conduct the experiment, and compare the results to the prediction. Students will use a line plot to organize the results of a probability experiment and to predict future events. Students will solve problems by using tables and graphs to draw conclusions. Tricia Sztan (See above) (See above) 6 Measurement (See above) (See above) 6 Measurement (See above) (See above) Extends 3.MD.4 6 Measurement (See above) (See above) 3.MD.3 6 Measurement ***Units 11, 13, and 18 will be included if time permits in the school year. None of the standards are covered in these chapters that have not already been learned in previous units.***

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

This scope and sequence assumes 160 days for instruction, divided among 15 units.

This scope and sequence assumes 160 days for instruction, divided among 15 units. In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction

More information

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

About the Mathematics in This Unit

About the Mathematics in This Unit (PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

More information

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of

More information

Primary National Curriculum Alignment for Wales

Primary National Curriculum Alignment for Wales Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme

More information

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013 The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...

More information

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Common Core Standards Alignment Chart Grade 5

Common Core Standards Alignment Chart Grade 5 Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4

More information

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

More information

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT

More information

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

More information

Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

More information

IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA

IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonfiction

More information

2 nd Grade Math Curriculum Map

2 nd Grade Math Curriculum Map .A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a

More information

Grade 5 COMMON CORE STANDARDS

Grade 5 COMMON CORE STANDARDS Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 8-8-0 Local: 88-1-900 Fax: 88-1-4 1 Kirkham

More information

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:

More information

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers. Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

More information

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide

More information

Unit 3: Lesson 1 Decimals as Equal Divisions

Unit 3: Lesson 1 Decimals as Equal Divisions Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square

More information

Sample Problems for MATH 5001, University of Georgia

Sample Problems for MATH 5001, University of Georgia Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition

More information

The following shows how place value and money are related. ones tenths hundredths thousandths

The following shows how place value and money are related. ones tenths hundredths thousandths 2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

More information

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

More information

Answer Key For The California Mathematics Standards Grade 1

Answer Key For The California Mathematics Standards Grade 1 Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

More information

RIGHTSTART MATHEMATICS

RIGHTSTART MATHEMATICS Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart

More information

Broward County Public Schools G rade 6 FSA Warm-Ups

Broward County Public Schools G rade 6 FSA Warm-Ups Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

More information

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly! Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.

More information

LA LETTRE DE LA DIRECTRICE

LA LETTRE DE LA DIRECTRICE LE GRIOT John Hanson French Immersion School 6360 Oxon Hill Road Oxon Hill, MD 20745 301-749-4780 Dr. Lysianne Essama, Principal MARCH 2008 Le compte à rebours a commencé: Le MSA est là. It does not matter

More information

GRADE 5 MATHEMATICS Pre Assessment Directions, Answer Key, and Scoring Rubrics

GRADE 5 MATHEMATICS Pre Assessment Directions, Answer Key, and Scoring Rubrics ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF MATHEMATICS GRADE 5 MATHEMATICS Pre Assessment Directions, Answer Key, and Scoring Rubrics School Year 03-04 Grade 5 Pre Assessment

More information

Helping Your Children Learn in the Middle School Years MATH

Helping Your Children Learn in the Middle School Years MATH Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel

More information

Measurement. When Smaller Is Better. Activity:

Measurement. When Smaller Is Better. Activity: Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and

More information

Unit 3 Ratios and Rates Math 6

Unit 3 Ratios and Rates Math 6 Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,

More information

May To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment

May To print or download your own copies of this document visit  Name Date Eurovision Numeracy Assignment 1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

A 1,200 B 1,300 C 1,500 D 1,700

A 1,200 B 1,300 C 1,500 D 1,700 North arolina Testing Program EOG Mathematics Grade Sample Items Goal. There are eighty-six thousand four hundred seconds in a day. How else could this number be written? 80,06. Jenny s vacation money

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion

More information

Functional Maths Skills Check E3/L x

Functional Maths Skills Check E3/L x Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page

More information

KeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN

KeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.

More information

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

More information

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

FractionWorks Correlation to Georgia Performance Standards

FractionWorks Correlation to Georgia Performance Standards Cheryl Keck Educational Sales Consultant Phone: 800-445-5985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance

More information

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Learning Disability Functional Capacity Evaluation. Dear Doctor, Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can

More information

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER 259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

DMA CLUSTER CALCULATIONS POLICY

DMA CLUSTER CALCULATIONS POLICY DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETT-PACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles

More information

MGSE: MGSE4.MD.1; MGSE4.MD.2; MGSE4.MD.3; MGSE4.MD.8; MGSE4.MD.4; MGSE4.MD.5; MGSE4.MD.6; MGSE4.MD.7

MGSE: MGSE4.MD.1; MGSE4.MD.2; MGSE4.MD.3; MGSE4.MD.8; MGSE4.MD.4; MGSE4.MD.5; MGSE4.MD.6; MGSE4.MD.7 Melissa Phillips 4 th Grade April 25 29, 2016 Math Monday EQ: How are area and perimeter related? How is data collected? How are fluid ounces, cups, pints, quarts, and gallons related? How are the angles

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

Remainder Rules. 3. Ask students: How many carnations can you order and what size bunches do you make to take five carnations home?

Remainder Rules. 3. Ask students: How many carnations can you order and what size bunches do you make to take five carnations home? Math Concepts whole numbers multiplication division subtraction addition Materials TI-10, TI-15 Explorer recording sheets cubes, sticks, etc. pencils Overview Students will use calculators, whole-number

More information

Objective: Add decimals using place value strategies, and relate those strategies to a written method.

Objective: Add decimals using place value strategies, and relate those strategies to a written method. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice

More information

KS1 Transport Objectives

KS1 Transport Objectives KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples

More information

Hardhatting in a Geo-World

Hardhatting in a Geo-World Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and

More information

Backwards Numbers: A Study of Place Value. Catherine Perez

Backwards Numbers: A Study of Place Value. Catherine Perez Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

Problem of the Month: Movin n Groovin

Problem of the Month: Movin n Groovin : The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of

More information

Lesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)

Lesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes) Objective: Solve multi-step word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student

More information

Welcome to Year 2. The New National Curriculum

Welcome to Year 2. The New National Curriculum Welcome to Year 2 The New National Curriculum Literacy Reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become

More information

Answers: Year 4 Textbook 3 Pages 4 10

Answers: Year 4 Textbook 3 Pages 4 10 Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

Conversions among Fractions, Decimals, and Percents

Conversions among Fractions, Decimals, and Percents Conversions among Fractions, Decimals, and Percents Objectives To reinforce the use of a data table; and to reinforce renaming fractions as percents using a calculator and renaming decimals as percents.

More information

About How Good is Estimation? Assessment Materials Page 1 of 12

About How Good is Estimation? Assessment Materials Page 1 of 12 About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.

More information

End-of-Module Assessment Task K 2

End-of-Module Assessment Task K 2 Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information

Mathematics Scoring Guide for Sample Test 2005

Mathematics Scoring Guide for Sample Test 2005 Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................

More information

Diagnostic Test. Middle School Mathematics

Diagnostic Test. Middle School Mathematics Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

BENCHMARK MA.8.A.6.1. Reporting Category

BENCHMARK MA.8.A.6.1. Reporting Category Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small

More information

Introducing the New Iowa Assessments Mathematics Levels 12 14

Introducing the New Iowa Assessments Mathematics Levels 12 14 Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics

More information

Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

More information

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Name: Class: Date: ID: A

Name: Class: Date: ID: A Name: Class: _ Date: _ Test Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Members of a high school club sold hamburgers at a baseball game to

More information

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

More information

Mathematics Session 1

Mathematics Session 1 Mathematics Session 1 Question 9 is an open-response question. BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION. Write your answer to question 9 in the space provided in your Student Answer Booklet.

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

Assessment Requirements: November 2017 Grade 5

Assessment Requirements: November 2017 Grade 5 1 Assessment Requirements: November 2017 Grade 5 Your son starts his exams on 15 November 2017 Please ensure that he has the following at school EVERY DAY during the assessment week: A complete pencil

More information

Are You Ready? Simplify Fractions

Are You Ready? Simplify Fractions SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,

More information

ASSESSMENT TASK OVERVIEW & PURPOSE:

ASSESSMENT TASK OVERVIEW & PURPOSE: Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and

More information

4th Grade Math Elapsed Time Problems

4th Grade Math Elapsed Time Problems 4th Grade Math Elapsed Time Problems Free PDF ebook Download: 4th Grade Math Problems Download or Read Online ebook 4th grade math elapsed time problems in PDF Format From The Best User Guide Database

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

AP Chemistry

AP Chemistry AP Chemistry 2016-2017 Welcome to AP Chemistry! I am so excited to have you in this course next year! To get geared up for the class, there are some things that you need to do this summer. None of it is

More information