# Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed

Save this PDF as:

Size: px
Start display at page:

Download "Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed"

## Transcription

1 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 1: Understanding Place Value 3 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Technology: Learn how to link spreadsheets and graphs to display data. Science: Find out how much rain falls in a rain forest. Social Studies: Compare the populations of five countries. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How do you compare two numbers? How do you round a 3-digit number to the nearest hundred? Big Ideas Explore place value to billions. Compare and order whole numbers and decimals. Learning Targets-students will be able to; Read, write, and determine the place value of the digit in whole numbers through billions. Read, write, and identify the place value of a digit in decimals through thousandths. Compare and order whole numbers and decimals Round whole numbers and decimals. Analyze and solve problems using skills and strategies.

2 Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards NBT 4.1, 4.2, 4.3, 5.3 A, B 5.4 MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8 Approaches to Learning In this unit students will acquire the knowledge to: Use place value to billions and thousandths. Compare and order whole numbers and decimals. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Test prep questions Hands-on activities and use of manipulatives Problem solving activities Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities Reinforcement and remediation

3 Resources Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

4 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 2: Number Operation and Number Theory 15 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Science: Use a chart of different animal weights to estimate. Social Studies: Learn about the six largest national parks in the United States. Technology: Use a map online and a calculator to figure out how long a trip takes. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How do you estimate a sum? How is subtracting decimal numbers the same as subtracting whole numbers? How is it different? What is multiplication? How can you estimate a product? How can you equally share five dollars among four people? If you know that one pen costs \$1.10, how would you find out the cost of three pens? What is division? How are multiplication and division different? How are division and subtraction related? How can you estimate a quotient? Big Ideas Use addition properties and number strategies to add and subtract whole numbers and decimals. Learn how multiplication and division are related. Develop and apply the multiplication algorithm and multiply by one- and two-digit numbers. Use number patterns and multiplication properties to estimate products and quotients. Multiply and divide whole numbers and decimals. Divide lesser and greater dividends by one-digit divisors. Use basic facts, number patterns, and strategies to divide by two-digit divisors.

5 Learning Targets-students will be able to; Estimate sums and differences for whole numbers and decimals. Relating addition and subtraction. Add and subtract whole numbers and decimals. Relating multiplication and division. Multiplying by multiples of 10, 100, and Estimate products using whole numbers and decimals. Multiply by one-, two-, three-digit factors, including money. Multiply decimals. Multiply decimals by 10, 100, and 1,000. Divide a decimal by a whole number. Use compatible numbers to estimate quotients. Divide two-, three-, and four-digit numbers by one-and two-digit divisors (including multiples of 10, 100, 1,000). Divide by multiples of ten. Find averages. Analyze and solve problems using skills and strategies. Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities

6 Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards NBT 5.5, 5.6, 5.7 OA 4.2, 4.3 MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8 Approaches to Learning In this unit students will acquire the knowledge to: Add and subtract whole numbers to ten thousandths and decimals to thousandths. Multiply by one, two and three digit numbers. Introduce multiplication of decimals by whole numbers and decimals and division of decimals by whole numbers. Divide four-digit dividends by one-digit divisors. Relate multiplication and division. Find averages (mean). Divide four-digit dividends by two digit divisors with and without remainders. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Test prep questions Hands-on activities and use of manipulatives Problem solving activities Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities Reinforcement and remediation Resources Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

7 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 3: Fractions and Percents 6 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Technology: Learn how to link number cubes, a spreadsheet, and a bar graph to explore probability. Language Arts: Find out what origami is. Social Studies: Use knowledge of U.S. geography to solve a problem. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How can you write 5/2 as a mixed number? How can you compare two fractions that have common denominators? How can you find the decimal equivalent of ½? How can you write 0.32 as a fraction? Big Ideas Name, compare, and order fractions and mixed numbers with like and unlike denominators. Learn how percents, decimals, and fractions are related. Learn how percents, decimals, and fractions are related. Learning Targets-students will be able to; Relate fraction, decimals, and percents. Estimate, write, compare, and order fractions and mixed numbers. Find equivalent fractions, including writing fractions in simplest form. Identify the greatest common factor, the least common denominator, prime and composite numbers. Analyze and solve problems using skills and strategies.

8 Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards NF 5.1, 5.2, 5.3, 5.4 A, 5.6, 5.7 A, B, C MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8 Approaches to Learning In this unit students will acquire the knowledge to: Name, compare, and order fractions and mixed numbers. Identify the greatest common factor. Identify the least common denominator. Relate percents, decimals, and fractions. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Test prep questions Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities Reinforcement and remediation

9 Hands-on activities and use of manipulatives Problem solving activities Resources Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

10 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 4: Probability, Statistics, Data, and Graphs 4 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Technology: Use the Internet to investigate solar-powered cars. Social Studies: Find out who built the first successful gasoline-powered car. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How can you find the decimal equivalent of ½? How can you write 0.32 as a fraction? Why might you want to collect data? What kinds of graphs could be used to display data? Big Ideas Students will explore probability. Students will gather data and learn how to display it in bar graphs, line graphs, stem-and-leaf plots, and other forms. Learning Targets-students will be able to; List outcomes; find probabilities. Collect, organize, and describe data using median, mode, and range. Construct, read, and interpret bar graphs, pictographs, line graphs, and stem-and-leaf plots. Name and graph ordered pairs on a coordinate plane. Analyze and solve problems using skill and strategies.

11 Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards OA 3.8 MD 3.3 MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8 Approaches to Learning In this unit students will acquire the knowledge to: Use ratios to find rate, unit rate, and probability. Collect and organize data in line plots, double bar graphs, and frequency tables. Identify misleading graphs. Find the median, mode, and range. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities

12 Test prep questions Hands-on activities and use of manipulatives Problem solving activities Reinforcement and remediation Resources Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

13 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 5: Geometry and Measurement 6 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Health Literacy Technology: Visit a website that can help convert one unit of measure to another unit. Language Arts: Write about how perimeter, area, or volume can be useful in everyday life. Social Studies: See two objects that use sand to tell time. Health and Fitness: Discover how much of the human body is water. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How can you find the perimeter of a shape? How can you find the area of a rectangle? What are some different types of angles? How can you tell if a shape has symmetry? Big Ideas Students will learn geometric terms, measure and draw angles. Students will explore plane and space figures. Students will learn customary and metric units of capacity, weight, length, mass, and temperature. Students will measure perimeter, area, and volume of a variety of plane and solid figures. Learning Targets-students will be able to; Identify geometric figures. Classify, measure, and draw angles. Classify triangles and quadrilaterals.

14 Identify figures that are congruent, similar, symmetrical, and involve transformations. Estimate, add, and subtract units of time. Estimate, measure, and convert U.S. customary units of length, capacity, weight, and temperature. Estimate, measure, and convert metric units of length, capacity, mass, and temperature. Find perimeter, circumference, area, and volume. Analyze and solve problems using skill and strategies. Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards MD 5.3 A B, 5.4, 5.5 A B C G 5.1, 5.2, 5.3, 5.4 MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8

15 Approaches to Learning In this unit students will acquire the knowledge to: Use nonstandard, customary, and metric units of length, weight, capacity, and mass. Develop perimeter, area, and volume formulas for other figures. Classify geometric shapes by their properties. Measure and draw angles. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Test prep questions Hands-on activities and use of manipulatives Problem solving activities Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities Reinforcement and remediation Resources Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

16 Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 6: Ratio 2 weeks Critical Thinking and Problem Solving Communication and Collaboration ICT (Information, Communications and Technology) Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Technology: Learn how to set up a graph and input different percents. Science: Keep track of the weather for a period of time and find the percentage of the different types. Language Arts: Write a word problem that relates to ratio, probability and percent. Social Studies: Use a map scale to compute actual distance. Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed Essential Questions How can you find the decimal equivalent of ½? Big Ideas Students will explore ratio. How can you write 0.32 as a fraction? Learning Targets-students will be able to; Read, write, and use ratios, including equal ratios. Relate ratios, decimals, and percents. Analyze and solve problems using skills and strategies.

17 Assessment Formal and Informal Teacher Observations Formative checks for understanding and summative assessments Tests / Quizzes Study Island Assignments Supplemental NJ ASK Practice Questions from NJ ASK Workbooks Differentiation Hands-On Activities Diagnostic Assessment (based on content /skill pre-tests) Kinesthetic Activities Re-teach and Enrichment Activities Power Presentations (Activ Boards) Cooperative Learning (Flexible Grouping) Peer Tutoring Tiered Activities Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Standards RP 6.1, 6.2, 6.3 C MP 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8 Approaches to Learning In this unit students will acquire the knowledge to: Use ratios to find rate and unit rate. Learning Experiences Teaching Strategies Course of study Notes and examples Practice by homework Cumulative review exercises Test prep questions Hands-on activities and use of manipulatives Problem solving activities Direct instruction Differentiated instruction Interdisciplinary activities Cooperative learning activities Reinforcement and remediation Resources

18 Mathematics: The Path to Math Success (Grade 5). 2001: Silver Burdett Ginn, Inc. Internet:

### Standards-Based Progress Mathematics. Progress in Mathematics

SADLIER Standards-Based Progress Mathematics Aligned to SADLIER Progress in Mathematics Grade 5 Contents Chapter 1 Place Value, Addition, and Subtraction......... 2 Chapter 2 Multiplication....................................

### Saxon Math Home School Edition. September 2008

Saxon Math Home School Edition September 2008 Saxon Math Home School Edition Lesson 4: Comparing Whole Lesson 5: Naming Whole Through Hundreds, Dollars and Cent Lesson 7: Writing and Comparing Through

### PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE MATH GRADE 5

PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE MATH GRADE 5 For each of the sections that follow, students may be required to understand, apply, analyze, evaluate or create the particular concepts

### First Six Weeks (29 Days)

Mathematics Scope & Sequence Grade 6 Revised: May 2010 Topic Title Unit 1: Compare and Order, Estimate, Exponents, and Order of Operations Lesson 1-1: Comparing and Ordering Whole Numbers Lesson 1-2: Estimating

### Common Core Standards Alignment Chart Grade 1

Common Core Standards Alignment Chart Grade 1 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2 1.NBT.3 1.NBT.4 1.NBT.5 1.NBT.6 1.MD.1 1.MD.2 1.MD.3 1.MD.4 1.G.1 1.G.2 1.G.3 Unit

### Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

### 3rd Grade Math. Course Outcomes. SWBAT explain numerical expressions using whole numbers to the thousands and money values. (OA)

Course Title 3rd Grade Math Course Outcomes 1 2 SWBAT explain numerical expressions using whole numbers to the thousands and money values. (OA) SWBAT use place value understanding to estimate multi-digit

### SIXTH GRADE MATH. Quarter 1

Quarter 1 SIXTH GRADE MATH Numeration - Place value - Comparing and ordering whole numbers - Place value of exponents - place value of decimals - multiplication and division by 10, 100, 1,000 - comparing

### 4th Grade Topic 1 - Multiplication and Division: Meanings and Facts

4th Grade Topic 1 - Multiplication and Division: Meanings and Facts Approximately 9 days Standard Objective Notes 1-1 OA1 recognize multiplication as repeated addition G21, G22, G23, G35 1-2 OA5 use patterns

### Vocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1

1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication

### John Adair Intermediate 4th Grade Math Learning Targets I Can Statements..

John Adair Intermediate 4th Grade Math Learning Targets I Can Statements.. NUMBERS AND OPERATIONS IN BASE TEN 4.NBT Generalize place value understanding for multi-digit whole numbers. Explain how the base

### 4 th Grade. Math Common Core I Can Checklists

4 th Grade Math Common Core I Can Checklists Math Common Core Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. I can interpret a multiplication equation

### Archdiocese of Newark Catholic Schools. Curriculum Mapping

Curriculum Mapping Curriculum mapping is a process that helps schools and districts/dioceses determine the agreed-upon learning for all students. Curriculum mapping was undertaken in the Archdiocese of

### Year 3 End of year expectations

Number and Place Value Count in 4s, 8s, 50s and 100s from any number Read and write numbers up to 1000 in numbers and words Compare and order numbers up to 1000 Recognise the place value of each digit

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

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourth-grade standards highlight all four operations, explore fractions in greater detail, and

### CCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks

First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much

### COURSE OF STUDY UNIT PLANNING GUIDE

COURSE OF STUDY UNIT PLANNING GUIDE FOR: MATHEMATICS GRADE LEVEL: FOURTH GRADE PREPARED BY: TERESA KELLY AND TRACY BUCKLEY B.O.E. ADOPTED AUGUST 20, 2015 REVISED AUGUST 2015 ALIGNED TO THE 2014 NJCCCS

### California Common Core State Standards Comparison- FOURTH GRADE

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. Standards

### Third Grade Common Core Standards & Learning Targets

Third Grade Common Core Standards & Learning Targets CCS Standards: Operations and Algebraic Thinking 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in

### Danville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter

Danville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter Common Core Operations and Algebraic Thinking (5.OA) Common Core Number and Operations in Base Ten (5.NBT)

### Math Common Core Standards Fourth Grade

Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement

### CORE STANDARDS FOR MATH GRADE 5

5 TH GRADE CORE STANDARDS FOR MATH GRADE 5 2.1 NUMBERS AND OPERATIONS B Numbers and Operations in Base Ten CC.2.1.5.B.1 Apply place-value concepts to show an understanding of operations and rounding as

### Unit 1: Extending Whole Number Operations

Unit 1: Extending Whole Number Operations Learning Goals 13 Days 5.3A S 2 Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, and division

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction 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

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations

Standard: Number, Number Sense and Operations Number and Number C. Develop meaning for percents including percents greater than 1. Describe what it means to find a specific percent of a number, Systems

### Bedford Public Schools

Bedford Public Schools Grade 4 Math The fourth grade curriculum builds on and extends the concepts of number and operations, measurement, data and geometry begun in earlier grades. In the area of number

### GRADE 5 Common Core State Standards Critical Areas

GRADE 5 Common Core State Standards Critical Areas In Grade 5, instructional time should focus on three critical areas: (1)developing fluency with addition and subtraction of fractions, and developing

### Year 5 Mathematics Programme of Study Maths worksheets from mathsphere.co.uk MATHEMATICS. Programme of Study. Year 5 Number and Place Value

MATHEMATICS Programme of Study Year 5 Number and Place Value Here are the statutory requirements: Number and place value read, write, order and compare numbers to at least 1 000 000 and determine the value

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### Grades K 8. Scope and Sequence. Math K 4. Intermediate 3 5. Courses 1 3

Grades K 8 Scope and Sequence 4 Intermediate 3 5 Courses 1 3 K 4 4 Scope and Sequence The Scope and Sequence for the K 4 mathematics series is intended to help educators view the progression of mathematical

### BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1

Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:

### Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics. Eligible Content

Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics Eligible Content Standard Area - CC.2.1: Numbers and Operations Standard - CC.2.1.5.B.1: Apply place value to show an understanding of operations

### Year 6 Maths Objectives

Year 6 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS READING & WRITING NUMBERS UNDERSTANDING PLACE VALUE ROUNDING PROBLEM SOLVING use negative numbers

### Kindergarten Math I can statements

Kindergarten Math I can statements Student name:. Number sense Date Got it Nearly I can count by 1s starting anywhere from 1 to 10 and from 10 to 1, forwards and backwards. I can look at a group of 1 to

### Knowing and Using Number Facts

Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

### AERO/Common Core Alignment 3-5

AERO/Common Core Alignment 3-5 Note: In yellow are the AERO Standards and inconsistencies between AERO and Common Core are noted by the strikethrough ( eeeeee) notation. AERO Common Core Mapping 1 Table

### Add and subtract 1-digit and 2-digit numbers to 20, including zero. Measure and begin to record length, mass, volume and time

Year 1 Maths - Key Objectives Count to and across 100 from any number Count, read and write numbers to 100 in numerals Read and write mathematical symbols: +, - and = Identify "one more" and "one less"

### Within each area, these outcomes are broken down into more detailed step-by-step learning stages for each of the three terms.

MATHEMATICS PROGRAMME OF STUDY COVERAGE all topics are revisited several times during each academic year. Existing learning is consolidated and then built upon and extended. Listed below are the end of

### Common Core Standards for Mathematics Grade 4 Operations & Algebraic Thinking Date Taught

Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35

### Level Descriptors Maths Level 1-5

Level Descriptors Maths Level 1-5 What is APP? Student Attainment Level Descriptors APP means Assessing Pupil Progress. What are the APP sheets? We assess the children in Reading, Writing, Speaking & Listening,

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

### Math, Grades 1-3 TEKS and TAKS Alignment

111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points are adding and subtracting

### Grade 5 Math Curriculum Guide

Grade 5 Math Curriculum Guide Lesson 1 1 st Nine Weeks Unit 1: Number and Operations in Base Ten Understand Place Value 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents

### Year 1 maths expectations (New Curriculum)

Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### Progressing toward the standard

Report Card Language: form ordered pairs and graph the coordinates. CCSS: 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form

### Grade 5 Common Core State Standard

2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize

### Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

### RIT scores between 191 and 200

Measures of Academic Progress for Mathematics RIT scores between 191 and 200 Number Sense and Operations Whole Numbers Solve simple addition word problems Find and extend patterns Demonstrate the associative,

### Mathematics. Mathematical Practices

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

### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)

Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole

### Course: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing

Course: Math 7 Decimals and Integers 1-1 Estimation Strategies. Estimate by rounding, front-end estimation, and compatible numbers. Prentice Hall Textbook - Course 2 7.M.0 ~ Measurement Strand ~ Students

### COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### GRADE 2 MATHEMATICS. Students are expected to know content and apply skills from previous grades.

GRADE 2 MATHEMATICS Students are expected to know content and apply skills from previous grades. Mathematical reasoning and problem solving processes should be incorporated throughout all mathematics standards.

### Subtraction to One Million

Place Value and Operations with Whole Numbers Critical Area Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

### 4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS. Vocabulary. answers using mental computation and estimation strategies including rounding.

4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS Critical Area: Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

### Unit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)

Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)

### Read and write numbers to at least 1000 in numerals and in words.

Year 1 Year 2 Year 3 Number, place value, rounding, approximation and estimation Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write

### Fractions Associate a fraction with division to calculate decimal fraction equivalents (e.g ) for a simple fraction (e.g. 3/8).

: Autumn 1 Numeracy Curriculum Objectives Number, Place Value and Rounding Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit. Round any whole number to a required

### Unit 1, Review Transitioning from Previous Mathematics Instructional Resources: McDougal Littell: Course 1

Unit 1, Review Transitioning from Previous Mathematics Transitioning from previous mathematics to Sixth Grade Mathematics Understand the relationship between decimals, fractions and percents and demonstrate

### Progressing toward the standard

Report Card Language: add, subtract, multiply, and/or divide to solve multi-step word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having whole-number answers using

### Oral and Mental calculation

Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare

### Mathematics Grade 5. Prepublication Version, April 2013 California Department of Education 32

Mathematics In, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions

### Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math

Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course

### 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B. Whole Numbers

Whole Numbers Scope and Sequence for Primary Mathematics, U.S. Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced or specifically addressed. Understand

### Curriculum overview for Year 1 Mathematics

Curriculum overview for Year 1 Counting forward and back from any number to 100 in ones, twos, fives and tens identifying one more and less using objects and pictures (inc number lines) using the language

### Year Five Maths Notes

Year Five Maths Notes NUMBER AND PLACE VALUE I can count forwards in steps of powers of 10 for any given number up to 1,000,000. I can count backwards insteps of powers of 10 for any given number up to

### Topic: 1 - Understanding Addition and Subtraction

8 days / September Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step

### Division of Special Education LAUSD, June Grade 4 Math 156

Use the four operations with whole numbers to solve problems. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as

### In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

### Primary Curriculum 2014

Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,

### -- Martensdale-St. Marys Community School Math Curriculum

-- Martensdale-St. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.

### Grade 5 Mathematics Performance Level Descriptors

Limited Grade 5 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 5 Mathematics. A student at this

### Math Content

2012-2013 Math Content PATHWAY TO ALGEBRA I Unit Lesson Section Number and Operations in Base Ten Place Value with Whole Numbers Place Value and Rounding Addition and Subtraction Concepts Regrouping Concepts

### Fourth Grade Common Core State Standard (CCSS) Math Scope and Sequence

I= Introduced R=Reinforced/Reviewed Fourth Grade Math Standards 1 2 3 4 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.0A.1 - Interpret a multiplication

### IA_CCSS_Math Math (2011) Grade 5

IA_CCSS_Math Math (2011) Grade 5 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of

### Collegium Charter School Grade 5 Math Scope & Sequence. Global Vision. We Use Math in Our Everyday Lives

Collegium Charter School Grade 5 Math Scope & Sequence Global Vision We Use Math in Our Everyday Lives Updated August 2015 Standards of Mathematical Practice (Habits of Mind) in 5th grade: 1. Make sense

### Overview of PreK-6 Grade-Level Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

Overview of -6 Grade-Level Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in

### RESOURCE FOR THE COURSE 1 CARNEGIE TEXTBOOK. SECTION and PAGE NUMBER TOPIC. 1.1 Pages 5-14 Factors and Multiples

RESOURCE FOR THE COURSE 1 CARNEGIE TEXTBOOK SECTION and PAGE NUMBER TOPIC 1.1 Pages 5-14 Factors and Multiples Properties of Addition and Multiplication (Commutative, Associative and Distributive) Apply

### Math syllabus Kindergarten 1

Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with

### Lesson List

2016-2017 Lesson List Table of Contents Operations and Algebraic Thinking... 3 Number and Operations in Base Ten... 6 Measurement and Data... 9 Number and Operations - Fractions...10 Financial Literacy...14

### NUMBER CORNER YEARLONG CONTENT OVERVIEW

August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently

### My Year 1 Maths Targets

My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Whole Numbers and Integers (44 topics, no due date)

Course Name: PreAlgebra into Algebra Summer Hwk Course Code: GHMKU-KPMR9 ALEKS Course: Pre-Algebra Instructor: Ms. Rhame Course Dates: Begin: 05/30/2015 End: 12/31/2015 Course Content: 302 topics Whole

### Classworks Common Core Transition Guide. South Carolina 4th Grade Mathematics

Classworks Common Core Transition Guide South Carolina 4th Mathematics OFFICIALLY ENDORSED Classworks Common Core Transition Guide - BETA Making The Transition With the increased rigor, the transition

### Singapore Math K st Grade

Singapore Math K- 5 Kindergarten There are 140 lessons in this Singapore Kindergarten Math Program. They will be covered 140, is noted below that. May: Lessons 117 131 June: Lessons 132-140 Textbook A

### Excel Math Fourth Grade Standards for Mathematical Practice

Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these

### New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

### 3rd Grade Texas Mathematics: Unpacked Content

3rd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must

### Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.

3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.

### MATHEMATICS LOWER KS2

MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts