September Power Standards Supported: Students will understand the base ten place value system. Students will perform operations with multi digit whole numbers and with decimals to the hundredths. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 1 [M] Recognize that in a multi digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (NBT 1) [M] Read, write, and compare decimals to thousandths. (NBT 3) Read and write decimals to thousandths using base ten numerals, number names, and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000) (NBT 3a) Topic 1 MP.3 Construct Viable Arguments Encourage students to compare fractions and decimals that are equivalent or similar and justify their answers. MP.7 Look for and Make Use of Structure Encourage students to use place value charts to help them model to the hundredths place. Topic 1 Resources: Lessons 1 1, 1 2, 1 3, 1 4, 1 5, and 1 6 digits, value, standard form, expanded form, word form Common Pre Assessment: Topic 1 Test (student textbook pages 24 25) Topic 2 Test (student textbook pages 58 59) Examples of Formative Assessments: Quick Checks for Topics 1 and 2 Teacher selected questions from Guided/Independent Practice component of each lesson Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (NBT 3b) Common Post Assessments: Alternate Test Master Topic Test for Topics 1 and 2
Topic 2 [M] Use place value understanding to round decimals to any place. (NBT 4) Topic 2 MP.2 Reason Abstractly and Quantitatively Encourage students to use mental math to judge reasonableness of answers. Topic 2 Resources: Lessons 2 1, 2 2, 2 5, 2 6, 2 7, and 2 8 Performance Tasks for Topics 1 and 2 [M] Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (NBT 7) MP. 6 Attend to Precision Encourage students to use an alternate method (inverse operation) to check their work for accuracy. equivalent decimals, commutative property, associative property, compensation (compatible numbers), rounding
October/November Power Standards Supported: Students will perform operations with multi digit whole numbers and with decimals to the hundredths. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 3 [M] Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. (NBT 2) [M] Fluently multiply multi digit whole numbers using the standard algorithm. (NBT 5) [M] Find whole number quotients of whole numbers with up to four digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (NBT 6) [A] Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. (OA 1) [A] Write simple expressions that record calculations with numbers, and interpret Topic 3 MP.7 Look for and Make Use of Structure Encourage students to eliminate incorrect answers by using mental math (partial products) as a possible strategy. MP.8 Look for and Express Regularity in Repeated Reasoning Encourage students to solve a variety of problems involving whole number multiplication to solidify understanding of the properties of multiplication. Topic 3 Resources: Lessons 3 1, 3 2, 3 4, 3 5, 3 6, 3 7, 3 8, and 3 9 commutative property of multiplication, associative property of multiplication, identity property of multiplication, zero property of multiplication, distributive property, factors, product, multiple, overestimate, underestimate, base, exponent, power, Common Pre Assessments: Topic 3 Test (student textbook pages 86 87) Topic 6 Test (student textbook pages 164 165); Topic 4 Test (student textbook pages 114 115) Examples of Formative Assessments: Quick Checks Topics 3, 6, and 4 Teacher selected questions from Guided/Independent
numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. (OA 2) Topic 6 [M] Recognize that in a multi digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (NBT 1) [M] Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. (NBT 2) [M] Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (NBT 7) Topic 6 MP.1 Make Sense of Problems and Persevere in Solving Them Encourage students to translate word problems into expressions. In multi step word problems, encourage students to read the problem in its entirety before beginning to solve. MP.5 Use Appropriate Tools Strategically Encourage students to use place value blocks, place value charts, and/or grid paper to model the concept of place value in decimal multiplication. exponential notation, squared, cubed Topic 6 Resources: Lessons 6 1, 6 3, 6 5, 6 6, and 6 7 Topic 4 Practice component of each lesson Common Post Assessment: Alternate Test Master Topic Tests for Topics 3, 6, and 4, Performance Tasks for Topics 3, 6, and 4 FALL Fluency Benchmark Assessment (should be given before the end of the first quarter) Topic 4 [M] Find whole number quotients of whole numbers with up to four digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (NBT 6) [A] Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation Topic 4 MP.3 Construct Viable Arguments Encourage students to use division facts and patterns to solve division problems with larger dividends and prove the reasonableness of their answers. Resources: Lessons 4 1, 4 3, 4 5, 4 6, and 4 7 dividend, divisor, quotient
add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. (OA 2) MP.4 Model with Mathematics Encourage students to use picture, symbols, and/or bar diagrams to represent a given division problem.
December/January Power Standards Supported: Students will perform operations with multi digit whole numbers and with decimals to the hundredths. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 5 [M] Fluently multiply multi digit whole numbers using the standard algorithm. (NBT 5) [M] Find whole number quotients of whole numbers with up to four digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (NBT 6) Topic 7 [M] Recognize that in a multi digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (NBT 1) Topic 5 MP.2 Reason Abstractly and Quantitatively Encourage students to use multiplication to check and justify their answers. MP.7 Look for and Make Use of Structure Encourage students to eliminate incorrect answers by using mental math, division facts, and division patterns. Topic 7 Topic 5 Resources: Lessons 5 1, 5 4, 5 5, 5 6, and 5 8 * No new vocabulary Topic 7 Resources Lessons 7 1, 7 3, 7 4, 7 5, 7 6, and 7 7 Common Pre Assessments: Topic 5 Test (student textbook pages 140 141) Topic 7 Test (student textbook pages 188 189) Examples of Formative Assessments: Quick Checks for Topics 5 and 7 Teacher selected questions from Guided/Independent Practice component of each lesson
[M] Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10. (NBT 2) [M] Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (NBT 7) MP.2 Reason Abstractly and Quantitatively Encourage students to estimate when an exact answer in not required. MP.3 Construct Viable Arguments Encourage students to describe the thought process they used to solve problems and justify the reasonableness of their answers. * No new vocabulary Common Post Assessments: Alternate Test Master Topic Tests for Topics 5 and 7 Performance Tasks for Topics 5 and 7
February Power Standards Supported: Write and Interpret Numerical Expressions Analyze Patterns and Relationships Use Equivalent Fractions as a Strategy to Add and Subtract Fractions Find the greatest common factor (GCF) and least common multiple (LCM) of two whole numbers Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 8 [A] Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. (OA 1) [A] Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. (OA 2) [A] Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph Topic 8 MP.7 Look for and Make Use of Structure Encourage students to use the Order of Operations (GEMDAS) for solving algebraic equations that include multiple operations. MP.3 Construct Viable Arguments Encourage students to use Order of Operations (GEMDAS) in order to prove or disprove the solutions in an algebraic expression. Topic 8 Resources: Lessons 8 1 through 8 9 variable, algebraic expression, corresponding, sequence, term, order of operations (GEMDAS) Common Pre Assessments: Topic 8 Test (student textbook pages 216 217) Topic 9 Test (student textbook pages 246 247) Examples of Formative Assessments: Quick Checks for Topics 8 and 9 Teacher selected questions from Guided/Independent Practice component of each lesson
the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. (OA 3) Topic 9 [M] Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) (NF 1) [M] Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 <1/2 (NF 2) Topic 9 MP.1 Make Sense of Problems and Persevere in Solving Them Encourage students to follow all the necessary steps to solve a fraction problem with unlike denominators. MP. 6 Attend to Precision Encourage students to attend to the basic computational skills when finding common denominators and adding and subtracting fractions with unlike denominators. Topic 9 Resources: Lessons 9 1, 9 2, 9 3 and 9 5 through 9 10 equivalent fraction, simplest form, benchmark fraction, common multiple, least common multiple (LCM), common denominator, least common denominator (LCD) Common Post Assessments: Alternate Test Master Topic Tests for Topics 8 and 9 Performance Tasks for Topics 8 and 9 WINTER Fluency Benchmark Assessment (should be given before the end of the third quarter) [A] Introduce divisibility rules (2, 5, and 10 for mastery) and (3, 6, 9, and 4 as enrichment as appropriate) [A] Find the greatest common factor of two whole numbers less than or equal to 100 [A] Find the least common multiple of two whole numbers less than or equal to 12
March Power Standards Supported: Apply and Extend Previous Understandings of Multiplication and Division to Multiply and Divide Fractions Find the greatest common factor (GCF) and least common multiple (LCM) of two whole numbers Convert Like Measurement Units within a Measurement System Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 10 [M] Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) (NF 1) [M] Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 <1/2 Topic 10 MP.1 Make Sense of Problems and Persevere in Solving Them Encourage students to follow all the necessary steps in solving fraction problems with adding and subtracting mixed numbers. MP.7 Look for and Make Use of Structure Encourage students to use the Topic 10 Resources: Lessons 10 1 and 10 4 through 10 7 improper fraction, mixed number, proper fraction Common Pre Assessments: Topic 10 Test (student textbook pages 270 271) Topic 11 Test (student textbook pages 302 303) Topic 13 Test (students textbook pages 348 349)
(NF 2) Topic 11 [M] Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (NF 4) Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) (NF 4a) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. (NF 4b) [M] Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. (NF 6) strategy of breaking down a complex problem into simpler parts when adding and subtracting mixed numbers. Topic 11 MP.1 Make Sense of Problems and Persevere in Solving Them Encourage students to follow all the necessary steps when multiplying and dividing fractions and mixed numbers. MP.8 Look for and Express Regularity in Repeated Reasoning When dividing fractions students must understand the meaning of a/b as a divided by b. Topic 13 Topic 11 Resources: Lessons 11 1 and 11 2, 11 4 through 11 11 resizing, scaling, reciprocal Topic 13 Examples of Formative Assessments: Quick Checks for Topics 10, 11, and 13 Teacher selected questions from Guided/Independent Practice component of each lesson Common Post Assessments: Alternate Test Master Topics Tests for Topics 10, 11, and 13 Performance Tasks for 10, 11, and 13 [M] Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50 pound sack of rice equally by weight, how many pounds of rice should each MP.7 Look for and Make Use of Structure Encourage students to use what they know about multiplying and dividing by 10, 100, and 1,000 to make conversions in the metric system. Resources: Lessons 13 1 through 13 7
person get? Between what two whole numbers does your answer lie? (NF 3) [M] Interpret multiplication as scaling (resizing), by: (NF 5) Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. (NF 5a) Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. (NF 5b) [M] Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (NF 7) MP.8 Look for and Express Regularity in Repeated Reasoning Encourage students to use what they know about multiplying and dividing by 10, 100, and 1,000 to make conversions in the metric system. MP.5 Use Appropriate Tools Strategically Encourage students to tables and charts as well as their knowledge of multiplication and division to make conversions within the US Customary System. customary, metric * review measurement terms (yards, feet, inches, etc... Interpret division of a unit fraction by a non zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3. (NF 7a) Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4. (NF 7b)
Solve real world problems involving division of unit fractions by non zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins? (NF 7c) Topic 13 [S] Convert among different sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi step, real world problems. (MD 1)
April Power Standards Supported: Geometric Measurement: Understand the Concepts of Volume and Relate Volume to Multiplication and to Addition Represent and Interpret Data Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 12 [M] Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (MD 3) A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. (MD 3a) A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. (MD 3b) [M] Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (MD 4) [M] Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (MD 5) Topic 12 MP.2 Reason Abstractly and Quantitatively Encourage students to use what they know about volume and addition to find the volume of simpler figures and then combine those volumes to create more complex figures. MP.3 Construct Viable Arguments and Critique the Reasoning of Others Encourage students to Topic 12 Resources: Lessons 12 1 through 12 7 three dimensional shape, cube, edge, face, vertex (vertices), cone, cylinder, prism, pyramid, volume, cubic unit Common Pre Assessments: Topic Test 12 (student textbook pages 326 327) Topic Test 14 (student textbook pages 366 367) Examples of Formative Assessments: Quick Checks for Topics 12 and 14
Find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole number products as volumes, e.g., to represent the associative property of multiplication. (Md 5a) Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. (MD 5b) Recognize volume as additive. Find volumes of solid figures composed of two non overlapping right rectangular prisms by adding the volumes of the non overlapping parts, applying this technique to solve real world problems. (MD 5c) [A] Use of negative/positive numbers on a number line and coordinate grid [A] Understanding opposite numbers (3, 3) Topic 14 [S] Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally (MD 2) compare and contrast three dimensional shapes and explain their similarities and differences. Topic 14 MP.5 Use Appropriate Tools Strategically Encourage students to use appropriate graphs to display different types of data. MP.3 Construct Viable Arguments Encourage students to discuss and justify the number scale they chose when creating graphs to prove why it is the most efficient. Topic 14 Resources: Lessons 14 1 through 14 5 data, frequency table, line plot, outlier, sample, survey Common Post Assessments: Alternate Test Master Topics 12 and 14 Test Performance Tasks for Topics 12 and 14 SPRING Fluency Benchmark Assessment (should be given before end of third quarter) [A] Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (G 2)
May Power Standards Supported: Classify Two Dimensional Figures into Categories Based on their Properties Introduce the concepts of positive and negative integers Graph Points on the Coordinate Plane to Solve Real World and Mathematical Problems Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/Vocabulary Authentic Assessments Topic 15 [A] Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. (G 3) [A] Classify two dimensional figures in a hierarchy based on properties (G 4) Topic 15 MP.3 Construct Viable Arguments and Critique the Reasoning of Others Encourage students to use the properties of plane figures to identify and discuss the similarities and differences of quadrilaterals. MP.5 Use Appropriate Tools Strategically Encourage students to use the appropriate tools to create Topic 15 Resources: Lessons 15 1 through 15 6 polygon, regular polygon, triangle, quadrilateral, pentagon, hexagon, octagon, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, parallelogram, trapezoid, rectangle, rhombus, square, generalization Pre Assessments: Topic 15 Test (student textbook pages 386 387) Topic 16 Test (student textbook pages 408 409) Formative Assessments: Quick Checks for Topics 15 and 16 Teacher selected questions from Guided/Independent Practice component of each lesson
Topic 16 [A] Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x axis and x coordinate, y axis and y coordinate). (G 1) [A] Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (G 2) [A] Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. (OA 3) and draw plane figures. Topic 16 MP.2 Reason Abstractly and Quantitatively Encourage students to use the information in given graphs to create rules and identify the relationship and corresponding coordinates. MP.6 Attend to Precision Encourage students to be precise when plotting and identifying ordered pairs on the coordinate grid. Topic 16 Resources: Lessons 16 1 through 16 6 coordinate grid, x axis, y axis, origin, ordered pair, x coordinate, y coordinate Integers Resources : Everyday Mathematics 9 3 (sailboat lesson) Hidden Treasure Game (Everyday Mathematics) Credits/Debits Game in Everyday Mathematics Vocabulary : positive, negative, integers Teacher created Quick Checks containing 3 4 multiple choice questions and 1 Writing to Explain question. Post Assessments: Alternate Test Master Topic Tests for Topics 15 and 16 Performance Tasks for Topics 15 and 16.
June Power Standards Supported: Understand the relationship between and convert fractions, decimals, and percents EnVision Step Up Lessons will prepare students for Grade 6. These lessons preview important content for the next grade. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Content Standards Opportunities to Connect Content to Practices Resources/Vocabulary Assessment Numbers and Operations Fractions (Norwell) [A] Use equivalent fractions to convert a fraction to a decimal to a percent. [A] Use a fraction as a division problem to convert a fraction with a denominator, that is not a factor of 100, to a decimal and then to a percent Skills to be Previewed : Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Resources: Step Up Lessons 1 10 rate, unit rate, ratio, proportion, greatest common factor, surface area Pre Assessments: NA Formative Assessments: Reteaching and Practice masters Post Assessments: END OF YEAR Fluency Benchmark Assessment (should be given before the end of the fourth quarter) Ratios and Proportions Rate and Unit Rates
Multiplying with Zeros in the Product Greatest Common Factor Properties of Operations Surface Area Expressions to Describe Patterns