Save this PDF as:

Size: px
Start display at page:

## Transcription

1 GRADE 5 UNIT PLANS LINKED TO THE BIG IDEAS STRAND: Patterning and Algebra TERM: 1 First Instructional Strand Patterns and Relationships 1. Experience with a wide variety of patterns helps students recognize relationships within and between patterns. 2. Growing and shrinking patterns involve an increase or a decrease in elements as the pattern continues. The increase or decrease in elements can be described numerically. Chapter 1, Patterns in Building Chapter 1, Diagnostic Assessment: Getting Started-Patterns in Phone Chains Determine, through investigation using a table of values, relationships in growing and shrinking patterns, and investigate repeating patterns involving translations. Create, identify, and extend numeric and geometric patterns, using a variety of tools (e.g., concrete materials, paper and pencil, calculators, spreadsheets). Build a model to represent a number pattern presented in a table of values that shows the term number and the term. Make a table of values for a pattern that is generated by adding or subtracting a number (i.e., a constant) to get the next term, or by multiplying or dividing by a constant to get the next term, given either the sequence or the pattern rule in words. Make predictions related to growing and shrinking geometric and numeric patterns. Extend and create repeating patterns that result from translations, through investigation using a variety of tools. Lesson 1 Two Dimensional Patterns Lesson 2 Patterns and Tables Ontario Supplement Lesson A: Building a Model, p. 24 Lesson 3 Solving Problems Using Patterns 3D Patterns Super Source Grades 3-4: Pattern Blocks Spiney and Other Creatures, p. 58 What s Next, p. 78 Teaching Student Centered Mathematics, Grades 3-5 Volume 2 by John Van De Walle Repeating Patterns, p. 291 Growing Patterns, p

2 STRAND: Number Sense and Numeration TERM: 1 Second Instructional Strand Quantity Relationships 1. Having a sense of quantity involves understanding the howmuchness of whole numbers and decimal numbers. 2. Experiences with numbers in meaningful contexts help to develop a sense of quantity. Representation 1. Words, numbers, models, symbols (e.g., decimal point) and placement are used to indicate quantity and relationships (e.g., place value mat, number line, base ten models, money). Chapter 2, Reporting Numbers Chapter 2, Diagnostic Assessment: Getting Started, Modelling and Comparing Numbers Read, represent, compare, and order whole numbers to and decimal numbers to hundredths. Demonstrate an understanding of magnitude by counting forward and backwards by Represent, compare, and order whole numbers and decimal numbers from 0.01 to , using a variety of tools. Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to , using a variety of tools and strategies. Read and print in words whole numbers to ten thousand, using meaningful contexts. Count forward by hundredths from any decimal number expressed to two decimal places, using concrete materials and number lines. Round decimal numbers to the nearest tenth, in problems arising from real-life situations. Solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to Lesson 1 Estimating 50 Thousand Lesson 2 Reading and Writing Numbers Lesson 3 Renaming Numbers Lesson 4 Comparing and Ordering Numbers Lesson 5 Rounding Numbers Lesson 7 Decimal Hundredths. Lesson 8 Exploring Equivalent Decimals Lesson 9 Rounding Decimals Lesson 10 Comparing and Ordering Decimals Teaching Student Centered Mathematics Grades 3-5 by John Van de Walle, p SuperSource Grades 3-4: Base Ten Blocks Clear the Mat, p. 26 Place It, p. 62 SuperSource Grades 5-6: Base 10 Blocks Nearest Ten, p

3 STRAND: Data Management and Probability TERM: 1 Third Instructional Strand Collection and Organization of Data Data Relationships: 1. Collect and organize primary and secondary data. 1. Interpret and use charts and graphs, including continuous line graphs. 2. Explain relationships between data sets and draw inferences from data. Chapter 3, Swimsuit Sales Chapter 3, Diagnostic Assessment: Getting Started-Graphing Favourite Authors Collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs. Read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line graphs. Distinguish between discrete data (i.e., data organized using numbers that have gaps between them, such as whole numbers, and often used to represent a count, such as the number of times a word is used) and continuous data (i.e., data organized using all numbers on a number line that fall within the range of the data, and used to represent measurements such as heights or ages of trees). Collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements. Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels and scales that suit the range and distribution of the data. Read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and graphs including broken-line graphs. Calculate the mean for a small set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs. Compare similarities and differences between two related sets of data, using a variety of strategies. Demonstrate that sets of data can be samples of larger populations. Describe, through investigation, how a set of data is collected and explain whether the collection method is appropriate. Lesson 1 Evaluating Survey Results Lesson 2 Broken Line Graphs Lesson 5 Pictographs Lesson 6 Changing the Appearance of a Graph Lesson 8 Mean and Mode Ontario Supplement Lesson A: Collecting Data, p.35 Lesson 9 Communicate About Graphs Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van de Walle Exploring Mean, p. 326 Leveling the Bars The Mean Foot Bar Graphs to Pie Graphs, p. 337 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Data Management and Probability, Grades 4 to 6, 2008 Daily Physical Activity, p SuperSource Grades 5-6: Pattern Blocks How Many Can Sit, p

4 STRAND: Measurement Attributes, Units and Measurement Sense 1. Investigate measurement problems in real-life settings. 2. Extend their knowledge of measurement units and their relationships. 3. Extend their knowledge of time and temperature measurement. Estimate, measure, and record perimeter, temperature change, and elapsed time, using a variety of strategies. Determine the relationships among units and measurable attributes. Estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest second. Estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in minutes, hours, days, weeks, months, or years. Measure and record temperatures to determine and represent temperature changes over time. Estimate and measure the perimeter of regular and irregular polygons, using a variety of tools and strategies. Select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure length, height, width, and distance, and to measure the perimeter of various polygons. Solve problems requiring conversion from metres to centimetres and from kilometres to metres. Solve problems involving the relationship between a 12-hour clock and 24-hour clock. TERM: 2 First Instructional Strand Chapter 5, Perimeter Walk and Ontario Supplement Chapter Review (time) Chapter 5, Diagnostic Assessment: Getting Started-Measuring Length and Time Lesson 1 Using Measurements to Describe Objects Lesson 2 Measuring Lengths Ontario Supplement Lesson A: Metric Relationships, p Lesson 4 Measuring Perimeter Lesson 5 Measuring the Perimeter of a Rectangle Lesson 6 Solve Problems Using Tables Lesson 7 Measuring Time Ontario Supplement Lesson B: Lengths of Time, p Ontario Supplement Lesson C: 24 Hour Clocks, p Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van de Walle Changing Units (length), p. 258 One Handed Clocks (time), p. 269 Elapsed Time, p A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Measurement, Grades 4 to 6, 2008 Weather or Not (time), p. 67 Hiking the Bruce Trail (measurement relations), p. 89 SuperSource Grades 5-6: Pattern Blocks All Possible Perimeters, p

6 STRAND: Number Sense and Numeration TERM: 2 B Second Instructional Strand Operational Sense 1. Operational sense depends on an understanding of multiplication and division, the properties of these operations, and the relationships among them. 2. Students demonstrate operational sense when they can work flexibly with a variety of computational strategies, including those of their own devising. 3. Solving problems and using models are key instructional components that allow students to develop conceptual and procedural understanding of the operations. Chapter 6, Raising Money and Ontario Supplement p. 59 Chapter 2, Diagnostic Assessment: Making Dream Catchers and Ontario Supplement p.46 Chapter 6 Lesson 1 Multiplying 10 s Solve problems involving the multiplication and division of multi-digit whole numbers, using a variety of strategies. Demonstrate an understanding of proportional reasoning by investigating whole-number rates. Solve problems involving the multiplication of whole numbers, using a variety of mental strategies. Multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms. Divide three-digit whole numbers by one-digit whole numbers, using concrete materials, estimation, studentgenerated algorithms, and standard algorithms. Multiply decimal numbers by 10, 100, 1000, and and divide decimal numbers by 10 and 100, using mental strategies. Use estimation when solving problems involving multiplication and division of whole numbers, to help judge the reasonableness of a solution. Demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings. Lesson 2 Estimating Products Lesson 4 Multiplying by Regrouping Lesson 5 Multiply With Arrays Lesson 6 Dividing Hundreds by One Digit Numbers Ontario Supplement Lesson A: Estimating Quotients, p Ontario Supplement Lesson B: Dividing Three Digit Numbers, p Teaching Student Centered Mathematics Grades 3-5 by John Van de Walle, p A Guide to Effective Instruction in Mathematics K-6: Number Sense and Numeration, Grades 4-6, Volumes 3 and 4, 2006 Multiplication, Volume 3, p Division, Volume 4, p Multiplication SuperSource Grades 3-4: SuperSource Grades 5-6: Snap Cubes Base Ten Blocks Grab Bag Math, p. 30 Modelling Multiplication, p. 54 Loose Caboose, p. 34 Fair Shares, p. 42 Base Ten Blocks It s in the Bag, p. 46 Even It Up, p

7 STRAND: Geometry and Spatial Sense TERM: 2 Third Instructional Strand Geometric Properties of Two-Dimensional Shapes 1. Two dimensional shapes have properties that allow them to be identified, sorted and classified. 2. Angles are measures of turn, and can be classified by degree of rotation. 3. An understanding of polygons and their properties allows students to explore and investigate concepts in geometry and measurement. Chapter 7, Design a Logo Chapter 7, Diagnostic Assessment: Getting Started Shape Hunt Ontario Supplement Lesson A : Constructing Triangles, p Overall Expectations(s): Identify and classify two-dimensional shapes by side and angle properties. Distinguish among polygons, regular polygons, and other two-dimensional shapes. Identify and classify acute, right, obtuse, and straight angles. Measure and construct angles up to 90 degrees, using a protractor. Identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties. Construct triangles, using a variety of tools. Lesson 3 Classifying Triangles by Angles Lesson 4 Classifying Triangles by Side Lengths Lesson 5 Measuring Angles in Polygons Lesson 6 Properties of Polygons Lesson 7 Sorting Polygons Lesson 8 Communication About Shapes Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van De Walle Geometric Thinking and Geometric Concepts, p Measuring Angles, p SuperSource Grades 5-6: Pattern Blocks Building Hexagons, p. 26 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6:Geometry and Spatial Sense, Grades 4 to 6, 2008 Triangle Sort, p

8 STRAND: Patterning and Algebra TERM: 2 Fourth Instructional Strand Patterns and Relationships 1. An understanding of patterns in numbers and operations contributes to the development of algebraic thinking. Expressions and Equality 1. Equations express the equality between quantities. 2. Variables are used to represent unknown quantities, to represent quantities that vary, and to generalize number properties. A Guide to Effective Instruction in Mathematics K-6: Patterning and Algebra, Grades 4-6, 2008 Balancing Act, p. 77 Demonstrate, through investigation, an understanding of the use of variables in equations. Demonstrate, through investigation, an understanding of variables as changing quantities, given equations with letters or other symbols that describe relationships involving simple rates. Demonstrate, through investigation, an understanding of variables as unknown quantities represented by a letter or other symbol. Determine the missing number in equations involving addition, subtraction, multiplication, or division and one- or two digit numbers, using a variety of tools and strategies. Ontario Supplement Lesson B : Variables in Expressions, p Ontario Supplement Lesson C: Solving Equations, p Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van de Walle, p and p A Guide to Effective Instruction in Mathematics K-6: Patterning and Algebra, Grades 4-6, 2008 Growing Weave Designs, p

9 STRAND: Number Sense and Numeration TERM: 3 First Instructional Strand Proportional Relationships 1. Can be expressed using fractions, ratios, and percents. 2. Involves recognizing comparisons between ratios. Quantity Relationships 1. Having a sense of quantity involves understanding the howmuchness of whole numbers, decimal numbers, fractions, and percents. Relationships 2. Fractions, decimal numbers, and percents are all representations of fractional relationships. Chapter 12, Fractions in Your LIfe Chapter 2, Diagnostic Assessment: Getting Started, Zoomobiles and Rides Chapter 12 Demonstrate an understanding of proportional reasoning by investigating whole-number rates. Read, represent, compare and order proper and improper fractions, and mixed numbers. Represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools and using standard fractional notation. Demonstrate and explain equivalent representations of a decimal number, using concrete materials and drawings. Demonstrate and explain the concept of equivalent fractions, using concrete materials. Describe multiplicative relationships between quantities by using simple fractions and decimals. Determine and explain, through investigation using concrete materials, drawings, and calculators, the relationship between fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100) and their equivalent decimal forms. Lesson 1 Fraction Puzzles Lesson 2 Equivalent Fractions Lesson 4 Improper Fractions and Mixed Fractions Ontario Supplement Lesson A: Comparing and Ordering Fractions, p.72 Lesson 5 Relating Fractions to Decimals Lesson 6 Solve Problems by Making Models Teaching Student Centered Mathematics Grades 3-5 by John Van de Walle, p A Guide to Effective Instruction in Mathematics K-6: Number Sense and Numeration, Grades 4-6, Volume 5, 2006, p SuperSource Grades 3-4: SuperSource Grades 5-6: Tangrams Cuisenaire Rods Fraction Fill Up, p. 34 Fraction Fracas, p. 42 Fraction Spin, p. 38 Snap Cubes Geoboards Fract-Tangles, p. 26 Making Fourths, p. 62 Tangrams Pattern Blocks The More, The Better, p. 82 Wipe Out, p. 86 Pattern Blocks Colour Tiles Fraction Puzzles, p. 50 Fraction Bars, p. 46 Cuisenaire Rods Fraction Pairs, p

10 STRAND: Data Management and Probability Probability 1. Determine the theoretical probability of an outcome in a probability experiment. Represent as a fraction the probability that a specific outcome will occur in a simple probability experiment, using systematic lists and area models. Determine and represent all the possible outcomes in a simple probability experiment, using systematic lists and area models. Represent, using a common fraction, the probability that an event will occur in simple games and probability experiments. Pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results. TERM: 3 Second Instructional Strand Chapter 13, Fair Games Chapter 13, Diagnostic Assessment: Getting Started- I Predict Lesson 1 Using Probability Language Lesson 2 Predicting Probabilities Lesson 3 Probabilities as Fractions Lesson 4 Modelling Probability Problems Ontario Supplement Lesson A: Using Organized Lists, p.75 Ontario Supplement Lesson B: Using Area Models, p.78 Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van de Walle Add, Then Tally, p. 341 Design a Bag, p. 342 Testing Bag Designs, p. 343 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Data Management and Probability, Grades 4 to 6, 2008 Lost Socks, p. 81 SuperSource Grades 5/6: Snap Cubes Match / No Match, p. 38 What s the Chance?, p. 86 Colour Tiles What s Your Prediction?, p. 86 Tangrams Crazy Darts, p

11 STRAND: Geometry and Spatial Sense TERM: 3 Third Instructional Strand Geometric Properties of Three-Dimensional Figures 1. Three dimensional shapes have properties that allow them to be identified, sorted and classified. 2. Understanding of polyhedra and their properties helps make connections between two- and three-dimensional geometry. Geometric Relationships 1. Plane shapes and solid figures can be composed from or decomposed into other two- dimensional and three dimensional figures. 2. Relationships exist between plane and solid geometry (e.g., the faces of a polyhedron are polygons; views of a solid figure can be represented in a two- dimensional drawing). 3. Congruence is a special geometric relationship between two shapes or figures that have exactly the same size and shape. Location and Movement 1. A coordinate grid system can be used to describe the position of a plane shape or solid object. 2. Different transformations can be used to describe the movement of a shape. No Task Suggested Culminating Task for 3D figures A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Geometry and Spatial Sense, Grades 4-6 (2008): Complete the Nets, p Chapter 14, Ontario Supplement- Frieze Patterns, for location and movement (3D Geometry) Chapter 11, Diagnostic Assessment: Getting Started Building Shapes Compare and sort three-dimensional figures. Identify and construct nets of prisms and pyramids. Identify and describe the location of an object, using the cardinal directions, and translate two-dimensional shapes. Distinguish among prisms, right prisms, pyramids, and other three-dimensional figures. Identify prisms and pyramids from their nets. Construct nets of prisms and pyramids, using a variety of tools. Locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system. Compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an area; the use of a coordinate system based on the cardinal directions to describe a specific location). Identify, perform, and describe translations, using a variety of tools. Create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools. Lesson 2 Making Nets Lesson 3 Identifying Nets (Location and Movement) Chapter 14, Diagnostic Assessment: Getting Started Extending Transformation Patterns Chapter 8 Lesson Coordinate Grids Chapter 14 Lesson 4 Translating Shapes on Grids Lesson 7 Modelling Congruence with Transformations A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Geometry and Spatial Sense, Grades 4-6 (2008):Package Possibilities, p A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Geometry and Spatial Sense, Grades 4-6 (2008): Location: City Treasure Hunt, p Movement: Drawing Designs, p

12 STRAND: Measurement TERM: 3 Fourth Instructional Strand Measurement Relationships 1. Extend their knowledge of measurement units and their relationships. 2. Investigate the relationships between, and develop formulas for, area and perimeter and surface area and volume. Chapter 8, Model a Han Dynasty Home and Chapter 11, Food Drive Estimate, measure, and record perimeter and area using a variety of strategies. Determine the relationships among units and measurable attributes, including the area of a rectangle and the volume of a rectangular prism. Estimate and measure the perimeter and area of regular and irregular polygons, using a variety of tools and strategies. Create, through investigation using a variety of tools and strategies, two-dimensional shapes with the same perimeter or the same area. Determine, through investigation using a variety of tools and strategies the relationships between the length and width of a rectangle and its area and perimeter, and generalize to develop the formulas [i.e., Area length x width; Perimeter = (2 x length) + (2 x width)]. Solve problems requiring the estimation and calculation of perimeters and areas of rectangles. Determine, through investigation, the relationship between capacity (i.e., the amount a container can hold) and volume (i.e., the amount of space taken up by an object), by comparing the volume of an object with the amount of liquid it can hold). Determine, through investigation using stacked congruent rectangular layers of concrete materials, the relationship between the height, the area of the base, and the volume of a rectangular prism, and generalize to develop the formula (i.e., Volume = area of base x height). Select and justify the most appropriate standard unit to measure mass. Chapter 8, Diagnostic Assessment: Getting Started-Measuring Area Lesson 1 Areas of Polygons Lesson 3 Relating a Perimeter and Area of Rectangles Lesson 4 Area Rule for Rectangles Lesson 5 Solve Problems by Solving Simpler Problems Chapter 11 Lesson 5 Measuring and Comparing Capacity Lesson 7 Relating Capacity Units to Volume Ontario Supplement Lesson A: Volume of Rectangular Prisms, p.67 Lesson 8 Measuring and Comparing Mass Lesson 9 Using Tonnes Ontario Supplement Lesson B: Choosing a Unit to Measure Mass, p.70 Teaching Student Centered Mathematics, Grades 3-5, Volume 2 by John Van de Walle (Area and Perimeter) Rectangle Comparison, p. 261 Tangram Areas, p. 262 Fill and Compare, p. 263 Rectangle Comparison, p. 264 Fixed Perimeters, p. 265 Fixed Areas, p. 365 (Volume and Capacity) Capacity Lineup, p. 266 Box Comparison Cubic Units, p. 267 SuperSource: Grades 5/6 Tangrams Cuisenaire Rods How Does Your Garden Grow, p. 34 Planning Playgrounds, p. 66 Lisa s Dog Pen, p. 42 Snap Cubes Grades 3/4 Making Shapes, p. 50 A Tower of Squares, p. 18 What Happens to the Area, p

### 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

### Toronto Catholic District School Board Mathematics Continuum Kindergarten to Grade 8

Toronto Catholic District School Board Mathematics Continuum Kindergarten to Grade 8 The Math Continuum Effective planning means beginning with the end in mind. It clarifies for teachers students, the

### 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

### 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

### Key Ideas of the Ontario Curriculum, Mathematics, Revised 2005, Kindergarten Grade 8. Developed by the TDSB for the TDSB.

Key Ideas of the Ontario Curriculum, Mathematics, Revised 2005, Kindergarten Grade 8 Developed by the TDSB for the TDSB. 2009 Key Ideas of the Ontario Curriculum, Mathematics, Revised 2005, Kindergarten

### 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

### 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

### 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

### 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

### 3 rd 5 th Grade Math Core Curriculum Anna McDonald School

3 rd 5 th Grade Math Core Curriculum Anna McDonald School Our core math curriculum is only as strong and reliable as its implementation. Ensuring the goals of our curriculum are met in each classroom,

### 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

### 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

### 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

### Archdiocese of Washington Catholic Schools Academic Standards Mathematics

5 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students compute with whole numbers*, decimals, and fractions and understand the relationship among decimals, fractions,

### 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

### 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

### 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....................................

### 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

### ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

### 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

### 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

### 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

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

### 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

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

### 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

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### 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

### 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

### Exploring Mathematics Through Problem-Solving and Student Voice

Exploring Mathematics Through Problem-Solving and Student Voice Created By: Lisa Bolduc, Aileen Burke-Tsakmakas, Shelby Monaco, Antonietta Scalzo Contributions By: Churchill Public School Professional

### 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

### 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

### 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

### 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,

### Grade 5 Math Content 1

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

### 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count

### Topic 1: Understanding Addition and Subtraction

Topic 1: Understanding Addition and Subtraction 1-1: Writing Addition Number Sentences Essential Understanding: Parts of a whole is one representation of addition. Addition number sentences can be used

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

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

### GRADE 3 OVERALL EXPECTATIONS. Subject: Mathematics

GRADE 3 OVERALL EXPECTATIONS Subject: Mathematics The mathematics expectations are arranged in five interwoven strands of knowledge: number, data handling, shape and space, pattern and function and measurement.

### 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

### Number & Place Value. Addition & Subtraction. Digit Value: determine the value of each digit. determine the value of each digit

Number & Place Value Addition & Subtraction UKS2 The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value

### 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

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### 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"

### Junior Mathematical Processes, Problem Solving & Big Ideas by Strand

Junior Mathematical Processes, Problem Solving & Big Ideas by Strand Adapted from: The Ontario Curriculum Grades 1 8 Revised Mathematics 2005, Number Sense and Numeration Grades 4-6, Measurement Grades

### 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

### Appendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess

Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number

### Maths Area Approximate Learning objectives. Additive Reasoning 3 weeks Addition and subtraction. Number Sense 2 weeks Multiplication and division

Maths Area Approximate Learning objectives weeks Additive Reasoning 3 weeks Addition and subtraction add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar

### CARMEL CLAY SCHOOLS MATHEMATICS CURRICULUM

GRADE 4 Standard 1 Number Sense Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers 1 and decimals relate to simple fractions. 4.1.1 Read and write

### Mathematics K 6 continuum of key ideas

Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least

### 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

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

### 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,

### National Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more

### 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

### Consolidation of Grade 6 EQAO Questions Number Sense and Numeration

Consolidation of Grade 6 EQAO Questions Number Sense and Numeration Compiled by Devika William-Yu (SE2 Math Coach) Overall Expectations NV1 Read, represent, compare, and order whole numbers to 1 000 000,

### 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

### Year 1 Maths Expectations

Times Tables I can count in 2 s, 5 s and 10 s from zero. Year 1 Maths Expectations Addition I know my number facts to 20. I can add in tens and ones using a structured number line. Subtraction I know all

### Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

### PROBLEM SOLVING, REASONING, FLUENCY. Year 6 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Number and Place Value. Measurement Four operations

PROBLEM SOLVING, REASONING, FLUENCY Year 6 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Number and Place Value Addition and subtraction Large numbers Fractions & decimals Mental and written Word problems,

### 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 5. Pupils should identify the place value in large whole numbers.

Year 5 Year 5 programme of study (statutory requirements) Number, place value, approximation and estimation Number, place value, approximation and estimation Pupils should identify the place value in large

### Primary Years Programme Mathematics Curriculum

Primary Years Programme Mathematics Curriculum The following document seeks to lay out the minimum requirement to be taught in Mathematics for each grade level in each of the areas of Number, Pattern and

### 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

### Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary

Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,

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

### 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

### numerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals

Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (1-10) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and

### 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

### ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers Basic Math 1.2 - The Number Line Basic Math 1.3 - Addition of Whole Numbers, Part I

ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in

### Mathematics Curriculum Framework

1 THIS PAGE INTENTIONALLY LEFT BLANK 2 Archdiocese of Louisville According to Principles and Standards for School from the National Council of Teachers of, new knowledge, tools, and ways of doing and communicating

### 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

### 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

### 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

### 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

### 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

### MATHEMATICS - SCHEMES OF WORK

MATHEMATICS - SCHEMES OF WORK For Children Aged 7 to 12 Mathematics Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore

### MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 4 DRAFT

CONTENT ALIGNMENTS AND SHIFTS Grade 4 Grade 4 Critical Areas In Grade 4, instructional time should focus on three critical areas: 1. developing understanding and fluency with multi-digit multiplication,

### KINDERGARTEN UNIT PLANS LINKED TO THE BIG IDEAS

UNIT PLANS LINKED TO THE BIG IDEAS STRAND: Number Sense and Numeration TERM: 1 Section: B Counting 1. Counting includes both the recitation of a series of numbers and the conceptualization of a symbol

### 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

### Fourth Grade Math Standards and "I Can Statements"

Fourth Grade Math Standards and "I Can Statements" Standard - CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and

### Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

### CCSS-M Critical Areas: Kindergarten

CCSS-M Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such

### Grade 3 Math Expressions Vocabulary Words

Grade 3 Math Expressions Vocabulary Words Unit 1, Book 1 Place Value and Multi-Digit Addition and Subtraction OSPI words not used in this unit: add, addition, number, more than, subtract, subtraction,

### 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.

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

### 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

### 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

### CHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN

CHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN Kindergarten Math Assessment Framework Skill / Concept Standards Timeline Classroom Connections Assessment Number Sense /Computation Reading, Writing,

### KS3 Maths Learning Objectives (excludes Year 9 extension objectives)

KS3 Maths Learning Objectives (excludes Year 9 extension objectives) blue Year 7 black Year 8 green Year 9 NUMBER N1 Place value and standard form N1.1 Place value N1.2 Powers of ten Framework Objectives

### 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

### Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5.

Maths Level Targets This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year

### Mathematics Planning Tool. Year Six

Mathematics Planning Tool Year Six Using the scheme of work The curriculum has been divided in 4 areas: number sense, additive reasoning, multiplicative reasoning and geometry. Each unit has a suggested

### Grade 3 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 3 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Mathematics Assessment Reporting Category 1: Numbers, Operations, and Quantitative Reasoning The student will

### 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