represent the plants. Arrange the counters to show them in equal rows. (Everyday
|
|
- Gabriel Lane
- 5 years ago
- Views:
Transcription
1 Project 2: CCSSM Interpretation Guide Kathleen Sicula CCLM Project 2 July 15, 2011 Part 1: Standards Grade 3 Domain: Number Operations in Base Ten Cluster: Understand properties of multiplication and the relationship between multiplication and division. Standard 3.OA5: Apply properties of operations as strategies to multiply and divide. Standard 3.OA7: 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. Part 2: Interpretation of the Standards 3.OA5 Teacher Friendly Language Students will apply the rules about how numbers work when multiplying and dividing. These rules include: Commutative Property of Multiplication Order of factors does not affect product. (4x5 = 5x4). Associative Property of Multiplication: Grouping of factors does not affect product. (4x5x2 can be thought of as 4x5= 20, 20x2 = 40 or 5x2 = 10, 10x4 = 40) Distributive Property of Multiplication: Factors can be broken down into friendly or workable numbers. (7x6 can be though of as 5x6=30, add two more groups of six ~ = 42) 3.OA5 Classroom Practices One way of developing an understanding of the commutative property of multiplication is having students build arrays. For example, students may be given a word problem that reads: There are 24 plants in a garden. Use counters to represent the plants. Arrange the counters to show them in equal rows. (Everyday
2 Math Lesson 4.2) In building the models, students may have a variety of solutions and should be encouraged to discuss their thinking. See Figure 1. Teacher Talk around this work may include: 1. How many different ways can the garden be planted? 2. What do you notice about the arrays? 3. What does this show you about multiplication and division? Building the models will lead the students to see that the factors 4x6, 6x4, 2x12, 12x2, 3x8, and 8x3 all are ways to make the product 24. Order of the factors may affect the direction of the array (or garden) but does not affect the product. They can build a fact family around the number models: 4x6=24, 6x4=24, 24/6=4, 24/4=6.
3 One way of developing an understanding of the distributive property of multiplication is for the teacher to ask students to take a single-digit multiplication fact and break it down into more workable parts. Teachers should start with facts that encourage easy composition or decomposition of numbers. Examples of these kinds of facts might include 8x6, 9x3, or 4x7. See Figure 2. Teacher Talk around these types of facts and solutions should help students understand that it may be more efficient to solve a problem when working from known facts or models. One way of developing an understanding of the associative property of multiplication is to have the students multiply single digit factors by multiples of 10. Examples of these kinds of facts might include 9x80, 6x30, 4x400. These
4 kinds of problems also require a strong understanding of base-ten notation, which is a critical area in grade 2. A strong understanding of place value is also important. See Figure 3. Teacher Talk around this work should help students understand that their knowledge of base-ten can help them solve these types of facts. It is important to note that students in third grade are not expected to be able to name the properties of multiplication. However, they should have a strong understanding how the properties work and be flexible in their ability to choose an appropriate operation to solve a particular problem.
5 3.OA7 Teacher Friendly Language Students will use strategies to accurately solve multiplication and division facts within 100. Students will apply knowledge from working with manipulatives, pictures, and arrays to fluently (3 4 seconds) determine answers. 3.0A7 - Classroom Practice In order to build fact fluency in the classroom, teachers can use a variety of strategies and activities. One of the most important is to continue to develop the concept of fact families. Students should be able to transfer their knowledge of addition and subtraction fact families to multiplication and division. When using fact families, students make connections between facts. (4x3 = 12 helps a student learn 3x4 = 12, 12/4 = 3, and 12/3 = 4) Games such as Beat the Calculator and Name that Number (Everyday Math Grade 3) also help build fluency. Activities that develop strong comprehension of the commutative property of multiplication will help students see the connection between multiplication and division facts. Teachers can also help students build fact fluency by introducing Fact Power. These are quick strategies and patterns students can use when multiplying by specific factors. Examples of Fact Power : X2 Double the other factor, Count by 2s X4 Think Double Double 4x6 can be thought of as 6+6 = 12, = 24 X5 Count by 5s Once students have these strategies and patterns in place, fact quizzes that promote the use of Fact Power and allow 3 4 seconds per fact may be used to maintain fact fluency. Part 3: School Mathematics Textbook Program Textbook Development for Standards 3.OA5 and 3.OA7 The Everyday Math program (EDM) begins to informally explore multiplication in first grade through work with patterns and skip counting. Multiplication and division concepts and strategies are introduced in second grade in one of the final chapters. Instruction begins with lessons on multiples of equal groups. Models such as counters, pictures and arrays are used to solve number stories involving
6 subitizing. (The concept of subitizing, or grouping, must be understood before students can apply the strategies.) Students are then formally introduced to multiplication diagrams and number models. (Commutative Property of Multiplication) Division is related to multiplication through equal-grouping and equal-sharing number stories. Patterns of doubling and halving are explored. (Distributive Property of Multiplication) Fact fluency is expected with the factors 0 and 1 and practiced with factors 2, 5, 10. Students begin to work with multiplication and division fact families in second grade. One of the critical areas in the CCSSM standards for third grade is developing understanding of multiplication and division and strategies for multiplication and division within 100. The EDM program strongly emphasizes multiplication concepts and strategies in grade 3. Work with multiplication concepts begins in October during Chapter 3 Linear Measures and Area. Students explore areas of rectangles and calculate areas using number models. (Commutative Property of Multiplication) In Chapter 4 Multiplication and Division, students build on learning from second grade. The concept of equal groups is reviewed. Students are given opportunities to use counters, arrays, area models, diagrams, and number models to represent and solve multiplication and division stories. Fact fluency is built through a review of fact families, use of the multiplication/division facts table, and practice using fact triangles. Fact fluency is continued in Unit 7 Multiplication and Division when students learn square-number facts and review multiplication and division patterns using a facts table. Students are expected to be fluent solving facts with the factors 0, 1, 2, 5, 10. The associative and distributive properties of multiplication are also introduced in this chapter as students work with word problems and learn to write number models with parentheses. Students also use the associative property of multiplication as they learn to multiply and divide one digit numbers by multiples of 10, 100, and 1,000. There is a strong emphasis on reasoning strategies and estimation when solving multiplication word problems. Finally, in Unit 9 Multiplication and Division, students extend their thinking of multiplication strategies by learning the partialproducts and lattice algorithms. These algorithms use properties of multiplication to solve problems involving multi-digit numbers. Students also build fact fluency by finding factor pairs for given products. In Chapter 9 students also explore computational strategies and their understanding of the connection between multiplication and division while using counters to solve division problems that involve remainders. Games such as Name that Number, Multiplication Bingo, Factor
7 Bingo, Beat the Calculator, Baseball Multiplication and Roll to 100 are used throughout the year to build and maintain fact fluency. In fourth grade, EDM continues to build on multiplication concepts and the use of properties as strategies that were introduced in third grade. One additional model, the rate table, is used as a strategy to solve number stories. Students use the distributive property of multiplication as they work with exponential notation. The distributive property of multiplication is also used as students solve word problems that require more than one step. Students work to use parentheses in these number models. The partial-products and lattice algorithms are extended and include multiplication of decimals. By the end of fourth grade, fact fluency is expected using the factors Teachers use the 50 Facts test routine to help students build and maintain fluency. Conclusions Overall, the EDM program is aligned with the mathematics of standard 3.OA5. All three properties of multiplication are developed and used as strategies for solving problems throughout third grade. Students are encouraged to use a variety of models to help them visualize their learning. These models include manipulatives (cubes), arrays, area models, base 10 blocks, number diagrams, and fact triangles. Lessons are set up and develop math language using the model put forth in the standards. Each lesson begins with a math message that helps introduce the concept. The teacher leads the students in a discussion of strategy work. (informal language) This allows the teacher to see the level of understanding and leads him/her into a more formal discussion of the concept. (concept based language) When appropriate, algorithms are taught as a method for solving problems. Lessons include opportunities for individual practice, discussion, and interaction between peers. Review work is provided through Math Boxes and games. Each lesson includes ideas for differentiation. Two exploration activities are included in each chapter to help students make generalizations about strategies and develop concepts before learning formal algorithms and equations. EDM expectations for fact fluency in third grade are not in alignment with the CCSSM standard 3.OA7. This standard states that by the end of third grade, students are expected to fluently multiply and divide within 100. EDM limits fluency expectations in third grade to the x0, 1, 2, 5, 10 facts. Although the remaining facts within 100 are not expected to be automatic in third
8 grade, students must have strategies to compute the products. There is no expectation for division fluency in EDM for third grade. Suggestions Teachers can help students achieve the expectations of standard 3.0A5 by following the EDM program. The following suggestions are provided to help teachers as they use the program to teach the mathematical properties and multiplication/division: Set models, area models, and number lines should all be used as ways to model multiplication facts. A list of math vocabulary is included at the start of each lesson. It is important for the teacher to use this language when teaching the concepts and expect students to use the language when explaining answers or discussing thinking. Teachers will want to be sure to refer to the Balanced Assessment page at the start of each chapter to find the portion of each lesson that formatively assesses student progress. This information may be used to guide the lesson and when making decisions on how to use the portion of the lesson called Differentiation Options. The teacher might even choose to use some of these differentiation options with the whole class. While there is much opportunity for oral discussion of problem solving strategies, it is suggested that more opportunities be provided for students to write constructed responses to justify their reasoning when problem solving. Teachers may also want modify the tests or include portions were students must show their work and construct responses to defend their reasoning. In order to meet the expectations of CCSSM standard 3.OA7, teachers will need to make adjustments to their teaching of fact fluency. The following suggestions are provided to help teachers as they teach fact fluency: Stronger emphasis on fact shortcuts (fact power), pattern work with the multiplication facts table, drills with fact triangles, and work with fact families will all help to make solving multiplication facts more automatic. Giving students time to play the fact fluency games is also extremely important in building fluency. Creating weekly formative assessments that focus on fluency will hold students accountable for learning their facts. When creating these assessments, teachers should be mindful to group facts in a way that encourages strategic thinking. For example, one fact test might only include x5 and x10 facts. Students can use the count by strategy to solve these facts. Another fact text might have the x2 and x4 facts. Students can use the doubling strategy to solve these facts. Other assessments might include both multiplication and division
9 facts for the same set of factors. These assessments would help the students work on the connection between the multiplication and division facts. By using the standards definition of fluent as being within 3-4 seconds, teachers should expect students to be able to solve 20 problems correctly in approximately 70 seconds. Part 4: Check Point Formative Assessment Tasks for Standards 3.OA5 and 3.OA7 The following pages contain a formative assessment for each standard. After each assessment is an example of proficient student work, along with teacher annotations explaining how the student s reasoning is related to the mathematics in the standard.
10 Name Solve: *Fill in the multiplication/division diagram. *Use a strategy to solve the problem. *Write the answer. Write a number model. Mrs. Bay has 4 packs of colored pencils. Each box has 8 pencils. How many pencils does she have? Packs Pencils per Pack Pencils in all Strategy Work: Answer: Number Model Suppose Mrs. Bay had only 7 pencils in a pack. How many pencils would she have now? Explain your reasoning.
11
12 Name Solve: Fact Fluency Assessment 2x2 = 6x4 = 3x2 = 4x7 = 4x4 = 10x2 = 8x4 = 4x2 = 2x5 = 3x4 = 6x2 = 5x4 = 4x9 = 7x2 = 10x4 = 9x2 = Circle a fact that you answered that you did not know automatically. What strategy did you use to solve the fact quickly?
13
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 informationMath-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 informationExtending 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 informationFirst 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 informationSouth 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 informationMontana 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 informationAre 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 informationDublin 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 informationThis 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 informationFocus 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 informationMissouri 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 informationAlignment 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 informationOhio 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 informationGrade 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 informationArizona 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 informationGrade 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 informationFourth 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 informationBackwards 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 informationLearning to Think Mathematically With the Rekenrek
Learning to Think Mathematically With the Rekenrek A Resource for Teachers A Tool for Young Children Adapted from the work of Jeff Frykholm Overview Rekenrek, a simple, but powerful, manipulative to help
More informationRIGHTSTART 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 information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationGrade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards:
rade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards: Use equivalent fractions as a strategy to add and subtract fractions. Add and subtract fractions with
More informationTOPICS 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 informationCommon 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 informationMathematics 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 informationQUICK 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 informationDMA 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 informationPRIMARY 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 informationNumber Line Moves Dash -- 1st Grade. Michelle Eckstein
Number Line Moves Dash -- 1st Grade Michelle Eckstein Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit
More informationAGS 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 informationThe 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 informationObjective: Model division as the unknown factor in multiplication using arrays and tape diagrams. (8 minutes) (3 minutes)
Lesson 11 3 1 Lesson 11 Objective: Model division as the unknown factor in multiplication using arrays Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationOperations and Algebraic Thinking Number and Operations in Base Ten
Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University
More informationMathematics 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 informationMath 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 informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationStandard 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 informationCharacteristics 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 informationTable 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 informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationBENCHMARK 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 informationStory Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts
s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation
More information1 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 informationSample 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 informationFocused on Understanding and Fluency
Math Expressions: A Fresh Approach To Standards-Based Instruction Focused on Understanding and Fluency K 1 2 3 4 5 Consumable workbooks K-4 Homework & Remembering K-5 Hardback book gr. 5 Consumable Student
More informationLLD 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 informationWhat 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 informationUsing 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 informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationIntroduce yourself. Change the name out and put your information here.
Introduce yourself. Change the name out and put your information here. 1 History: CPM is a non-profit organization that has developed mathematics curriculum and provided its teachers with professional
More informationUnit 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 informationNumeracy 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 informationEnd-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 informationRemainder 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 informationMathematics 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 informationStrategies for Solving Fraction Tasks and Their Link to Algebraic Thinking
Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking Catherine Pearn The University of Melbourne Max Stephens The University of Melbourne
More information2 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 informationMultiplication 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 informationAlgebra 1 Summer Packet
Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationUnit 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 informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationAssessment Strategies Sight Word Assessments Running Records Daily Work Anecdotal Notes
Monday, January 5 9:45-10:15 Library 10:50-12:03 Calendar & Focus Lesson 1: Jan Brett author study: Read About Jan Brett on janbrett.com. Read The Mitten and discuss characters, setting, and events. Have
More informationKS1 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 informationAbout 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 informationChapter 4 - Fractions
. Fractions Chapter - Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More informationRunning head: DEVELOPING MULTIPLICATION AUTOMATICTY 1. Examining the Impact of Frustration Levels on Multiplication Automaticity.
Running head: DEVELOPING MULTIPLICATION AUTOMATICTY 1 Examining the Impact of Frustration Levels on Multiplication Automaticity Jessica Hanna Eastern Illinois University DEVELOPING MULTIPLICATION AUTOMATICITY
More informationObjective: 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 informationMathematics 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 informationTouchpoint Math Multiplication
Touchpoint Math Free PDF ebook Download: Touchpoint Math Download or Read Online ebook touchpoint math multiplication in PDF Format From The Best User Guide Database 03-06 : Multiplying Greater. Numbers..
More informationFoothill College Summer 2016
Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:
More informationENGAGE. Daily Routines Common Core. Essential Question How can you use the strategy draw a diagram to solve multistep division problems?
LESSON 4.12 Problem Solving Multistep Division Problems FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative
More informationTextbook Chapter Analysis this is an ungraded assignment, however a reflection of the task is part of your journal
RDLG 579 CONTENT LITERACY BANGKOK, THAILAND 2012 Course Texts: We will be using a variety of texts that will be provided to you via PDF on our class wiki. There is no need to print these PDFs to bring
More informationPrimary 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 informationAlgebra 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 informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More informationWelcome 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 information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationA 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 informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationLearning to Think Mathematically with the Rekenrek Supplemental Activities
Learning to Think Mathematically with the Rekenrek Supplemental Activities Jeffrey Frykholm, Ph.D. Learning to Think Mathematically with the Rekenrek, Supplemental Activities A complementary resource to
More informationMath 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 845-3261 e-mail address erinfry@tamu.edu
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationIf 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 informationCurriculum 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 informationHelping 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(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 informationPaper 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 informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationPre-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 informationTalk About It. More Ideas. Formative Assessment. Have students try the following problem.
5.NF. 5.NF.2 Objective Common Core State Standards Add Fractions with Unlike Denominators Students build on their knowledge of fractions as they use models to add fractions with unlike denominators. They
More informationDraft -Unit 1. Whole Number Computation and Application 8 Weeks. 1 Joliet Public Schools District 86 DRAFT Curriculum Guide , Grade 5, Unit 1
Draft -Unit 1 Whole Number Computation and Application 8 Weeks 1 Joliet Public Schools District 86 DRAFT Curriculum Guide 2017-2018, Grade 5, Unit 1 2 Joliet Public Schools District 86 DRAFT Curriculum
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationPre-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 informationAbout 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