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

Size: px
Start display at page:

Transcription

1 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 of Mathematical Thinkers Module is to launch the important mathematical processes and practices that will support the growth and independence of our students as mathematical thinkers in a learning community. what big ideas) as a result "Students will understand Mathematical thinkers effectively use their understanding, knowledge and skills. Mathematical thinkers learn through collaboration and problem solving. I can attack a math problem and solve it (MP1) I can make sense of a problem (MP2) I can prove my answer (MP3) I can assist others when I do not agree with their answer (MP3) I can use the appropriate vocabulary and symbols to represent a problem or solution (MP4) I can use math tools to help me solve/show how I solved a problem (MP5) I can explain the steps I used to solve a problem, and I am careful in my calculations (MP6) I can use what I already know to help me solve a new problem (MP7) I can use multiple ways to find a solution to a problem (MP8) Why problem solve (or why think mathematically)? How does participation in a community of learners support thinking and learning? How do structures, strategies, and routines in problem solving support thinking and learning? How does productive mathematical thinking support critical thinking, growth and independenc Page 1 of 11

2 Unit: Unit 1 Multiplicative Thinking Timeline: Week 2 to 6 The purpose of this learning unit is for students to interpret multiplication equations as comparisons, with an emphasis on algebraic thinking and making generalizations about number relationships. what big ideas) as a result "Students will understand Numbers can be represented and compared in many ways. In what ways can products and quotients be interpreted? Computations involve taking apart and combining numbers using a variety of approaches. Numbers can be classified by attributes. How can numbers be identified through multiplication? In what ways can numbers be composed and decomposed? I can develop and apply number theory concepts to represent and solve problems including the four operations. I can interpret products of whole numbers. I can solve multiplication story problems with products to 100 involving situations of equal groups. I can solve for the unknown in a multiplication equation involving 3 whole numbers. I can multiply using the commutative and distributive properties. I can solve division problems by finding an unknown factor (i.e. solve 32/8 by finding that number that makes 32 when multiplied by 8) I can fluently multiply with products to 100 using strategies. I can explain patterns among basic multiplication facts by referring to properties of the operation I can multiply whole numbers from 1-9 by multiples of 10 from using strategies based on place value and properties of operations. I can demonstrate that the area of a rectangle with whole-number side lengths can be found by multiplying the side lengths. I can represent the product of two numbers as the area of a rectangle with side lengths equal to those two numbers. I can use the area model for multiplication to illustrate the distributive property. I can find the area of a figure that can be decomposed into non-overlapping rectangles. I can make a comparison statement to match a multiplication equation. I can write a multiplication equation to represent a verbal statement of a multiplicative comparison. I can solve story problems involving a multiplicative comparison using multiplication or division. I can solve multi-step story problems involving only whole numbers, using addition, multiplication, and division. I can find all factor pairs for a whole number between 1 and 100. I can demonstrate an understanding that a whole number is a multiple of each of its factors. I can determine whether a whole number between 1 and 100 is a multiple of a given 1-digit number. I can determine whether a whole number between 1 and 100 is prime or composite. CC B.2 (Focus) Use place-value understanding and properties of operations to perform multi-digit arithmetic. CC A.1 (Focus) Represent and solve problems involving the four operations. CC A.2 (Focus) Develop and/or apply number theory concepts to find factors and multiples. CC A.1 (Practiced) Solve problems involving measurement and conversions from a larger unit to a smaller unit. Page 2 of 11

3 Unit: Unit 2 Multi-Digit Multiplication and Early Division Timeline: Week 7 to 11 The purpose of this learning unit is to build multiplicative reasoning with an emphasis on multi digit multiplication and early division with remainders, and apply number sense to develop models and strategies to become more efficient with this practice. what big ideas) as a result "Students will understand Multiplicative reasoning is about understanding which operation is appropriate. Strategies play an important role in computation What helps determine whether to use multiplication or division in a problem? How does place value effect computation? How are the properties useful when solving problems? How does multiplication help identify attributes of numbers? I can solve for the unknown in a multiplication or division equation involving 3 whole numbers. I can multiply using the commutative and associative property. I can fluently divide with dividends to 100 with strategies. I can solve story problems involving money using addition, multiplication, and division of whole numbers. I can solve multi-step story problems involving only whole numbers, using addition, subtraction multiplication and division. I can solve multi-step story problems involving only whole numbers, using multiplication. I can demonstrate an understanding that a whole number is a multiple of each of its factor. I can determine whether a whole number between 1 and 100 is prime or composite. I can solve single step story problems involving division with remainders. I can demonstrate an understanding that a multi-digit number, each digit represents ten times what it represents the place to its right. I can multiply a 2- or 3- digit whole number by a 1-digit whole number using strategies based on place value and the properties of operations. I can multiply two 2-digit numbers using strategies based on place value and the properties of operations. I can use equations or rectangular arrays to explain strategies for multiplying with multi-digit numbers. I can divide a 2-digit number by a 1-digit number, with a remainder, using strategies based on place value, the properties of operations or the relationship between multiplication and division. I can use a rectangular array to explain strategies for dividing a multi-digit number by a 1-digit number. I can apply the area formula for a rectangle to solve a problem. I can make comparison statements to match a multiplication equation. I can solve story problems involving a multiplication comparison using multiplication or division. CC B.2 (Mastered) Use place-value understanding and properties of operations to perform multi-digit arithmetic. Page 3 of 11

4 Page 4 of 11

5 Unit: Unit 3 Fractions and Decimals Timeline: Week 12 to 16 The purpose of this Learning unit is for students to develop an understanding of fractions and decimals with an emphasis on an applied and visual approach to their relationship. what big ideas) as a result "Students will understand Proportional reasoning helps understand fractions. Fractions and decimals express a relationship between two numbers. How are fractions used in real life? How are fractions and decimals similar and different? Fractions and decimals are both parts of a whole. I can recognize equivalent fractions I can generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and the denominator (b) by the same number I can compare two fractions with different numerators and different denominators using symbols >,=, and <. I can explain why one fraction must be greater than or less than another fraction. I can demonstrate an understanding that a comparison of fractions is valid only when they refer to the same whole. I can write an equation showing a fraction a/b as the sum of a number of the unit fraction 1/b. I can explain addition of fractions as joining parts referring to the same whole. I can express a fraction as the sum of other fractions with the same denominator in more than one way. I can add and subtract fractions and mixed numbers with like denominators. I can solve story problems involving addition and subtraction of fractions and mixed numbers referring to the same whole and with like denominators. I can express a fraction with denominator 10 as equivalent fraction with denominator 100. I can add a fraction with denominator 10 to a fraction with denominator 100 by rewriting the first fraction as an equivalent fraction with denominator 100. I can represent decimal numbers with digits to the hundredths place using place value models. I can write fractions with denominator 10 or 100 in decimal notation. I can compare two decimal numbers with digits to the hundredths place using the symbols >, =, and < to record the comparison. CC C.1 (Focus) Extend the understanding of fractions to show equivalence and ordering. CC C.2 (Focus) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. CC C.3 (Focus) Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100). CC A.1 (Practiced) Solve problems involving measurement and conversions from a larger unit to a smaller unit. Page 5 of 11

7 CC B.2 (Focus) Use place-value understanding and properties of operations to perform multi-digit arithmetic. CC A.1 (Focus) Represent and solve problems involving the four operations. CC A.1 (Practiced) Solve problems involving measurement and conversions from a larger unit to a smaller unit. CC A.2 (Practiced) Translate information from one type of data display to another. Page 7 of 11

8 Unit: Unit 5 Geometry & Measurement Timeline: Week 22 to 26 The purpose of this learning unit is to introduce geometric concepts including analyzing, classifying, measuring, and comparing with an emphasis on angles. The purpose also addresses geometric measurement which includes area and perimeter. what big ideas) as a result "Students will understand Points, lines, and angles are the foundation of geometry Geometry helps build logic, reasoning and problem solving. How does geometric relationships help solve problems? How can attributes help identify shapes? I can identify an angle as a geometric figure formed where two rays share a common endpoint I can measure angles by identifying the fraction of the circular arc between the points where the two rays forming the angle intersect the circle whose center is at the end points of those rays I can use a protractor to measure angles in whole degrees I can sketch an angle of a specified measure I can decompose an angle into non-overlapping parts I can express the measure of an angle as the sum of the angle measures of the non-overlapping parts into which it has been decomposed. I can solve problems involving find the unknown angle in a diagram, using addition and subtraction I can demonstrate an understanding that angle measure is additive I can identify points, lines, line segments, rays, and angles (right, acute, obtuse), parallel lines, and perpendicular lines in 2-D figures I can draw angles (right, acute, and obtuse), parallel lines and perpendicular lines. I can classify 2-D figures based on the presence of absence of parallel lines, perpendicular lines, and angles of a specified size I can identify right triangles. I can identify and draw lines of symmetry. I can identify figures with line symmetry I can apply the area and perimeter formulas for rectangles to solve problems. I can identify the measure of an angle by identifying the total number of one-degree angles through which it turns CC A.1 (Focus) Draw lines and angles and identify these in two-dimensional figures. CC A.2 (Focus) Classify two-dimensional figures by properties of their lines and angles. CC A.3 (Focus) Recognize symmetric shapes and draw lines of symmetry. CC A.1 (Practiced) Solve problems involving measurement and conversions from a larger unit to a smaller unit. CC A.6 (Focus) Measure angles and use properties of adjacent angles to solve problems. Page 8 of 11

9 Unit: Unit 6 Multiplication & Division, Data and Fractions Timeline: Week 28 to 32 The purpose of this learning unit is to deepen the understanding and connection between multiplication and division with an emphasis on using strategies based on the relationship between multiplication and division as well as, place value and the properties of operations. This kind of algebraic thinking and reasoning helps students reason in a logical and orderly manner. what big ideas) as a result "Students will understand One representation may sometimes be more helpful than another. What helps determine which operation and strategy is appropriate for solving real world problems? Strategies play an important role in computation. Relationships among operations are essential for computing fluently. I can solve single step story problems involving division with remainders. I can solve multi-step story problems involving only whole numbers, using addition, multiplication and division. I can find all factor pairs for a whole number between 1 and 100. I can demonstrate an understanding that a whole number is a multiple of each of its factor, and determine whether a whole number between 1 and 100 is a multiple of a given 1 digit number. I can use the standard algorithm with fluency to add and subtract multi digit whole numbers. I can multiply a 2 or 3 digit whole number by a 1 digit whole number using strategies based on place value and the properties of operations. I can multiply two 2 digit numbers using strategies based on place value and the properties of operations. I can use equations or rectangular arrays to explain strategies for multiplying with multi-digit numbers. I can divide a 2 or 3 digit, using strategies based on place value, the properties of operations, or relationships between multiplication and division. I can divide a 2, 3, or 4 digit number by a 1 digit number, with or without a remainder, using strategies based on place value, the properties of operations, or the relationship between multiplication and division. I can use equations or rectangular arrays to explain strategies for dividing a multi-digit number by a 1 digit number. I can recognize and generate equivalent fractions. I can use a visual model to explain why a fraction a/b is equivalent to a fraction (n x a)(n x b) I can apply the area formula for a rectangle to solve a problem. I can apply the perimeter formula for a rectangle to solve a problem. I can make a line plot to display a data set comprising measurements take in halves, fourths, and eighths of a unit. CC B.2 (Focus) Use place-value understanding and properties of operations to perform multi-digit arithmetic. CC A.1 (Focus) Represent and solve problems involving the four operations. CC A.1 (Focus) Solve problems involving measurement and conversions from a larger unit to a smaller unit. CC A.2 (Practiced) Translate information from one type of data display to another. CC A.4 (Practiced) Represent and interpret data involving fractions using information provided in a line plot. Page 9 of 11

10 Page 10 of 11

11 Unit: Unit 7 Reviewing and Extending Fractions, Decimals & Multi-digit Multiplication Timeline: Week 33 to 37 The purpose of this learning unit is to extend skills and concepts like recognizing and generating equivalent fractions, as well as comparing fractions with unlike denominators using visual models, benchmarks, and common denominators. Students review the strategies they have developed for multi-digit multiplication and practice the standard algorithm. what big ideas) as a result "Students will understand There are multiple representations for any number. Computational fluency includes understanding not only the meaning, but also the appropriate use of numerical operations. What effect do operations have on the relationship of numbers? How can numbers in different forms be compared or computed? I can multiply a whole number of up to four digits by a one digit whole number and multiply 2 two-digit numbers. M04.A-T I can recognize and generate equivalent fractions M04.A-F I can add and subtract fractions with unlike denominators. I can use equivalent fractions to add and subtract fractions with unlike denominators. I can compare fractions with unlike denominators. I can represent, compare, order, and add decimal fractions with denominators 10 and 100. CC B.2 (Practiced) Use place-value understanding and properties of operations to perform multi-digit arithmetic. CC C.1 (Practiced) Extend the understanding of fractions to show equivalence and ordering. CC C.2 (Practiced) Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. CC C.3 (Practiced) Connect decimal notation to fractions, and compare decimal fractions (base 10 denominator, e.g., 19/100). CC A.1 (Practiced) Represent and solve problems involving the four operations. Page 11 of 11

### 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

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

### 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

### 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

### 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

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

### 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

### 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

### 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

### 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

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

### 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

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

### 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

### 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

### 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

### 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

### 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

### 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

### 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.

### 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.

### 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

### 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

### 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

### 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.

### 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

### 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

### 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

### 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:

### 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,

### 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

### 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

### 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

### 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

### 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

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

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

### 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...

### 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

### 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

### 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

### 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

### 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

### Grade 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

### 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

### 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

### 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

### Exemplar 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

### 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

### 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

### South 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

### 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

### 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

### 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.

### 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

### 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

### 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

### 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

### 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

### 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,

### 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

### 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

### What's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School

What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade

### Conversions among Fractions, Decimals, and Percents

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

### 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

### 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

### Problem of the Month: Movin n Groovin

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

### Ohio s Learning Standards-Clear Learning Targets

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

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

### 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

### 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

### Pedagogical 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

### 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

### 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.

### Let 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:

### 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

### Written by Wendy Osterman

Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project

### Rendezvous with Comet Halley Next Generation of Science Standards

Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

### KS1 Transport Objectives

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

### 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

### 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

### Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking

Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking Catherine Pearn The University of Melbourne Max Stephens The University of Melbourne

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

### 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

### 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)

### Backwards Numbers: A Study of Place Value. Catherine Perez

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

### 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.

### 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

### Geometry. TED Talk: House of the Future Project Teacher Edition. A Project-based Learning Course. Our Superhero. Image Source.

Geometry A Project-based Learning Course Image Source. TED Talk: House of the Future Project Teacher Edition Our Superhero Curriki 20660 Stevens Creek Boulevard, #332 Cupertino, CA 95014 To learn more

### 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

### 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

### Technical Manual Supplement

VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................

### MODULE 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

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,

### Focused on Understanding and Fluency

Math Expressions: A Fresh Approach To Standards-Based Instruction Focused on Understanding and Fluency K 1 2 3 4 5 Consumable workbooks K-4 Homework & Remembering K-5 Hardback book gr. 5 Consumable Student

### Activity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?

Activity Multiplying Fractions Math Your Name: Partners Names:.. (.) Essential Question: Think about the question, but don t answer it. You will have an opportunity to answer this question at the end of

### THEORETICAL CONSIDERATIONS

Cite as: Jones, K. and Fujita, T. (2002), The Design Of Geometry Teaching: learning from the geometry textbooks of Godfrey and Siddons, Proceedings of the British Society for Research into Learning Mathematics,