Grade 5 + DIGITAL. EL Strategies. DOK 14 RTI Tiers 13. Flexible Supplemental K8 ELA & Math Online & Print


 Randall Booker
 4 years ago
 Views:
Transcription
1 Standards PLUS Flexible Supplemental K8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 14 RTI Tiers Minute Lessons Assessments Consistent with CA Testing Technology Standards PLUS Targeted Intervention Ready to Teach RTI Tier Materials PRINT + DIGITAL Writing Program EL Strategies Performance Lessons Integrated Projects Written directly to the CA Standards by CA Educators
2 Standards PLUS is so much more Close the Achievement Gap with Seven Programs in One Embedded within Standards PLUS are: EL STRATEGIES All Standards Plus lessons explicitly teach communication skills, strategies, and conventions that meet the goal of EL Instruction. READY TO TEACH RTI / TIER Standards Plus Lessons provide: Whole Class Instruction Targeted Intervention Intense Intervention Standards PLUS is Seven Programs in One: MINUTE LESSONS DOK 12 / RTI Tiers 12 Researchbased, Direct Instruction, K8, ELA and Math lessons. Written to the state standards. PERFORMANCE LESSONS DOK 3 Students deepen and apply their knowledge into new applications. ASSESSMENTS DOK 12 Weekly formative assessments monitor student progress. Online assessments help students master digital item types. INTEGRATED PROJECTS DOK 4 Students apply knowledge to realworld situations. STANDARDS PLUS DIGITAL DOK 13 / RTI Tiers 13 Lessons and assessments match the the digital format of the state test. Students transfer their knowledge into a digital learning environment. TARGETED INTERVENTION LESSONS DOK 12 / RTI Tiers 23 Scaffolded lessons assigned based on assessment results. Digital program automates this process. WRITING PROGRAM (ELA Only) DOK 14 / RTI Tiers 12 Includes lessons on every writing genre. Writing performance lessons include skills trace, prompts, and rubrics. HOMEWORK/ PARENT CONNECTION (COMING SOON) 2
3 Sample Lessons Included in this Booklet Domain Lesson Focus Standard(s) Operations and Algebraic Thinking (Operations and Algebraic Thinking Standards 5.OA.15.OA.3) 5 Writing Numerical Expressions 6 Writing Numerical Expressions 7 Writing Numerical Expressions 8 Writing Numerical Expressions E2 Evaluation Writing Numerical Expressions 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product. 9 Interpret Numerical Expressions 5.OA.2: Write simple expressions that record calculations with numbers, and interpret 10 Interpret Numerical Expressions numerical expressions without evaluating them. For example, express the calculation add 8 and 7, 11 Interpret Numerical Expressions then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as Interpret Numerical Expressions 921, without having to calculate the indicated Evaluation Interpret Numerical sum or product. E3 Expressions P10 Performance Lesson Operations and Algebraic Thinking: Expressions (5.OA.1, 5.OA.2) See the lesson index for the entire program on pages
4 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #5 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Sample Daily Lesson Teacher Lesson Plan Lesson Objective: The students will write simple numerical expressions, which do not include parentheses, from written phrases. Introduction: Today we will review how to write a numerical expression from a word phrase. A numerical expression is a series of numbers and operation symbols that does not have an equal sign. Instruction: When you write a numerical expression, you are translating a word phrase into a series of numbers and operations. To translate a word phrase into a numerical expression, you need to know the key words that indicate each operation. Here are some words associated with each operation (You may want to brainstorm the list together with students. The list of key words will be used with all lessons for this standard.): Addition sum, add, more than, increased by, plus Subtraction difference, subtract, less than, decreased by, minus Multiplication multiply, product, multiplied by, times, double, triple Division divide, quotient, divided by, half, third, fourth, into Once you have identified the key word that indicates the operation, you have to decide on which side of the operation each number should be placed. Guided Practice: Direct students attention to Example A. Read the word phrase The product of 7 and 4. In this phrase the word product tells us we will multiply, so we can express this phrase as 7 x 4. Now look at Example B, 6 less than 15. The words less than tell us we will subtract, so we can express this phrase as Independent Practice: Complete problems 1 through 8. Determine the correct operation based on the key words. Write each phrase as a numeric expression. Do not solve. For subtraction and division, pay careful attention to which side of the operation each number should be placed. Review: Review problems 18 with students. Discuss each answer, reviewing the key operation terms. Closure: Today we reviewed how to write numerical expressions from a word phrase. Turn to your partner and state at least two key terms for each of the four operations. Answers: or x 3 or 3 x or x 7 or 7 x
5 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #5 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Multiplication: multiply, product, multiplied by, times, double, triple Division: divide, quotient, divided by, half, third, fourth, into Examples: A. The product of 7 and 4 B. 6 less than 15 Directions: Write each phrase as a numerical expression. 1. The sum of 3 and Subtract 4 from Triple more than times 7 Sample Daily Lesson  Student Response Page decreased by divided by 3 8. The difference of 18 and 6 5
6 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #6 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Sample Daily Lesson Teacher Lesson Plan Lesson Objective: The students will write simple numerical expressions, which include parentheses and any combination of addition and subtraction, from written phrases. Introduction: Today we will review how to write numerical expressions that use parentheses and any combination of addition and subtraction. Instruction: When you write a numerical expression, you are translating a word phrase into a series of numbers and operations. Look for key words that indicate the operations to be used. Sometimes parentheses are used within an expression to show which operation should be solved first. Let s review some words associated with the operations of addition and subtraction: Addition sum, add, more than, increased by, plus Subtraction difference, subtract, less than, decreased by, minus Once you have identified the key words that indicate the operations, you have to decide on which side of the operations each number should be placed. When more than one operation is stated, include parentheses in the expression to indicate which operation should be completed first. Guided Practice: Direct the students attention to Example A. 16 decreased by the sum of 4 and 2. The key words decreased tell me I need to subtract. Sum tells me I need to add. Decreased by the sum tells me I need to determine the sum before I can decrease it. So I need to place parentheses around to get the expression 16 (4 + 2). Look at Example B. Let s read the word phrase, 8 more than the difference of 7 and 3. In this phrase, the words more than tell us to add. The word difference indicates that we will subtract. I am going to reread the phrase: 8 more than the difference of 7 and 3 tells me that I need to determine the difference of 7 and 3 first before I can add 8 to it. Since 7 3 must be solved first, I will place parentheses around it. (7 3) Now complete the phrase 8 more than the difference of (7 3). 8 + (7 3). Repeat this thought process with Example C add 6 and 10, then decrease the sum by 5. (The answer for Example C is (6 + 10)  5.) Independent Practice: Complete problems 1 through 8. Remember to use parentheses to show the grouping for a specific operation. Review: Review problems 18 with students. Discuss each answer, reviewing the key operation terms and use of parentheses. Closure: Today we reviewed how to write numerical expressions with parentheses from a word phrase. Turn to your partner and discuss how you know where to place the parentheses for problem 1. Answers: 1. (13 + 5) 2 2. (15 8) (6 + 9) 4. (7 2) (14 + 7) (3 + 4) 7. (6 + 5) (2 + 9) 6
7 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #6 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key Words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Examples: A. 16 decreased by the sum of 4 and 2 B. 8 more than the difference of 7 and 3 C. Add 6 and 10, then decrease the sum by 5 Directions: Write each phrase as a numerical expression. 1. Subtract 2 from the sum of 13 and decreased by 8, then added to 4 3. The sum of 6 and 9 subtracted from less than 7, increased by 10 Sample Daily Lesson  Student Response Page 5. Add 14 and 7, then subtract 9 6. The difference of 12 and the sum of 3 and plus 5, decreased by more than the sum of 2 and 9 7
8 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #7 Standard: 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Sample Daily Lesson Teacher Lesson Plan Lesson Objective: The students will write simple numerical expressions, which include parentheses and any combination of addition, subtraction, or multiplication from written phrases. Introduction: Today we will review how to write numerical expressions that use parentheses and any combination of addition, subtraction, or multiplication. Instruction: When you write a numerical expression, you are translating a word phrase into a series of numbers and operations by looking for key words that indicate the operations to be used. Let s review some key words associated with addition, subtraction, and multiplication: Addition sum, add, more than, increased by, plus Subtraction difference, subtract, less than, decreased by, minus Multiplication multiply, product, multiplied by, times, double, triple Once you have identified the key words that indicate the operations, you have to decide on which side of the operations each number should be placed. When more than one operation is stated, you will need to include parentheses in the expression to indicate which operation to complete first. Look at the top of your page to see what happens when we move the parentheses. For the phrase 6 subtracted from the product of 3 and 8, the parentheses would go around 3 8 to give us (3 8) 6. In the next phrase, 3 times the difference of 8 and 6, the parentheses would go around the 8 and 6 so we would find the difference first. We would have 3 (8 6). Guided Practice: Direct students attention to Example A. Let s read the word phrase 4 times the difference of 9 and 2. In this phrase the word times tells us we will multiply. The word difference indicates that we will subtract. We know we want to subtract 2 from 9, so we can express that as (9 2). We want 4 times that difference, so the complete phrase can be written as 4 (9 2). Repeat this thought process with Example B, Triple the sum of 5 and 6. (The answer for Example B is (5 + 6) 3.) Independent Practice: Complete problems 1 8. Remember to use parentheses to show the grouping for a specific operation. Review: Review problems 1 8 with students. Discuss each answer, reviewing the key operation terms and use of parentheses. Closure: Today we reviewed how to write numerical expressions with parentheses from a word phrase. Turn to your partner and discuss how changing the expression in problem 4 from (4 8) 5 to 4 (8 5) would change the word phrase. Answers: 1. (2 8) 4 2. (10 + 5) (9 7) or (9 7) 2 4. (4 8) 5 5. (6 3) (13 + 7) 5 7. (8 2) (3 + 9) 8
9 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #7 Standard: 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key Words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Multiplication: multiply, product, multiplied by, times, double, triple Examples: 6 subtracted from the product of 3 and 8: (3 8) 6 3 times the difference of 8 and 6: 3 (8 6) A. 4 times the difference of 9 and 2 B. Triple the sum of 5 and 6 Directions: Write each phrase as a numerical expression. 1. Subtract 4 from the product of 2 and 8 2. Add 10 and 5, then multiply by 3 3. Double the difference of 9 and less than the product of 4 and 8 Sample Daily Lesson  Student Response Page 5. 6 multiplied by 3, then increased by plus 7, then multiplied by 5 7. Decrease the product of 8 and 2 by times the sum of 3 and 9 9
10 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #8 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Lesson Objective: The students will write simple numerical expressions, which include parentheses and any combination of all four operations, from written phrases. Introduction: Today we will review how to write numerical expressions that use parentheses and any combination of operations. Sample Daily Lesson Teacher Lesson Plan Instruction: To translate a word phrase into a numerical expression, you need to know the key words that indicate each operation. Let s review some words associated with each operation: Addition sum, add, more than, increased by, plus Subtraction difference, subtract, less than, decreased by, minus Multiplication multiply, product, multiplied by, times, double, triple Division divide, quotient, divided by, half, third, fourth, into Once you have identified the key words that indicate the operations, you have to decide on which side of the operations each number should be placed. When more than one operation is stated, include parentheses in the expression to indicate which operation to complete first. Guided Practice: Direct students attention to Example A. Let s read the word phrase 5 times the sum of 8 and 12. In this phrase the word times tells us to multiply. The word sum indicates that we will add. 5 times the sum tells us we will multiply the sum by 5. Since we want to be sure to add 8 and 12 first to get the sum, we should put parentheses around that part of the expression, so we have (8 + 12). We want 5 times more than that sum, so the complete phrase can be written as 5 x (8 + 12). The parentheses are important because without them we would first multiply 5 x 8 and then add 12. Repeat this thought process with Example B, The difference of 25 and 10 divided by 3. (The answer for Example B is (25 10) 3.) Independent Practice: Complete problems 17. Remember to use parentheses to show a grouping for a specific operation if necessary. Review: Review problems 17 with students. Discuss each answer, reviewing the key operation terms and use of parentheses. Closure: Today we reviewed how to write numerical expressions with parentheses from a word phrase. Turn to your partner and discuss why the parentheses are important. How does it change an expression? Answers: 1. 2 x (4 + 9) or (4 + 9) x 2 2. (12 5) x (8 2) (6 x 15) 5. (20 6) 2 6. (5 + 14) (8 x 2) 9 10
11 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Lesson: #8 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key Words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Multiplication: multiply, product, multiplied by, times, double, triple Division: divide, quotient, divided by, half, third, fourth, into Examples: 6 more than the product of 2 and 5: 6 + (2 x 5) The sum of 6 and 2, times 5: (6 + 2) x 5 A. 5 times the sum of 8 and 12 B. The difference of 25 and 10 divided by 3 Directions: Write each phrase as a numerical expression. 1. Multiply the sum of 4 and 9 by 2 2. Subtract 5 from 12, then multiply by 3 3. Add 7 to the quotient of 8 divided by more than the product of 6 and 15 Sample Daily Lesson  Student Response Page 5. Half the difference of 20 minus less than the sum of 5 and Double 8, then subtract 9 11
12 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Evaluation: #2 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. Standard: 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product. Sample Assessment  Teacher Lesson Plan Procedure: Read the directions aloud and ensure that students understand how to respond to each item. If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: 1. (5.OA.2) (5.OA.2) 3 x (9 + 2) 3. (5.OA.2) 15 (3 x 4) 4. (5.OA.2) (10 4) 2 5. (5.OA.2) C. (12 3) 2 12
13 Domain: Operations & Algebraic Thinking Focus: Writing Numerical Expressions Evaluation: #2 Key Words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Multiplication: multiply, product, multiplied by, times, double, triple Division: divide, quotient, divided by, half, third, fourth, into Directions: For problems 1 4, write a numerical expression for each word phrase. For problem 5, choose the correct answer more than times the sum of 9 and 2 3. The difference of 15 and the product of 3 and 4 4. Half the difference of 10 and 4 Sample Assessment  Student Response Page 5. 2 subtracted from the quotient of 12 and 3 A B. 2 (12 x 3) C. (12 3) 2 D. (12 + 3) 2 13
14 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #9 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Lesson Objective: The students will interpret simple numerical expressions, which do not include parentheses, into written phrases. Introduction: Today we will review how to interpret a numerical expression. When you interpret an expression, you are describing it with words. Sample Daily Lesson Teacher Lesson Plan Instruction: To interpret a numerical expression, you need to know the key words that indicate each operation. Look at the words at the top of the student page. Addition sum, add, more than, increased by, plus Subtraction difference, subtract, less than, decreased by, minus Multiplication multiply, product, multiplied by, times, double, triple Division divide, quotient, divided by, half, third, fourth, into For very simple expressions that do not include parentheses, just reading the expression will give you a oneword phrase that would describe it. Guided Practice: Direct students attention to Example A. Read the expression 8 x 3. Reading this expression as 8 times 3 gives us one way to interpret or describe it. (Brainstorm other ways to interpret this expression with students: The product of 8 and 3, 8 multiplied by 3, triple 8, etc. and write those examples on the line.) Now look at Example B, One way to interpret this expression is 9 plus 6. Brainstorm other ways to interpret this expression (the sum of 9 and 6, 6 more than 9, 9 increased by 6, etc.), and write the written phrase on the line. Independent Practice: Complete problems 14. Write two different word phrases to describe each numerical expression. Review: Review problems 14 with students. Discuss each answer, reviewing the key operation terms. Closure: Today we reviewed how to interpret numerical expressions into word phrases. Turn to your partner and discuss other ways to interpret problem 4 than the ways you described it. Answers: Answers will vary. Possible answers include: divided by 3, the quotient of 12 and 3, 3 into minus 4, the difference of 10 and 4, 4 less than 10, 10 decreased by 4, subtract 4 from times 5, 7 multiplied by 5, the product of 7 and divided by 2, the quotient of 8 and 2, 2 into 8, half of 8, divide 8 by 2 14
15 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #9 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key words: Addition: sum, add, more than, increased by, plus Subtraction: difference, subtract, less than, decreased by, minus Multiplication: multiply, product, multiplied by, times, double, triple Division: divide, quotient, divided by, half, third, fourth, into Examples: A. 8 x 3 B Directions: Write two different word phrases to describe each numerical expression Sample Daily Lesson  Student Response Page 3. 7 x
16 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #10 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Lesson Objective: The students will interpret simple numerical expressions, which include parentheses, into written phrases. Sample Daily Lesson Teacher Lesson Plan Introduction: When you evaluate an expression, you are describing it with words. Today we will interpret expressions that include parentheses. Instruction: To evaluate numerical expressions with parentheses, you need to know the words that indicate the answer for each operation. Read the words that indicate the answer for each operation at the top of your page. (Review the chart with the students.) When the expression includes parentheses, there are two simple expressions within one numerical expression. Steps for writing an expression with parentheses into a written phrase are: 1. Read the operation in parentheses. 2. Identify the math term that indicates the answer. (sum, difference, product, quotient) 3. Describe how the second operation relates to the answer in the parentheses. Guided Practice: Look at Example A. Read the expression 3 (2 + 7). Step 1: Read the operation in parenthesis (2 + 7). Step 2: Identify the word that indicates the answer to an addition problem. In addition problems, the word for the answer is the sum. Write the sum of 2 and 7. Step 3: Describe how the second operation relates to the answer in the parenthesis: 3 times the sum of 2 and 7 or the sum of 2 and 7 multiplied by 3. Look at Example B, 2 (7 4). Describe the portion of the expression within the parentheses using the word sum, difference, product, or quotient. We can interpret 7 4 as the difference of 7 and 4. Next, describe how the second operation relates to the difference of 7 and 4. We want to multiply the expression within the parentheses by 2, so we can interpret the whole expression as 2 times the difference of 7 and 4, or as the difference of 7 and 4 multiplied by 2. Repeat this process for Example C, 6 + (12 3), if additional practice is needed. (The answer for Example C is The quotient of 12 and 3 added to six.) Independent Practice: Write a word phrase for each numerical expression for problems 1 through 4. Remember to interpret the operation within the parentheses first. Review: Review problems 1 4 with students. Discuss each answer, reviewing the key operation terms. Closure: Today we reviewed how to interpret numerical expressions into word phrases. Turn to your partner and share the words that indicate the answer to an addition, subtraction, multiplication or division problem. Answers: Answers will vary. Possible answers include: 1. The product of 6 and 9 added to more than the difference of 10 and divided by the sum of 2 and less than the product of 4 and 7 16
17 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #10 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key words that indicate the answer to each operation: Sum: answer to an Addition problem Difference: answer to a Subtraction problem Product: answer to a Multiplication problem Quotient: answer to a Division problem Steps for writing an expression with parentheses: 1. Read the operation in parentheses 2. Identify the math term that indicates the answer. (sum, difference, product, quotient) 3. Describe how the second operation relates to the answer in the parentheses. Examples: A. 3 (2 + 7) B. 2 (7 4) C. 6 + (12 3) Directions: Write each numerical expression as a word phrase (6 9) 2. (10 5) + 2 Sample Daily Lesson  Student Response Page (2 + 3) 4. (4 7) 5 17
18 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #11 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Lesson Objective: The students will interpret simple numerical expressions, which include parentheses, into written phrases. Introduction: Today we will review how to interpret numerical expressions that include parentheses. When you interpret an expression, you are describing it with words. Sample Daily Lesson Teacher Lesson Plan Instruction: To evaluate numerical expressions with parentheses, you need to know the words that indicate the answer for each operation. Read the words that indicate the answer for each operation at the top of your page. (Review the chart with the students.) When the expression includes parentheses, there are two simple expressions within one numerical expression. Steps for writing an expression with parentheses into a written phrase are: 1. Read the operation in parentheses 2. Identify the math term that indicates the answer. (sum, difference, product, quotient) 3. Describe how the second operation relates to the answer in the parentheses. Guided Practice: Direct students attention to Example A. Review the steps for writing an expression with parentheses into a written phrase. Read the expression (2 6) 3. Read the operation within the parentheses (2 6). Identify the word that indicates the answer for multiplication (product). Look at the expression again and describe how the second operation relates to the answer in the parentheses. The word phrase for this numerical expression is 3 less than the product of 2 and 6. Now read the expression in Example B, 12 (3 2). First, describe the portion of the expression within the parentheses using the word sum, difference, product, or quotient. We can interpret 3 2 as the product of 3 and 2. Next, describe how the second operation relates to the product of 3 and 2. We want to subtract the product within the parentheses from 12, so we can interpret the whole expression as 12 minus the product of 3 and 2, or as the product of 3 and 2 subtracted from 12. Repeat this process for Example C, (11 + 4) 5, if additional practice is needed. Independent Practice: Write a word phrase for each numerical expression for problems 1 through 4. Remember to interpret the operation within the parentheses first. Review: Review problems 1 4 with students. Discuss each answer, reviewing the key operation terms. Closure: Today we reviewed how to interpret numerical expressions into word phrases. Turn to your partner and state another way to describe problem 4 that is different than the way you interpreted it. Answers: Answers will vary. Possible answers include: 1. 2 more than the product of 6 and 2 2. The quotient of 8 and 4 multiplied by minus the quotient of 9 and less than the product of 3 and 5 18
19 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #11 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key words that indicate the answer to each operation: Sum: answer to an Addition problem Difference: answer to a Subtraction problem Product: answer to a Multiplication problem Quotient: answer to a Division problem Steps for writing an expression into a written phrase: 1. Read the operation in parentheses. 2. Identify the word that indicates the answer for that operation. (sum, difference, product, or quotient) 3. Look at the expression again and describe how the second operation relates to the answer in the parentheses. Examples: A. (2 6) 3 B. 12 (3 2) C. (11 + 4) 5 Directions: Write each numerical expression as a word phrase (6 2) Sample Daily Lesson  Student Response Page 2. (8 4) (9 3) 4. (3 5) 6 19
20 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #12 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Lesson Objective: The students will interpret simple numerical expressions, which include parentheses, into written phrases. Introduction: Today we will review how to interpret numerical expressions that include parentheses. When you interpret an expression, you are describing it with words. Sample Daily Lesson Teacher Lesson Plan Instruction: To evaluate numerical expressions with parentheses, you need to know the words that indicate the answer for each operation. Read the words that indicate the answer for each operation at the top of your page. (Review the chart with the students.) When the expression includes parentheses, there are two simple expressions within one numerical expression. Steps for writing an expression with parentheses into a written phrase are: 1. Read the operation in parentheses 2. Identify the math term that indicates the answer. (sum, difference, product, quotient) 3. Describe how the second operation relates to the answer in the parentheses. Guided Practice: Direct students attention to Example A. Read the expression 4 + (6 3). First, describe the portion of the expression within the parentheses using the word sum, difference, product, or quotient. We can interpret 6 3 as the product of 6 and 3. Next, describe how the second operation relates to the product of 6 and 3. We want to add the expression within the parentheses to 4, so we can interpret the whole expression as 4 plus the product of 6 and 3, or as the product of 6 and 3 added to 4. Repeat this process for Example B, (11 2) 3. (The answer for Example B is 3 into the difference of 11 and 2.) Independent Practice: Complete problems 1 4. Remember to interpret the operation within the parentheses first. Review: Write a word phrase for each numerical expression for problems 1 4. Discuss each answer, reviewing the key operation terms. Closure: Today we reviewed how to interpret numerical expressions into word phrases. Look at problem 4, (6 + 1) 8. Turn to your partner and discuss how you know that (6 + 1) 8 is eight times bigger than Answers: Answers will vary. Possible answers include: 1. The product of 4 and 5 subtracted from more than the quotient of 4 and times the quotient of 10 and 5 4. The sum of 6 and 1 multiplied by 8 20
21 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Lesson: #12 Standard: 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Key words that indicate the answer to each operation: Sum: answer to an Addition problem Difference: answer to a Subtraction problem Product: answer to a Multiplication problem Quotient: answer to a Division problem Steps for writing an expression into a written phrase: 1. Read the operation in parentheses. 2. Identify the word that indicates the answer for that operation. (sum, difference, product, quotient) 3. Look at the expression again and describe how the second operation relates to the answer in the parentheses. Examples: A. 4 + (6 3) B. (11 2) 3 Directions: Write each numerical expression as a word phrase (4 5) 2. (4 2) + 9 Sample Daily Lesson  Student Response Page 3. 3 (10 5) 4. (6 + 1) 8 21
22 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Evaluation: #3 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. Standard: 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product. Sample Assessment  Teacher Lesson Plan Procedure: Read the directions aloud and ensure that students understand how to respond to each item. If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: 1. (5.OA.2) B, 9 divided by 3 Answers may vary. Possible answers include: 2. (5.OA.2) 5 added to the product of 2 and 7, or 5 more than the product of 2 and 7 3. (5.OA.2) The difference of 8 and 4 divided by 2, or 2 into the difference of 8 and 4 4. (5.OA.2) The product of 3 and 5 subtracted from 12, or 12 minus the product of 3 and 5 5. (5.OA.2) 2 times the sum of 3 and 7, or double the sum of 3 and 7 22
23 Domain: Operations & Algebraic Thinking Focus: Interpret Numerical Expressions Evaluation: #3 Key words that indicate the answer to each operation: Sum: answer to an Addition problem Difference: answer to a Subtraction problem Product: answer to a Multiplication problem Quotient: answer to a Division problem Directions: Circle the letter next to the phrase that describes the expression. 1. Which describes the expression 9 3? A. 3 divided by 9 B. 9 divided by 3 C. 3 less than 9 D. 9 into 3 Directions: Write the numerical expression as a word phrase (2 7) 3. (8 4) 2 Sample Assessment  Student Response Page (3 5) 5. (3 + 7) 2 23
24 Teacher Lesson Plan Page 1 of 2 Common Core Standards Plus Mathematics Grade 5 Performance Lesson #10 Domain: Operations and Algebraic Thinking Standard Reference: 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Required Student Materials: Student Pages: BLM Pgs (Vocabulary & Student Worksheet) Scratch paper Lesson Objective: The students will use grouping symbols to write and evaluate expressions. They will interpret expressions without actually calculating the values of the expressions. Sample Performance Lesson  Teacher Lesson Plan Overview: Students will review the use of parentheses, brackets, and braces in numerical expressions. Students will also review how to write and interpret simple expressions as addressed in Common Core Standards Plus Operations and Algebraic Thinking Lessons 112, E1E3. Students will: Use grouping symbols (parentheses, brackets, and braces) and evaluate expressions that include grouping symbols. Write simple expressions from a word phrase. Interpret expressions without finding the values of the expressions. Guided Practice: (Required Student Materials: BLM Pg. 213) Review the vocabulary terms: Expression, interpret, and evaluate. Review how and why to use grouping symbols to organize multiple groups in a numeric expression. Remind students to use the Order of Operations when evaluating expressions. Work from left to right. Parentheses (and other grouping symbols) Exponents Multiply and Divide (have the same priority) Add and Subtract (have the same priority) Review how to evaluate numeric expressions that have one or more groups. Review how to write simple expressions. With guidance, students will write and evaluate the numeric expressions for these word phrases: Seven times the sum of five + eight: 7(5+8) = 91 Two times sixtytwo plus fortyeight: 2 x ( ) = 220 Review how to interpret a numeric expression without finding the value. With guidance, students will interpret an expression and discuss the interpretation with a partner. Follow with a whole class discussion. 24
25 Teacher Lesson Plan Page 2 of 2 Common Core Standards Plus Mathematics Grade 5 Performance Lesson #10 Domain: Operations and Algebraic Thinking Independent Practice: (Required Student Materials: BLM Pg. 214) Have students: Use the information in the situation to write an expression that includes grouping symbols. Interpret two expressions and explain in writing how they interpreted the expressions without solving the expressions. Review & Evaluation: Option 1: Students trade papers with a partner and discuss if their answers are the same or different. Option 2: Teacher selects students answers to display and discuss possible answers with the class. Option 3: Teacher collects students papers and evaluates them for students ability to demonstrate conceptual understanding of the standard and ability to explain thinking. Sample Performance Lesoon  Teacher Lesson Plan 25
26 Student Page 1 of 2 Common Core Standards Plus Mathematics Grade 5 Performance Lesson #10 Domain: Operations and Algebraic Thinking Vocabulary: Expression: A string or list of mathematical symbols (77 + 3) 10 Interpret: Understanding a numerical expression without evaluating. Evaluate: Simplify, solve, or find the value of the expression. Grouping symbols: They are used to indicate/show when a group starts and ends; when there is more than one grouping in a problem, using different kinds of grouping symbols can help you separate the groups. Sample Performance Lesson  Student Response Page Parentheses (): Most common grouping symbol; parentheses surround the part of a math expression that must be solved first. 50 (10 5) Brackets []: Expressions cannot include brackets unless there are parentheses; brackets are used the second groupings. [5 + (25 5) 10] + 20 Braces {}: Expressions cannot include braces unless there are parentheses and brackets; braces are used for third groupings. {50 + [10 + (100 30) 10] + 9} Rules for translating a word phrase into a numerical expression. Step 1: Translate a word phrase into a series of numbers and operations. Step 2: Identify the key words that indicate the operation. Step 3: Decide on which side of the operation to place each number. Directions: Listen carefully to each word phrase and write it as a numeric expression. Evaluate the expression Interpret the numeric expressions without finding the actual value. Discuss the interpretation with a partner x ( ) ( ) 26
27 Student Page 2 of 2 Common Core Standards Plus Mathematics Grade 5 Performance Lesson #10 Domain: Operations and Algebraic Thinking Directions: Write a numeric expression for the following situation using appropriate grouping symbols. 4. Tyler needs money to pay for his baseball equipment. His mom gave him $50 and his dad gave him $60. A week later his grandma sent him $125. Tyler then spent $75 on a new mitt. Then his aunt sent him $50. Directions: Interpret the two expressions without finding their actual values. Explain how you interpreted the expressions. 5. [( ) + 989] x 2 [( ) + 989] x 8 Sample Performance Lesoon  Student Repsone Page 27
28 Common Core Standards Plus  Math Grade 5 Lesson Index Domain Lesson Focus Standard(s) Number and Operations in Base Ten (Number and Operations in Base Ten Standards 5.NBT.15.NBT.7) 5.NBT.1: Recognize that in a multi digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. TE Page 1 Place Value Patterns Place Value Patterns Place Value Patterns Place Value Patterns 36 6 E1 Evaluation  Place Value Patterns Powers of Ten 5.NBT.2: Explain patterns in the number of zeros 40 9 of the product when multiplying a number by 6 Multiply by Powers of Ten powers of 10, and explain patterns in the 7 Divide by Powers of Ten placement of the decimal point when a decimal is E2 Multiply & Divide by Powers of Ten Evaluation  Powers of Ten multiplied or divided by a power of 10. Use whole number exponents to denote powers of Performance Lesson Number and Operations in Base Ten: Power of Ten (5.NBT.1, 5.NBT.2) 9 Word Form of Decimals 5.NBT.3: Read, write, and compare decimals to thousandths. 5.NBT.3a: Read and write decimals to thousandths using base ten numerals, number names, and expanded form, e.g., = (1/10) + 9 (1/100) + 2 (1/1000). P1 St. Ed. Page DOK Level Expanded Form of Decimals Standard Form of Decimals Decimal Forms E3 Evaluation  Decimal Forms Compare Decimals 5.NBT.3b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of 14 Compare Decimals comparisons. 15 Round Decimals 5.NBT.4: Use place value understanding to round decimals to any place Round Decimals E4 Evaluation Compare, Round Decimals 5.NBT.3b, 5.NBT Performance Lesson Number and Operations in Base Ten: Working with Decimals P2 (5.NBT.3, 5.NBT.3a, 5.NBT.3b, 5.NBT.4) 17 Multiply Whole Numbers 5.NBT.5: Fluently multiply multi digit whole numbers using the standard algorithm Multiply Whole Numbers Multiply Whole Numbers Multiply Whole Numbers E5 Evaluation  Multiply Whole Numbers Divide Whole Numbers 5.NBT.6: Find whole number quotients of whole numbers with up to four digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Performance Lesson Number and Operations in Base Ten: Multiplication and Division P3 (5.NBT.5, 5.NBT.6) Divide Whole Numbers Divide Whole Numbers Divide Whole Numbers E6 Evaluation Divide Whole Numbers Learning Plus Associates
29 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Number and Operations in Base Ten (Number and Operations in Base Ten Standards 5.NBT.15.NBT.7) 25 Add Decimals 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. TE Page St. Ed. Page Add Decimals Subtract Decimals Subtract Decimals E7 Evaluation  Add and Subtract Decimals Multiply Decimals 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used Multiply Decimals Multiply Decimals Multiply Decimals E8 Evaluation  Multiply Decimals Multiply Decimals 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used Multiply Decimals Divide Whole Numbers by 1/10 th Divide Whole Numbers by 1/100 th E9 Evaluation Multiply and Divide Decimals Divide a Decimal by a Whole Number 5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used Divide a Decimal by a Whole Number Divide a Whole Number by a Decimal Divide Decimals to Hundredths E10 Evaluation  Division with Decimals P4 Performance Lesson Number and Operations in Base Ten: Operations with Decimals (5.NBT.7) Integrated Project #1: Now Serving Breakfast (5.NBT.1, 5.NBT.2, 5.NBT.3, 5.NBT.3a, 5.NBT.3b, 5.NBT.4, 5.NBT.5, 5.NBT.6, 5.NBT.7) Prerequisite Common Core Standards Plus Domain: Number and Operations in Base Ten Product: A breakfast menu with items and prices, and ten challenge problems based on the menu. DOK Level Overview: In this project the students will work individually or in pairs to create a breakfast menu with multiple items and their individual prices. They will write ten challenge problems based on the menu that show an understanding of the standards taught in the Number and Operations in Base Ten Domain. They will present the menu and problems to another student or pair to solve the problems that have been written. Since this is a learning activity, all components will be completed in class Learning Plus Associates 29
30 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Number and Operations Fractions (Number and Operations Fractions Standards 5.NF.15.NF.7c) 1 Add Fractions 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. TE Page St. Ed. Page Add Fractions in Context 5.NF.2: see below Add Mixed Numbers 5.NF Add Mixed Numbers in Context 5.NF E1 Evaluation Add Fractions and Mixed Numbers 5.NF.1, 5.NF Subtract Fractions 5.NF Subtract Fractions in Context 5.NF Subtract Mixed Numbers 5.NF Subtract Mixed Numbers in Context 5.NF E2 Evaluation Subtract Fractions and Mixed Numbers 9 Add/Estimate Fraction Problems 5.NF.1, 5.NF NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers Add/Estimate Fraction Problems Subtract/Estimate Fraction Problems Subtract/Estimate Fraction Problems E3 Evaluation Solving Fraction Problems Interpret Fractions as Division 5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem Interpret Fractions as Division Solve Problems with Fractions Solve Problems with Mixed Numbers E4 Evaluation Solving Fraction Problems Performance Lesson Number and Operations Fractions: Add & Subtract P5 Fractions and Mixed Numbers (5.NF.1, 5.NF.2, 5.NF.3) 17 Multiply Fractions 5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.4a: Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. DOK Level Multiply Fractions Multiply Fractions Multiply Fractions E5 Evaluation  Multiply Fractions Learning Plus Associates
31 Common Core Standards Plus  Math Grade 5 Lesson Index Domain Lesson Focus Standard(s) Number and Operations Fractions (Number and Operations Fractions Standards 5.NF.15.NF.7c) TE Page St. Ed. Page 21 Multiply Fractions 5.NF.4, 5.NF.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of 22 Multiply Fractions to Find Area the appropriate unit fraction side lengths, and show 23 Multiply Fractions to Find Area that the area is the same as would be found by E6 Multiply Fractions to Find Area Evaluation Multiply Fractions to Find Area multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas Interpret Multiplication as Scaling 5.NF.5: Interpret multiplication as scaling (resizing), by: 5.NF.5a: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, 26 Interpret Multiplication as Scaling Interpret Multiplication as Scaling without performing the indicated multiplication. 5.NF.5, 5.NF.5b: Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relate the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by Interpret Multiplication as Scaling Evaluation Interpret Multiplication as E7 Scaling 29 Fraction Multiplication Problems 5.NF.5, 5.NF.5a, 5.NF.5b Fraction Multiplication Problems Fraction Multiplication Problems Fraction Multiplication Problems E8 Evaluation Fraction Multiplication 5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Problems Performance Lesson Number and Operations Fractions: Multiplying Fractions P6 (5.NF.4, 5.NF.4a, 5.NF.5, 5.NF.5b,, 5.NF.6) 33 Divide a Fraction by a Whole Number 5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.NF.7a: Interpret division of a unit fraction by a non zero whole number, and Evaluation Divide a Fraction by a Whole compute such quotients. DOK Level Divide a Fraction by a Whole Number Divide a Fraction by a Whole Number Divide a Fraction by a Whole Number E9 Number Divide a Whole Number by a Fraction Divide a Whole Number by a Fraction Divide a Whole Number by a Fraction 5.NF.7b: Interpret division of a whole number by a unit fraction, and compute such quotients. 40 Divide a Whole Number by a Fraction Evaluation Divide a Whole Number by a E Fraction 41 Solve Real World Fraction Problems NF.7c: Solve real world problems involving 42 Solve Real World Fraction Problems division of unit fractions by non zero whole Solve Real World Fraction Problems numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and 44 Solve Real World Fraction Problems equations to represent the problem E11 Evaluation Real World Fraction Problems P7 Performance Lesson Number and Operations Fractions: Real World Fraction Problems (5.NF.7, 5.NF.7a, 5.NF.7b, 5.NF.7c) Learning Plus Associates 31
32 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Measurement and Data (Measurement and Data Standards 5.MD.15.MD.5c) 1 Converting Metric Units 5.MD.1: Convert among different sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi step, real world problems. TE Page St. Ed. Page Converting Metric Units Converting Customary Units Converting Customary Units Evaluation  Converting Measures within the Same System 5 Fractional Data Sets E Fractional Data Sets MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. Evaluation  Solving Problems with Fractional Data Sets Performance Lesson Measurement and Data: Measurement Units & Line Plots (5.MD.1, 5.MD.2) 9 Measure with Cubic Units 5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 7 Fractional Data Sets Fractional Data Sets E2 P DOK Level Measure with Cubic Units Measure with Cubic Units 5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units Measure with Cubic Units E3 Evaluation  Measure with Cubic Units 5.MD.3, 5.MD E4 Find Volume by Multiplying Edge Lengths Find Volume by Multiplying Edge Lengths Find Volume by Multiplying Edge Lengths Find Volume by Multiplying Edge Lengths Evaluation Find Volume by Multiplying Edge Lengths 17 Apply the Formulas for Volume 5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 5.MD.5a: Find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole number products as volumes, e.g., to represent the associative property of multiplication Apply the Formulas for Volume E5 Apply Volume Formulas to Solve Problems Apply Volume Formulas to Solve Problems Evaluation Apply Volume Formulas to Solve Problems 5.MD.5b: Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems Learning Plus Associates
33 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Measurement and Data (Measurement and Data Standards 5.MD.15.MD.5c) Volume of Non overlapping Right Rectangular Prisms Volume of Non overlapping Right Rectangular Prisms Solving Volume Problems by Decomposing Prisms Solving Volume Problems by Decomposing Prisms 5.MD.5c: Recognize volume as additive. Find volumes of solid figures composed of two non overlapping right rectangular prisms by adding the volumes of the non overlapping parts, applying this technique to solve real world problems. TE Page St. Ed. Page E6 Evaluation  Solving Volume Problems P9 Performance Lesson Measurement and Data: All About Volume (5.MD.3, 5.MD.4, 5.MD.5, 5.MD.5a, 5.MD.5b, 5.MD.5c) Integrated Project #2: Recycled Home Design (5.NF.1, 5.NF.2, 5.NF.3, 5.NF.4, 5.NF.4a, 5.NF.4b, 5.NF.5, 5.NF.5a, 5.NF.5b, 5.NF.6, 5.NF.7, 5.NF.7a, 5.NF.7b, 5.NF.7c, 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.MD.5a, 5.MD.5b, 5.MD.5c) Prerequisite Common Core Standards Plus Domains: Number and Operations Fractions and Measurement and Data DOK Level Project Objective: The students will apply what they have learned in the Number and Operations Fractions and Measurement and Data Domains to design a home made from recycled cargo containers and determine the size of air conditioner needed based on the cubic capacity of the home they design. Overview: In this project, the students will design a house made exclusively of recycled cargo containers. They will draw the house design, provide the square footage of the home, and use the cubic capacity of the home to determine the air conditioner size needed to cool the home. They will write a description of the home, including rooms and amenities found in the home. They will present their designs to the class. Since this is a learning activity, all components will be completed in class Learning Plus Associates 33
34 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Operations and Algebraic Thinking (Operations and Algebraic Thinking Standards 5.OA.15.OA.3) 1 Evaluating Expressions 5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. TE Page St. Ed. Page Evaluating Expressions Evaluating Expressions Evaluating Expressions E1 Evaluation Evaluating Expressions Writing Numerical Expressions 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product Writing Numerical Expressions Writing Numerical Expressions Writing Numerical Expressions E2 Evaluation Writing Numerical Expressions Interpret Numerical Expressions 5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 ( ) is three times as large as , without having to calculate the indicated sum or product Interpret Numerical Expressions Interpret Numerical Expressions Interpret Numerical Expressions E3 Evaluation Interpret Numerical Expressions P10 Performance Lesson Operations and Algebraic Thinking: Expressions (5.OA.1, 5.OA.2) Generating Arithmetic Patterns 5.OA.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so Pattern Relationships Pattern Relationships Pattern Relationships E4 Evaluation Pattern Relationships Pattern Relationships DOK Level 18 Pattern Relationships OA.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. 19 Graphing Patterns Graphing Patterns E5 Evaluation Pattern Relationships P11 Performance Lesson Operations and Algebraic Thinking: Patterns (5.OA.3) Learning Plus Associates
35 Common Core Standards Plus  Math Grade 5 Lesson Index Common Core Standards Plus Mathematics Grade 5 Domain Lesson Focus Standard(s) Geometry (Geometry Standards 5.G.15.G.4) 1 Plotting Points on a Coordinate Grid 5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x axis and x coordinate, y axis and y coordinate). 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. TE Page St. Ed. Page Plotting Points on a Coordinate Grid Graphing and Interpreting Points Graphing and Interpreting Points E1 Evaluation Understanding and Interpreting Coordinate Systems 5.G.1, 5.G P12 Performance Lesson Geometry: Graph It! (5.G.1, 5.G.2) Understanding Attributes of Triangles 6 Creating a Hierarchy of Triangles 7 Understanding Attributes of Quadrilaterals 5.G.3: Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles G4: Classify two dimensional figures in a hierarchy based on properties G Creating a Hierarchy of Quadrilaterals 5.G E2 Evaluation Two Dimensional Shapes Classifying and Hierarchy 5.G.3, 5.G P13 Performance Lesson Geometry: Just Plane Hierarchy (5.G.3, 5.G.4) Integrated Project #3: What s in a Building? (5.OA.1, 5.OA.2, 5.OA.3, 5.G.1, 5.G.2, 5.G.3, G.4) Prerequisite Common Core Standards Plus Domains: Operations and Algebraic Thinking and Geometry Product: A mathematical analysis of the types of figures, their attributes, and relative numbers and patterns of the figures within an assigned building. Overview: In this project the students will learn about a famous building. They will study the geometric composition of the building, including windows, doors, towers, columns, base, overall shape, and/or unique features to provide a mathematical description of the building. They will explain the shapes, patterns, and attributes of the features unique to the building. They will include numerical expressions, numerical patterns, and graphs to represent the geometrical figures included in the building. They will orally present what they have learned. You may choose to have students work individually or in pairs. Since this is a learning activity, all components will be completed in class. DOK Level 2013 Learning Plus Associates 35
36 Standards Plus is Proven Effective in California Schools CALIFORNIA SBAC GROWTH RATE STANDARDS PLUS SCHOOLS SBAC GROWTH RATE* more than doubled OVER 83% of Schools that implemented Standards Plus in more than doubled the California SBAC growth rate in one or more grade level. Standards Plus Closes the Achievement Gap with 7 Different Programs in One Standards Plus includes: Today s Lesson Performance Lessons Integrated Projects Minute Direct Instruction Lessons in Print and Online Increase EL Performance with Equity ELA & Math in Grades K8 Transfer of Knowledge to a Digital Learning Environment Intervention Materials BuiltIn Students Experience Technology Consistent with the CA Test Fits into Every Budget starting at $ a Student
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 informationFocus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multidigit whole numbers.
Approximate Time Frame: 34 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4digit by 1digit, 2digit by 2digit) and divide (4digit by 1digit) using strategies
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 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 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 informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade
MathUSee 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 MathUSee
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 informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationSouth Carolina College and CareerReady Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents
More informationFractionWorks Correlation to Georgia Performance Standards
Cheryl Keck Educational Sales Consultant Phone: 8004455985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance
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 5PS13 Make observations and measurements to identify materials based on their properties. MSPS14 Develop a model that
More informationPreAlgebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus PreAlgebra A Course Overview PreAlgebra is a course designed to prepare you for future work in algebra. In PreAlgebra, you will strengthen your knowledge of numbers as you look to transition
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 informationWritten by Wendy Osterman
PreAlgebra 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 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 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 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 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 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 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 informationUsing Proportions to Solve Percentage Problems I
RP71 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 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 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 kindergarten5 utilize a
More informationLet s think about how to multiply and divide fractions by fractions!
Let s think about how to multiply and divide fractions by fractions! June 25, 2007 (Monday) Takehaya Attached Elementary School, Tokyo Gakugei University Grade 6, Class # 1 (21 boys, 20 girls) Instructor:
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, technologysupported
More informationGRADE 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 0304 Grade 5 Pre Assessment
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 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 20172018, Grade 5, Unit 1 2 Joliet Public Schools District 86 DRAFT Curriculum
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 informationOhio s Learning StandardsClear Learning Targets
Ohio s Learning StandardsClear 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 informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationMissouri Mathematics GradeLevel Expectations
A Correlation of to the Grades K  6 G/M223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
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 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 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 informationTable of Contents. Development of K12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationP a g e 1. Grade 5. Grant funded by:
P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
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 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 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 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 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 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 informationLesson 17: Write Expressions in Which Letters Stand for Numbers
Write Expressions in Which Letters Stand for Numbers Student Outcomes Students write algebraic expressions that record all operations with numbers and/or letters standing for the numbers. Lesson Notes
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 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 TI10, TI15 Explorer recording sheets cubes, sticks, etc. pencils Overview Students will use calculators, wholenumber
More informationFirst and Last Name School District School Name School City, State
Unit Plan  Fractions Unit Author First and Last Name School District School Name School City, State Allison Cooper (King) Putnam County Rock Branch Elementary School Rock Branch, WV Unit Overview Unit
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 informationDMA CLUSTER CALCULATIONS POLICY
DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETTPACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles
More informationLLD MATH. Student Eligibility: Grades 68. 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 68 Credit Value:
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 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 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 informationGrade 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: 880 Local: 881900 Fax: 8814 1 Kirkham
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 informationMathematics Content Mathematical Practices ELD Standards
Lesson Title: Chapter/Unit: Mathematics Content Mathematical Practices ELD Standards Language & Learning Objective: Consider the opportunities and structures for students to read, write, listen, and speak
More informationMath 121 Fundamentals of Mathematics I
I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with
More informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (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 informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of MathUSee Program
Alignment of s to the Scope and Sequence of MathUSee Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The MathUSee levels do not address
More informationDear Family, Literature
Chapter 2 Dear Family, My class started Chapter 2 this week. I will learn about place value of numbers to 1,000. I will also learn about comparing these numbers. Love, Vocabulary compare To describe whether
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 informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: AddisonWesley.
Course Syllabus Course Description Explores the basic fundamentals of collegelevel mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
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 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 informationACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
0/9/204 205 ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES TEA Student Assessment Division September 24, 204 TETN 485 DISCLAIMER These slides have been prepared and approved by the Student Assessment Division
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 informationInvestigate the program components
Investigate the program components ORIGO Stepping Stones is an awardwinning core mathematics program developed by specialists for Australian primary schools. Stepping Stones provides every teacher with
More informationIntroducing 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 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 informationDeveloping a concretepictorialabstract model for negative number arithmetic
Developing a concretepictorialabstract model for negative number arithmetic Jai Sharma and Doreen Connor Nottingham Trent University Research findings and assessment results persistently identify negative
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 informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 010 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 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 informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve realworld and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
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: 8453261 email address erinfry@tamu.edu
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 informationTABE 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 informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
21 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 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 informationPedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers
Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au
More informationNCSC 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 informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More informationAssessment Strategies Sight Word Assessments Running Records Daily Work Anecdotal Notes
Monday, January 5 9:4510:15 Library 10:5012:03 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 informationMODULE FRAMEWORK AND ASSESSMENT SHEET
MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for
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: Email: MyMathLab Course ID: Course Description This course expands on the
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 twodigit number and a onedigit number, and adding a twodigit
More informationAnswers To Hawkes Learning Systems Intermediate Algebra
Answers To Hawkes Learning Free PDF ebook Download: Answers To Download or Read Online ebook answers to hawkes learning systems intermediate algebra in PDF Format From The Best User Guide Database Double
More informationFinancing Education In Minnesota
Financing Education In Minnesota 20162017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 201617
More informationAssessment 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 informationOne Way Draw a quick picture.
Name Multiply Tens, Hundreds, and Thousands Essential Question How does understanding place value help you multiply tens, hundreds, and thousands? Lesson 2.3 Number and Operations in Base Ten 4.NBT.5 Also
More informationBig Ideas Math Grade 6 Answer Key
Big Ideas Math Grade 6 Answer Key Free PDF ebook Download: Big Ideas Math Grade 6 Answer Key Download or Read Online ebook big ideas math grade 6 answer key in PDF Format From The Best User Guide Database
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 informationSyllabus ENGR 190 Introductory Calculus (QR)
Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS504) 8 9am & 1 2pm daily STEM (Math) Center (RAI338)
More informationFocused on Understanding and Fluency
Math Expressions: A Fresh Approach To StandardsBased Instruction Focused on Understanding and Fluency K 1 2 3 4 5 Consumable workbooks K4 Homework & Remembering K5 Hardback book gr. 5 Consumable Student
More informationMATH 205: Mathematics for K 8 Teachers: Number and Operations Western Kentucky University Spring 2017
MATH 205: Mathematics for K 8 Teachers: Number and Operations Western Kentucky University Spring 2017 INSTRUCTOR: Julie Payne CLASS TIMES: Section 003 TR 11:10 12:30 EMAIL: julie.payne@wku.edu Section
More information