Size: px
Start display at page:

Transcription

1 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 and mental methods. Benchmarks (Grade 3-4 Band) A. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals. Fourth Grade Indicators 1. Use place value structure of the baseten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths. 2. Round whole numbers to a given place value. B. Recognize and generate equivalent representations for whole numbers, fractions and decimals. 1. Identify and generate equivalent forms of fractions and decimals. For example: a. Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers; e.g., 2 1, 10 5, five tenths, 0.5, shaded rectangles with half, and five tenths and recognize relationships between fractions, decimals, and whole numbers (Dublin Indicator). b. Understand and explain that ten tenths is the same as one whole in both fraction and decimal form. C. Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them. D. Recognize and classify numbers as prime or composite and list factors. 1. Use models and points of reference to compare commonly used fractions and mixed numbers (Dublin Indicator). 1. Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime or composite. 1

2 F. Demonstrate fluency in multiplication facts with factors through 10 and corresponding divisions. 1. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten, to include the standard algorithm. (Dublin Indicator) 2. Dublin Indicator: Explain why standard procedures for algorithms work. G. Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness. H. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using whole numbers. 1. Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies. 1. Use associative and distributive properties to simplify and perform computations; e.g., use left to right multiplication and the distributive property to find an exact answer without paper and pencil, such as: 5 x 47 = 5 x x 7 = = Recognize that division may be used to solve different types of problem situations and interpret the meaning of remainders; e.g., situations involving measurement, money. 3. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. 4. Dublin Indicator: Solve problems involving counting money and making change, using both coins and paper bills. J. Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers. 1. Develop and explain strategies for performing computations mentally. 2. Use a variety of methods and appropriate tools for computing with whole numbers; e.g., mental math, paper and pencil, and calculator. 2

3 M. Add and subtract commonly used fractions with like denominators and decimals, using models and paper and pencil. 3. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten. 1. Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies. 2. Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators. 3

4 II. Content Standard: Measurement Standard Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies. Benchmarks (Grade 3-4 Band) A. Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature, using: objects of uniform size; U.S. customary units; e.g., mile, square inch, cubic inch, second, degree Fahrenheit, and other units as appropriate; metric units; e.g., millimeter, kilometer, square centimeter, kilogram, cubic centimeter, degree Celsius, and other units as appropriate. B. Know that the number of units is inversely related to the size of the unit for any item being measured Fourth Grade Indicators 1. Identify and select appropriate units to measure: a. perimeter string or links (inches or centimeters). b. area tiles (square inches or square centimeters). c. volume cubes (cubic inches or cubic centimeters). 1. Relate the number of units to the size of the units used to measure an object; e.g., compare the number of cups to fill a pitcher to the number of quarts to fill the same pitcher. 2. Dublin Indicator: Make simple unit conversions within a measurement system, e.g., inches to feet, kilograms to grams, quarts to gallons. C. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates. D. Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter, and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature. 1. Demonstrate and describe perimeter as surrounding and area as covering a two-dimensional shape, and volume as filling a three-dimensional object. 1. Develop and use strategies to find perimeter using string or links, area using tiles or a grid, and volume using cubes; e.g., count squares to find area of regular or irregular shapes on a grid, layer cubes in a box to find its volume. 4

5 2. Dublin Indicator: Solve problems involving elapsed time. 3. Dublin Indicator: Write, solve, and prove answers to measurement problems. 5

6 III. Content Standard: Geometry and Spatial Sense Standard Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems. Benchmarks (Grade 3-4 Band) A. Provide rationale for groupings and comparisons of twodimensional figures and threedimensional objects. B. Describe and identify points, lines and planes in the environment. C. Describe and identify intersecting, parallel and perpendicular lines or segments in the environment. D. Use attributes to describe, classify and sketch plane figures and build solid objects. E. Develop definitions of classes of shapes. Fourth Grade Indicators 1. Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids. 2. Identify, define and create (Dublin Indicator) triangles based on angle measures (equiangular, right, acute and obtuse triangles) and side lengths (isosceles, equilateral and scalene triangles). 1. Describe points, lines and planes, and identify models in the environment. 1. Identify, describe and model intersecting, parallel and perpendicular lines and line segments; e.g., use straws or other material to model lines. 1. Describe, classify, compare and model two- and three-dimensional objects using their attributes. 2. Dublin Indicator: Use geometric models to solve problems in other areas of mathematics such as number (multiplication and division, and measurement (area, perimeter, border). 1. Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids. 2. Identify and define triangles based on angle measures (equiangular, right, acute and obtuse triangles) and side lengths (isosceles, equilateral and scalene triangles). 6

7 F. Find and name locations in coordinate systems. 1. Specify locations and plot ordered pairs on a coordinate plane, using first quadrant points. G. Describe, identify and model reflections, rotations and translations, using physical materials. 1. Identify, describe and use reflections (flips), rotations (turns), and translations (slides) in solving geometric problems; e.g., use transformations to determine if 2 shapes are congruent. 2. Dublin Indicator: Identify and describe a series of transformations to show congruency. 7

8 IV. Content Standard: Patterns, Functions and Algebra Standard Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such as tables, graphs and equations. Benchmarks (Grade 3-4 Band) A. Analyze and extend patterns, and describe the rule in words. Fourth Grade Indicators 1. Represent, analyze and extend (Dublin Indicator) patterns and functions using words, tables and graphs. B. Use patterns to make predictions, identify relationships, and solve problems. C. Write and solve open sentences and explain strategies 1. Use models and words to describe, extend and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications. 1. Represent mathematical relationships with equations or inequalities. D. Represent an unknown quantity as a variable using a symbol, including letters. E. Use variables to create and solve equations representing problem situations. F. Construct and use a table of values to solve problems associated with mathematical relationships. G. Describe how a change in one variable affects the value of a related variable. 1. Represent and analyze patterns and functions using words, tables and graphs. 1. Use rules and variables to describe patterns and other relationships. 1. Construct and use (Dublin Indicator) a table of values to solve problems associated with a mathematical relationship. 1. Describe how a change in one variable affects the value of a related variable; e.g., as one increases the other increases or as one increases the other decreases. 8

9 V. Content Standard: Data Analysis and Probability Standard Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data. Benchmarks (Grade 3-4 Band) A. Gather and organize data from surveys and classroom experiments, including data collected over a period of time. B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions. Fourth Grade Indicators 1. Create a plan for collecting data for a specific purpose. 1. Represent and interpret data using tables, bar graphs, line plots, line graphs, and timelines (Dublin Indicator). 2. Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs. C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and simple Venn diagrams 1. Represent and interpret data using tables, bar graphs, line plots and line graphs. 2. Interpret and construct Venn diagrams to sort and describe data. 3. Compare different representations of the same data to evaluate how well each representation shows important aspects of the data, and identify appropriate ways to display the data. D. Describe data using mode, median and range. 1. Describe the characteristics of a set of data based on a graphical representation, such as range of the data, clumps of data, and holes in the data. 2. Identify the median of a set of data and describe what it indicates about the data. 3. Use range, median and mode to make comparisons among related sets of data. 9

10 E. Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes. 1. Conduct simple probability experiments and draw conclusions from the results; e.g., rolling number cubes or drawing marbles from a bag. 2. Represent the likelihood of possible outcomes form chance situations; e.g., probability of selecting a red marble from a bag containing 3 red and 5 white marbles. 3. Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). 4. Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring; e.g., impossible, unlikely, equal, likely, certain. G. Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing 2 or 3 members. 1. List and count all possible combinations using one member from each of several sets, each containing 2 or 3 members; e.g., the number of possible outfits from 3 shirts, 2 shorts, and 2 pairs of shoes. H. Use the set of possible outcomes to describe and predict events. 1. Represent the likelihood of possible outcomes for chance situations; e.g., probability of selecting a red marble from a bag containing 3 red and 5 white marbles. 2. Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). 10

11 VI. Content Standard: Mathematical Processes The benchmarks for mathematical processes articulate what students should demonstrate in problem solving, representation, communication, reasoning and connections at key points in their mathematics program. Specific grade-level indicators have not been included for the mathematical processes standard because content and processes should be interconnected at the indicator level. Therefore, mathematical processes have been embedded within the grade-level indicators for the five content standards. By the end of the 3-4 program: A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check. B. Use an organized approach and appropriate strategies to solve multi-step problems. C. Interpret results in the context of the problem being solved; e.g., the solution must be a whole number of buses when determining the number of buses necessary to transport students. D. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork. E. Link concepts to procedures and to symbolic notation; e.g., model 3 x 4 with a geometric array, represent one-third by dividing an object into three equal parts. F. Recognize relationships among different topics within mathematics; e.g., the length of an object can be represented by a number. G. Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation. H. Recognize basic valid and invalid arguments, and use examples and counter examples, models, number relationships, and logic to support or refute. I. Represent problem situations in a variety of forms (physical model, diagram, in words or symbols), and recognize when some ways of representing a problem may be more helpful than others. J. Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. K. Use mathematical language to explain and justify mathematical ideas, strategies and solutions. 11

### 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

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

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

### Grade 6: Correlated to AGS Basic Math Skills

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

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

### TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system

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

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

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

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

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

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

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

### 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

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

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

### Mathematics subject curriculum

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

### Standard 1: Number and Computation

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

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

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

### About the Mathematics in This Unit

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

### Math Grade 3 Assessment Anchors and Eligible Content

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

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

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

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,

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

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

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

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

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

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

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

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

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

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

### 2 nd Grade Math Curriculum Map

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

### PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures

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

### Measurement. When Smaller Is Better. Activity:

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

### Florida Mathematics Standards for Geometry Honors (CPalms # )

A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular

### Unit 3: Lesson 1 Decimals as Equal Divisions

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

### TabletClass 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

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

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

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

### Grade 5 COMMON CORE STANDARDS

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

### What the National Curriculum requires in reading at Y5 and Y6

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

### Primary National Curriculum Alignment for Wales

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

### Answers: Year 4 Textbook 3 Pages 4 10

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

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

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

### Arizona s College and Career Ready Standards Mathematics

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

### Characteristics of Functions

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

### Broward County Public Schools G rade 6 FSA Warm-Ups

Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

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

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

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

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

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

Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

### Sample Problems for MATH 5001, University of Georgia

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

### LA LETTRE DE LA DIRECTRICE

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

### Mathematics process categories

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

### UNIT 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

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

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

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

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

### Common Core Standards Alignment Chart Grade 5

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

### Helping Your Children Learn in the Middle School Years MATH

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

### Diagnostic Test. Middle School Mathematics

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

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

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

### Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.

Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.

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

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

### ASSESSMENT TASK OVERVIEW & PURPOSE:

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

### BENCHMARK MA.8.A.6.1. Reporting Category

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

### Introducing the New Iowa Assessments Mathematics Levels 12 14

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

### Functional Maths Skills Check E3/L x

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

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

1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007

### Learning Disability Functional Capacity Evaluation. Dear Doctor,

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

### MGF 1106 Final Exam Review / (sections )

MGF 1106 Final Exam Review / (sections ---------) Time of Common Final Exam: Place of Common Final Exam (Sections ----------- only): --------------- Those students with a final exam conflict (with another

### Hardhatting in a Geo-World

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

### Mathematics Session 1

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

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

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

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

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

### Using Proportions to Solve Percentage Problems I

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

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

String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

### Pre-AP Geometry Course Syllabus Page 1

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

### End-of-Module Assessment Task K 2

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

### Statewide 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

### Mathematics Assessment Plan

Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,

### GUIDE TO THE CUNY ASSESSMENT TESTS

GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1

### Julia Smith. Effective Classroom Approaches to.

Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a

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

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

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

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

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

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

Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and

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

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

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

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

### Unit 3 Ratios and Rates Math 6

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

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

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

### RIGHTSTART MATHEMATICS

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

### Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students

### SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE

SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch

### Are You Ready? Simplify Fractions

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

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

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

### Mathematics. Mathematics

Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in

### Algebra 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.

### Sample 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

### Math 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 (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

### Name: Class: Date: ID: A

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

### Math 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

### DMA CLUSTER CALCULATIONS POLICY

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

### FractionWorks Correlation to Georgia Performance Standards

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

Missouri GLE THIRD GRADE Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to third grade. It is simply a reorganized version

### Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston - Downtown

Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston - Downtown Sergei Abramovich State University of New York at Potsdam Introduction

### Assessment Requirements: November 2017 Grade 5

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

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

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