Size: px
Start display at page:

Transcription

1 Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers with ease. They measure with simple units and locate objects in space. They describe data and analyze and solve simple problems. i.

2 Number Sense 1.0: Students understand and use numbers up to 100. NS 1.1: Students count, read, and write whole numbers up to 100. a. Write these as numbers: forty-six 46 seventeen 17 fifteen 15 sixty-four 64 thirty-one 31 ninety 90 b. Write the numbers that you would say when you count forward from 63:

3 Number Sense 1.0: Students understand and use numbers up to 100. NS 1.2: Students compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than (<, =, >). If the statement is true, circle true. If the statement is false, circle false. 4 < 3...true false 5 > 4... true false 19 = true false 19 < 14...true false 23 > true false 45 > true false 92 < 84...true false 2.

4 Number Sense 1.0: Students understand and use numbers up to 100. NS 1.3: Students represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, , 10-2, 11-3). a. Make up an addition or subtraction sentence that has 8 as the answer. + = 8 b. Make up another math sentence that has 8 as the answer. + = 8 Any of the following additions are correct: 0 + 8, 1 + 7, 2 + 6,.3 + 5, c. Make up another math sentence that has 8 as the answer. - = 8 Any two numbers with a difference of 8 is a correct answer. For example, 9-1, 10-2, or

5 Number Sense 1.0: Students understand and use numbers up to 100. NS 1.4: Students count and group objects in ones and tens (e.g. three different groups of 10 and 4 equals 34, or ). There are 10 sticks in each bundle. 1) Write the number of sticks in group a. 2) Then write the number of sticks in group b. a. + = 33 (3 tens + 3 ones) b. + = 26 (2 tens + 6 ones) 4.

6 Number Sense 1.0: Students understand and use numbers up to 100. NS 1.5: Students identify and know the value of coins and show different combinations of coins that equal the same value. a. Encircle a group of coins that will equal 35 cents: (10 cent coins) (5 cent coins) (1 cent coins) b. Encircle a different group of coins that will equal 35 cents: (10 cent coins) (5 cent coins) (1 cent coins) There are many correct answers. These are two examples. 5.

7 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.1: Students know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. Answer as many facts as you can in two minutes

8 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.1: Students know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. [CONTINUED]

9 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.2: Students use the inverse relationship between addition and subtraction to solve problems. a. Use these numbers to make two correct number sentences using addition: = = 7 b. Use these numbers to make two correct number sentences using subtraction: = = 5 8.

10 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.3: Students identify one more than, one less than, 10 more than, and 10 less than a given number. Write the answers: a. One more than thirty-eight b. Ten more than sixty c. One less than twenty-seven d. Ten less than forty-six

11 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.4: Students count by 2s, 5s, and 10s to 100s. a. Count by twos: b. Count by fives: c. Count by tens:

12 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.5: Students show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Write the answers: a. I had 10 cupcakes, and I ate 3 of them. How many cupcakes do I have left? 10 7 cupcakes -3 7 b. Jerry had 8 pencils. His brother gave him 4 more pencils. How many pencils does Jerry have now? 8 12 pencils c. Tim had 6 toy cars. Sam had 7 toy cars. How many cars did they have together? 6 13 toy cars d. Ann read 12 books. Kelly read 4. How many more books than Kelly did Ann read? 12 8 books

13 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.6: Students solve addition and subtraction with one- and two-digit numbers (e.g., = ). Write the answers: a. 34 b. 57 c d. 35 e. 39 f

14 Number Sense 2.0: Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. NS 2.7: Students find the sum of three one-digit numbers. Write the answers: a = 10 b = 3 13.

15 Number Sense 3.0: Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, and hundreds places. NS 3.1: Students make reasonable estimates when comparing larger or smaller numbers. Kim has 62 trading cards. Lou has 20 trading cards. About how many more cards does Kim have than Lou? Circle the closest answer Think of 62 as about 60. Subtract 20 from 60 to estimate the difference. 14.

16 Algebra and Functions 1.0: Students use number sentences with operational symbols and expressions to solve problems. AF 1.1: Students write and solve number sentences from problem situations that express relationships involving addition and subtraction. Write a number sentence to solve this problem. Marie had 9 pencils. She gave away 4 of the pencils. How many does Marie have left? 5 pencils 9-4 = 5 15.

17 Algebra and Functions 1.0: Students use number sentences with operational symbols and expressions to solve problems. AF 1.2: Students understand the meaning of the symbols +, -, =. Fill in + or to make the number sentence true: a = 8 b. 5-3 = 2 c = 7 16.

18 Measurement and Geometry 1.0: Students use direct comparison and nonstandard units to describe the measurements of objects. MG 1.1: Students compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit. a. About how many paper clips tall is the dog? 2 b. About how many paper clips tall is the elephant? 4 17.

19 Measurement and Geometry 1.0: Students use direct comparison and nonstandard units to describe the measurements of objects. MG 1.2: Students tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer). a. Is 10:30 a.m. before or after you eat lunch? Before b. Is 2:30 p.m. before or after you eat lunch? After 18.

20 Measurement and Geometry 2.0: Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space. MG 2.1: Students identify, describe, and compare triangles, rectangles, squares and circles, including the faces of three-dimensional objects. Write the letter of the correct answer next to the shape. D A. triangle B B. cube A C. cylinder F D. square E C E. rectangle that is not a square F. circle 19.

21 Measurement and Geometry 1.0: Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space. MG 2.2: Students classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification. Circle the object that is not a rectangle: 20.

22 Measurement and Geometry 2.0: Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space. MG 2.3: Students give and follow directions about location. a. Write the letter A above the rectangle. b. Write the letter B below the rectangle. c. Write the letter C in the rectangle. d. Write the letter D to the right of the rectangle. A C D B 21.

23 Statistics, Data Analysis, and Probability 1.0: Students organize, represent, and compare data by category on simple graphs and charts. S 1.1: Students sort objects and data by common attributes and describe the categories. This graph shows how many sad faces there are. Draw a bar on the graph to show how many happy faces there are: Happy faces FACES Sad faces 22.

24 Statistics, Data Analysis, and Probability 1.0: Students organize, represent, and compare data by category on simple graphs and charts. S 1.2: Students represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs. This graph shows which fruits children like. Children apples bananas oranges pears pineapples a. How many children like apples? 15 b. Which fruit do the most children like? bananas c. Which fruit do the fewest children like? oranges 23.

25 Statistics, Data Analysis, and Probability 1.0: Students organize, represent, and compare data by category on simple graphs and charts. S 1.2: Students represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs. [CONTINUED] Kim did a survey of her class to see which flavor ice cream students liked. The chart below shows her results. Read the chart and answer the questions. Flavors Students Chocolate Vanilla Strawberry a. Which ice cream flavor did students like the most? chocolate b. How many students like vanilla? 7 c. How many more students chose chocolate than chose vanilla? 3 24.

26 Statistics, Data Analysis, and Probability 2.0: Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors. S 2.1: Students describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape). Look at the pattern below determined by the first three objects. Draw the next shape in the blank. 25.

### 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

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

### 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

### 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

### (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

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

### 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,

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

### 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

### 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

### Contents. Foreword... 5

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

### 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.

### 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

### 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

### 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

### 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

### 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

### 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

### 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

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

### Reteach Book. Grade 2 PROVIDES. Tier 1 Intervention for Every Lesson

Book PROVIDES Tier 1 Intervention for Every Lesson Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of the material protected by this copyright may be reproduced or

### 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

### 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

### 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

### 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

### Pretest Integers and Expressions

Speed Drill Pretest Integers and Expressions 2 Ask your teacher to initial the circle before you begin this pretest. Read the numbers to your teacher. ( point each.) [3]. - -23-30 Write the negative numbers.

### 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

### 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

### 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

### 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

### 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

### 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

### Spinners at the School Carnival (Unequal Sections)

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

Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

### 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

### 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:

### 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

### 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

### 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

### 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

### 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

From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

### 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

### Mathematics Success Level E

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

### Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

### 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

### 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

### 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

### Chapter 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

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

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

### Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

### Large Kindergarten Centers Icons

Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

### 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

### 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

### 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

### 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.

### Genevieve L. Hartman, Ph.D.

Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

### 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 lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

### Dear 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

### 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

### Operations 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

### 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

### Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary

Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply

### 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

### Learning to Think Mathematically with the Rekenrek Supplemental Activities

Learning to Think Mathematically with the Rekenrek Supplemental Activities Jeffrey Frykholm, Ph.D. Learning to Think Mathematically with the Rekenrek, Supplemental Activities A complementary resource to

### Add and Subtract Fractions With Unlike Denominators

Add and Subtract Fractions With Unlike Denominators Focus on After this lesson, you will be able to... add and subtract fractions with unlike denominators solve problems involving the addition and subtraction

### PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

### 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

### 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

### 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

### Measures of the Location of the Data

OpenStax-CNX module m46930 1 Measures of the Location of the Data OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 The common measures

### 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

### 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

### 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

### 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.

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

Math Concepts whole numbers multiplication division subtraction addition Materials TI-10, TI-15 Explorer recording sheets cubes, sticks, etc. pencils Overview Students will use calculators, whole-number

### 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

### 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

### 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

### 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

### 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

### Pentomino Problem. Use the 3 pentominos that are provided to make as many different shapes with 12 sides or less. Use the following 3 shapes:

Use the 3 pentominos that are provided to make as many different shapes with 12 sides or less. Use the following 3 shapes: 1 of 14 Grade Levels Pre-K-2 Use the 3 pentominos that are provided to make as

### Title: George and Sam Save for a Present By: Lesson Study Group 2

Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,

### 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

### 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

### 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

### 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

### Supporting children with gaps in their mathematical understanding

Primary National Strategy Supporting children with gaps in their mathematical understanding Wave 3 mathematics Using the pack Acknowledgements Many people have contributed to this pack. We want to acknowledge

### Year 3 Term 1 Homework

Yimin Math Centre Year Term Homework Student Name: Grade: Date: Table of contents Year Term Week Homework. Topic Roman Numerals................................. Change the Roman numerals into our numerals:...................

### 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,

### Math Expectation Guide

Math Expectation Guide Assessment Instructionon Curriculum Putting the pieces together for success in mathematics! Math Expectation Guide Kindergarten through Grade 5 Dr. Kelly Pew, Superintendent Dr.

### Physical Features of Humans

Grade 1 Science, Quarter 1, Unit 1.1 Physical Features of Humans Overview Number of instructional days: 11 (1 day = 20 30 minutes) Content to be learned Observe, identify, and record the external features

### Students will be able to describe how it feels to be part of a group of similar peers.

LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

### P 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

### 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