# Unit 1: Operations and Algebraic Thinking

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1 Unit 1: Operations and Algebraic Thinking Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 14 weeks Status: Published Unit Overview Represent, solve problems, and apply properties of operations and the relationship between addition and subtraction in order to add and subtract equations within 20 By the end of November, you should administer Benchmark 1, which coverschapter 1 and Chapter 2 By the end of January, you should administer Benchmark 2, which covers Chapter 3 and Chapter 4 Transfer Students will be able to independently use their learning to represent, solve problems, and apply properties of operations and the relationship between addition and subtraction in order to add and subtract equations within 20 Meaning Understandings Students will understand that Move two groups of objects together to make a whole The plus (+) sign connects two parts An equal (=) sign shows parts connected into a whole

3 Application of Knowledge and Skill Students will know How to join parts to make a whole How to join groups using symbols Use the Zero Property of Addition to find a sum How to make a sum of 10 with numbers 0 through 10 How to understand the meaning of the equals sign to identify if a math statement is true or false How to take away a part from the whole How to use addition facts to find subtraction facts How to use symbols to show take away situations How to compare groups using subtraction How to apply properties of operations to add How to count on to add another number How to use a number line to add How to use doubles to add How to add near doubles to find the sum How to count back to subtract How to take apart a number to subtract to make 10 How to find a missing addend using addition and subtraction How to use the same four numbers to add and subtract

5 Solve a subtraction number sentence by using its related addition fact Use the same three numbers to create a fact family for the numbers 3, 8, and 11 See picture examples in My Math Teacher Manual: What's the Math in this Chapter? Section (Chapters 1 4) Academic Vocabulary Add Part Whole Addition number sentence Equal (=) Plus (+) Sum Zero In all Same

6 False True Subtract Difference Minus ( ) Subtraction number sentence Compare Related Facts Count on Number line Addends Doubles Doubles plus 1 Doubles minus 1 Count back Fact Family Missing addend

7 Learning Goal 1 Solve word problems involving addition and subtraction within 20, using objects, drawings, and equations to represent the problem Solve word problems involving three whole numbers (some less than or equal to 20) using objects, drawings, and equations Daily Targets SWBAT: Use manipulatives to model addition and subtraction stories (Ch 1 Lesson 1; DOK:2) Add two parts to make a whole (Ch 1 Lesson 2; DOK:2) Write addition and subtraction number sentences to solve problems (Ch 1 Lesson 3, 6; Ch 2 Lesson 3; Ch 4 Lesson 4; DOK:2) Subtract parts from a whole (Ch 2 Lesson 2; DOK:2) Draw a diagram to solve problems (Ch 2 Lesson 6; DOK:2) Compare groups of up to 9 objects (Ch 2 Lesson 7; DOK:3) Act it out to solve problems (Ch 3 Lesson 6; DOK:3) Add three numbers by looking for doubles or making a ten (Ch 3 Lesson 9; DOK:3) Subtract and write facts horizontally and vertically (Ch 1 Lesson 5, Ch 2 Lesson 5; DOK:2) Use counters and a ten frame to make sums in different way (Ch 1 Lesson 7, 8, 9, 10; DOK:2) Subtract numbers (Ch 2 Lesson 8, 9, 10, 11, 12; DOK:1)

9 Applies properties of operations as strategies to add and subtract (for example Commutative, Associative) Solve subtraction problems as unknown addend problems (for example, subtracting 10 8 by finding the number that makes 10 when added to 8) Daily Targets SWBAT: Find sums by adding zero (Ch 1 Lesson 4; DOK:1) Subtract zero or find a difference of zero (Ch 2 Lesson 4; DOK:1) Identify similarities in related addition and subtraction sentences (Ch 3 Lesson 8; Ch4 Lesson 6; DOK:2) Subtract to find missing addends (Ch 4 Lesson 8; DOK:2) MAK 12CCSSMathPracticeMP1 Make sense of problems and persevere in solving them MAK 12CCSSMathPracticeMP2 Reason abstractly and quantitatively MAK 12CCSSMathPracticeMP3 Construct viable arguments and critique the reasoning of others MAK 12CCSSMathPracticeMP4 Model with mathematics MAK 12CCSSMathPracticeMP5 Use appropriate tools strategically MAK 12CCSSMathPracticeMP6 Attend to precision MAK 12CCSSMathPracticeMP7 Look for and make use of structure MAK 12CCSSMathPracticeMP8 Look for and express regularity in repeated reasoning MA1CCSSMathContent1OAB3 Apply properties of operations as strategies to add and subtract MA1CCSSMathContent1OAB4 Understand subtraction as an unknown addend problem Learning Goal 3 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers Daily Targets SWBAT: Identify missing parts of 10 (Ch 1 Lesson 12; DOK:2) Identify and determine whether math statements as true or false (Ch 1 Lesson 13; Ch 2 Lesson 14; DOK:2)

10 MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1OAD7 MA1CCSSMathContent1OAD8 Summative Assessment Chapter Tests Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and express regularity in repeated reasoning Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false Determine the unknown whole number in an addition or subtraction equation relating three whole numbers Benchmark Assessment 21st Century Life and Careers WORKK WORKK 4914A1 WORKK 4914A2 WORKK 4914A3 WORKK 4914A5 WORKK 4914B1 WORKK WORKK 4914C1 WORKK 4914D1 WORKK 4914D2 WORKK 4914D3 WORKK 4914E1 WORKK 4914E2 WORKK 4914E3 WORKK 4914F2 WORKK WORKK 4914F3 WORKK 4924B5 WORKK 4924D1 WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time Recognize a problem and brainstorm ways to solve the problem individually or collaboratively Evaluate available resources that can assist in solving problems Determine when the use of technology is appropriate to solve problems Apply critical thinking and problem solving skills in classroom and family settings Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) Use effective oral and written communication in face to face and online interactions and when presenting to an audience Express needs, wants, and feelings appropriately in various situations Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom Explain how digital media are used in daily life in a variety of settings Demonstrate effective communication using digital media during classroom activities Distinguish how digital media are used by individuals, groups, and organizations for varying purposes Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra curricular activities Ethical behaviors support human rights and dignity in all aspects of life Explain the importance of understanding and following rules in family, classroom, and community settings Identify ways to earn and save Determine various ways to save The ability to prioritize wants and needs assists in making informed investments, purchases, and decisions Formative Assessment and Performance Opportunities Chapter quizzes Chapter tests Check My Progress Common Core Quick Check Concept Check Fluency Graded Classwork Homework MAP testing Teacher Observation Differentiation / Enrichment See Common Error! notice in My Math Teacher Manual (Practice and Apply) for tips on differentiation for Chapters 1 4

11 Centers Clickers Computer If students have difficulty accessing the facts, provide a variety of practice opportunities, such as board games, flashcards, and boardgames If students have difficulty with addition and subtraction problems, have them focus on one problem at a time using connecting cubes if needed If students miscount, encourage them to count aloud as they touch manipulatives If students recount a group starting with one, they should practice starting with the greater number and count on from that point Lesson Extensions Manipulatives Modifications as per IEP/504 Review and practice RTI Small group instruction Smartboard Unit Resources AAAmath Brainpop Compass Learning Cool math 4 kids Funbrain Math Fact Café Math playground My Math Chapters 1 4 My Math: Foldables My Math: Learning Stations My Math: Model the Math My Math: Trade Books My Math: Vocabulary Cards TenMarks wwwtenmarkscom

12 Unit 2: Number and Operations in Base Ten Content Area: Mathematics Course(s): Generic Course Time Period: 2nd Marking Period Length: 7 weeks Status: Published Unit Overview Understand and use place value and properties of operations to add and subtract and extend the counting sequence No Benchmark Test within this Unit Transfer Students will be able to independently use their learning to Understand and apply concepts of place value and properties of operations to add and subtract and extend the counting sequence Meaning Understandings Students will understand Read and write numbers starting at any number less than can be a bundle of 10 ones and called a ten 10 ones can regroup to make one ten Compare two numbers or sets of objects to see if they are equal Compare two numbers or sets of objects to see which number or group is larger Compare two numbers or sets of objects to see which number or groups is smaller

13 Use mental math to find ten more or ten less than a given number Add tens to find the sum Count on by ones to find the sum of 22+3 Count on by tens to find the sum of Add one digit number and a two digit number with regrouping Subtract multiples of 10 in the range of from multiples of 10 in the range of Subtract multiples of 10 in the range of from multiples of 10 in the range of on a number line Essential Questions Students will keep considering Chapter 5: How can I use place value? Chapter 6: How can I add and subtract two digit numbers? Application of Knowledge and Skill Students will know Read and write numerals and represent a number of objects with a written numeral How to make ten using ones How to show a number as tens and ones How to compare two digit numbers using equal to (=) How to compare two digit numbers using greater than (>) How to compare two digit numbers using less than (<) Mentally find ten more and/or ten less than a given number without having to count the numbers How to add groups of tens within 100

14 How to count on by tens or by ones to solve a two digit addition problems How to add numbers with regrouping How to subtract by tens to find the difference How to use a number line to count back by tens Students will be skilled at Read and write numbers up to 120 Put 10 ones together to make one ten Gather ones into groups of 10 to make counting tens and ones easier Compare two two digit numbers or groups of objects and determine if the number or groups are equal Compare two two digit numbers or groups of objects and determine which number or groups is greater Compare two two digit numbers or groups of objects and determine which number or groups is less Find ten more or ten less than a given number Add groups tens to find how many tens there are in all Then find the sum Count on groups of tens or ones to find a sum Use models to show how to regroup when adding Subtract to find how many tens are left Then find the differences

15 Use a number line to subtract See picture examples in My Math Teacher Manual: What's the Math in this Chapter? Section (Chapters 5 6) Academic Vocabulary tens ones regroup equal to greater than less than equal to (=) greater than (>) less than (<) hundred

16 Learning Goal 1 Count numbers to 120, starting at any number less than 120 Represent a number of objects with a written numeral Daily Targets SWBAT: Use dimes to count by tens (Ch 5 Lesson 3; DOK:2) Use nickels to count by fives (Ch 5 Lesson 9; DOK:2) Make groups of hundreds, tens, and ones (Ch 5 Lesson 12; DOK:2) Count numerals up to 120 (Ch 5 Lesson 13; DOK:1) Read and write numbers up to 120 (Ch 5 Lesson 14; DOK:1) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1NBTA1 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Count to 120, starting at any number less than 120 In this range, read and write numerals and represent a number of objects with a written numeral Learning Goal 2 Compare and order two digit numbers based on meanings of the tens and ones using <,>, or = Given a two digit number, mentally find 10 more or 10 less Daily Targets SWBAT: Count and write numbers 11 to 19 (Ch 5 Lesson 1; DOK:1) Count groups of tens (Ch 5 Lesson 2; DOK:1)

17 Make groups of ten and some more (Ch 5 Lesson 4; DOK:2) Make groups of tens and ones (Ch 5 Lesson 5; DOK:2) Make a table to solve problems (Ch 5 Lesson 6; DOK:2) Write numbers to 100 in different ways (Ch 5 Lesson 7; DOK:2) Identify numbers that are ten more and ten less than a given number (Ch 5 Lesson 8; DOK:2) Compare two two digit numbers (Ch 5 Lesson 10; DOK:3) Compare two two digit numbers using symbols (Ch 5 Lesson 11; DOK:3) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1NBTB2 MA1CCSSMathContent1NBTB3 MA1CCSSMathContent1NBTC5 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Understand that the two digits of a two digit number represent amounts of tens and ones Understand the following as special cases: Compare two two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < Given a two digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used Learning Goal 3 Add within 100, including adding a two digit number to a one digit number and adding a two digit number and a multiple of 10, and explain the strategies and reasoning used Daily Targets SWBAT: Add tens within 100 (Ch 6 Lesson 1; DOK:1) Count on by tens and ones to find sums within 100 (Ch 6 Lesson 2; DOK:1)

18 Add tens and ones to find sums within 100 (Ch 6 Lesson 3; DOK:1) Guess, check, and revise to solve problems (Ch 6 Lesson 4; DOK:3) Add tens and ones to find the sum with regrouping (Ch 6 Lesson 5; DOK:2) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1NBTC4 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Add within 100, including adding a two digit number and a one digit number, and adding a two digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used Understand that in adding two digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten Learning Goal 4 Subtract multiples of 10 in the range of 10 to 90 from multiples of 10 in the range of 10 to 90 and explain the strategies and reasoning used Daily Targets Subtract tens to find the difference (Ch 6 Lesson 6; DOK:2) Use a number line to count back by tens to subtract (Ch 6 Lesson 7; DOK:2) Relate addition and subtraction facts to solve problems (Ch 6 Lesson 8; DOK:2) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1NBTC6 Summative Assessment Chapter Tests Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used Benchmark Assessment

19 21st Century Life and Careers WORKK WORKK 4914A1 WORKK 4914A2 WORKK 4914A3 WORKK 4914A5 WORKK 4914B1 WORKK WORKK 4914C1 WORKK 4914D1 WORKK 4914D2 WORKK 4914D3 WORKK 4914E1 WORKK 4914E2 WORKK 4914E3 WORKK 4914F2 WORKK WORKK 4914F3 WORKK 4924B5 WORKK 4924D1 WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time Recognize a problem and brainstorm ways to solve the problem individually or collaboratively Evaluate available resources that can assist in solving problems Determine when the use of technology is appropriate to solve problems Apply critical thinking and problem solving skills in classroom and family settings Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) Use effective oral and written communication in face to face and online interactions and when presenting to an audience Express needs, wants, and feelings appropriately in various situations Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom Explain how digital media are used in daily life in a variety of settings Demonstrate effective communication using digital media during classroom activities Distinguish how digital media are used by individuals, groups, and organizations for varying purposes Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra curricular activities Ethical behaviors support human rights and dignity in all aspects of life Explain the importance of understanding and following rules in family, classroom, and community settings Identify ways to earn and save Determine various ways to save The ability to prioritize wants and needs assists in making informed investments, purchases, and decisions Formative Assessment and Performance Opportunities Chapter quizzes Chapter tests Check My Progress Common Core Quick Check Concept Check Fluency Graded Classwork Homework MAP testing Teacher Observation Differentiation / Enrichment See Common Error! notice in My Math Teacher Manual (Practice and Apply) for tips on differentiation for Chapters 5 6 Centers Clickers Computer If students confuse counting on by ones/tens, have them place a counter on the first number on a hundred chart and move the counter accordingly If students count by tens instead of ones, remind them that they must first count by ones to make a ten If students have difficulty using base ten in the "teens", practice counting, building, and using the numbers Lesson Extensions Manipulatives Modifications as per IEP/504 Review and practice RTI Small group instruction Smartboard Unit Resources AAAmath

20 Brainpop Compass Learning Cool math 4 kids Funbrain Math Fact Café Math playground My Math Chapters 5 6 My Math: Foldables My Math: Learning Stations My Math: Model the Math My Math: Trade Books My Math: Vocabulary Cards TenMarks wwwtenmarkscom

21 Unit 3: Measurement and Data Content Area: Course(s): Time Period: Length: Status: Mathematics Generic Course 1 marking period 6 weeks Published Unit Overview Measure lengths indirectly and by iterating length units, tell and write time, and represent and interpret data In the beginning of April, you should administer Benchmark 3, which covers Chapter 5, Chapter 6, and Chapter 7 Transfer Students will be able to indpendently use their learning to measure lengths indirectly and by iterating length units, tell and write time, and represent and interpret data Meaning Understandings Students will understand that how to show and count votes from a survey using a tally chart how to show information using pictures

22 how to show information on a bar graph compare and order objects by length use the same size nonstandard units to span an object with no gaps or overlaps to measure the object use an hour hand to tell time to the hour use a minute hand to tell minutes past the hour compare an analog clock to a digital clock show how to write and say time on a digital clock Essential Questions Students will keep considering Chapter 7: How do I make and read graphs? Chapter 8: How do I determine length and time? Application of Knowledge and Skill Students will know Organize, represent, and interpret data using a tally chart Organize, represent data with up to three categories using a picture graph Organize, represent, and interpret data with up to three categories

23 on a bar graph How to compare objects by length How to express the length of an object as a whole number of length units How to tell time on an analog clock How to tell time on a digital clock Students will be skilled at Use tally marks to show information in a tally chart Use pictures to show information in a graph Use bar lines to show information on a graph Compare objects by length from longest to shortest Measure an object using nonstandard units Use an analog clock to tell time to the hour and half hour Use a digital clock to read and tell time See picture examples in My Math Teacher Manual: What's the Math in this Chapter? Section (Chapters 7 8) Academic Vocabulary

24 tally chart survey data graph picture graph bar graph length long short measure unit hour hand hour minute hand minute analog clock

25 o'clock digital clock half hour Learning Goal 1 Express the length of an object as a whole number of length of units Daily Targets SWBAT: Compare the lengths of objects using indirect measurement (Ch 8 Lesson 1; DOK:2) Compare and order the lengths of objects (Ch 8 Lesson 2; DOK:3) Measure the lengths of objects using nonstandard units (Ch 8 Lesson 3; DOK:1) Guess, check, and revise to solve problems (Ch 8 Lesson 4; DOK:3) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1MDA1 MA1CCSSMathContent1MDA2 Learning Goal 2 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Order three objects by length; compare the lengths of two objects indirectly by using a third object Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps

26 Tell time in hours and half hours using an analog clock Daily Targets SWBAT: Read and write time to the hour on an analog clock (Ch 8 Lesson 5; DOK:1) Use a digital clock to tell and write time to the hour (Ch 8 Lesson 6; DOK:1) Read time to the half hour on an analog clock (Ch 8 Lesson 7; DOK:1) Use a digital clock to tell and write time to the half hour (Ch 8 Lesson 8; DOK:1) Tell and write time to the hour and half hour using digital and analog clock (Ch 8 Lesson 9; DOK:1) MAK 12CCSSMathPracticeMP1 Make sense of problems and persevere in solving them MAK 12CCSSMathPracticeMP2 Reason abstractly and quantitatively MAK 12CCSSMathPracticeMP3 Construct viable arguments and critique the reasoning of others MAK 12CCSSMathPracticeMP4 Model with mathematics MAK 12CCSSMathPracticeMP5 Use appropriate tools strategically MAK 12CCSSMathPracticeMP6 Attend to precision MAK 12CCSSMathPracticeMP7 Look for and make use of structure MAK 12CCSSMathPracticeMP8 Look for and express regularity in repeated reasoning MA1CCSSMathContent1MDB3 Tell and write time in hours and half hours using analog and digital clocks Learning Goal 3 Represent and interpret data with up to three categories Daily Targets SWBAT:

27 Make and read a tally chart (Ch 7 Lesson 1; DOK:3) Make a table to solve problems (Ch 7 Lesson 2; DOK:3) Make a picture graph (Ch 7 Lesson 3; DOK:3) Interpret data on a picture graph (Ch 7 Lesson 4; DOK:3) Use data to make a bar graph (Ch 7 Lesson 5; DOK:3) Read a bar graph (Ch 7 Lesson 6; DOK:2) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1MDC4 Summative Assessment Chapter Tests Mathematically proficient students look closely to discern a pattern or structure Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have Later, students will see 7 8 equals the well remembered , in preparation for learning about the distributive property In the expression x + 9 x + 14, older students can see the 14 as 2 7 and the 9 as They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems They also can step back for an overview and shift perspective They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects For example, they can see 5 3( x y ) as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and express regularity in repeated reasoning Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another Benchmark Assessment 21st Century Life and Careers WORKK WORKK 4914A1 WORKK 4914A2 WORKK 4914A3 WORKK 4914A5 WORKK 4914B1 WORKK WORKK 4914C1 WORKK 4914D1 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time Recognize a problem and brainstorm ways to solve the problem individually or collaboratively Evaluate available resources that can assist in solving problems Determine when the use of technology is appropriate to solve problems Apply critical thinking and problem solving skills in classroom and family settings Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) Use effective oral and written communication in face to face and online interactions and when presenting to

28 WORKK 4914D2 WORKK 4914D3 WORKK 4914E1 WORKK 4914E2 WORKK 4914E3 WORKK 4914F2 WORKK WORKK 4914F3 WORKK 4924B5 WORKK 4924D1 WORKK an audience Express needs, wants, and feelings appropriately in various situations Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom Explain how digital media are used in daily life in a variety of settings Demonstrate effective communication using digital media during classroom activities Distinguish how digital media are used by individuals, groups, and organizations for varying purposes Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra curricular activities Ethical behaviors support human rights and dignity in all aspects of life Explain the importance of understanding and following rules in family, classroom, and community settings Identify ways to earn and save Determine various ways to save The ability to prioritize wants and needs assists in making informed investments, purchases, and decisions Formative Assessment and Performance Opportunities Chapter quizzes Chapter tests Check My Progress Common Core Quick Check Concept Check Fluency Graded Classwork Homework MAP testing Teacher Observation Differentiation / Enrichment See Common Error! notice in My Math Teacher Manual (Practice and Apply) for tips on differentiation for Chapters 7 8 Centers Clickers Computer If students don't understand why 6:30 is also referred to as half past 6, explain to students that there are 60 minutes in one hour, so 30 minutes show half past the hour If students fail to count or record each piece of data, have students draw a picture to show a vote before asking a classmate to vote If students fail to count or record each piece of data, remind students to double check that the number of pictures they drew, matches the number of tallies shown in the tally chart Lesson Extensions Manipulatives Modifications as per IEP/504 Review and practice RTI Small group instruction Smartboard Unit Resources AAAmath Brainpop Compass Learning Cool math 4 kids Funbrain Math Fact Café Math playground My Math Chapters 7 8 My Math: Foldables My Math: Learning Stations My Math: Model the Math My Math: Trade Books My Math: Vocabulary Cards TenMarks wwwtenmarkscom

29 Unit 4: Geometry Content Area: Course(s): Time Period: Length: Status: Mathematics Generic Course 3rd Marking Period 6 weeks Published Unit Overview Reason with shapes and their attributes In the beginning of June, you should administer Benchmark 4, which covers Chapters 1-10 Transfer Students will be able to independently use their learning to reason with shapes and their attributes Meaning Understandings Students will understand that squares have four sides, four vertices, and all of the sides are the same length rectangles have four sides, four vertices, and opposite sides are the same length trapezoids have four sides, four vertices, and two opposite sides are the same space apart

30 triangles have three sides and three vertices circles have no sides, no vertices, and are curved put shapes together to make a composite shape create a composite shape and compose new shapes from the composite shape divide shapes into two equal parts or halves divide shapes into four equal parts or fourths equal parts are made when all parts put together equally make a whole a defining attribute of a cube is it has 6 square faces a defining attribute of a cube is it has 8 vertices a defining attribute of a rectangular prism is it has 6 rectangular faces a defining attribute of a rectangular prism is it has 8 vertices defining attributes of a cylinder are 2 faces and 0 vertices defining attributes of a cone are it has 1 face and 1 vertex vertices faces Essential Questions Students will keep considering Chapter 9: How can I recognize two dimensional shapes and equal shares?

31 Chapter 10: How can i identify three dimensional shapes? Application of Knowledge and Skill Students will know How to recognize two dimensional shapes by defining attributes How to make a new shape by putting other shapes together How to partition shapes into equal parts Distinguish between defining attributes and nondefining attributes to identify a cube Distinguish between defining attributes and nondefining attributes to identify a rectangular prism Distinguish between defining attributes and nondefining attributes to identify a cylinder Distinguish between defining attributes and nondefining attributes to identify a cone How to combine three dimensional shapes to make a composite shape Students will be skilled at Use defining attributes to determine the correct shape Put pattern blocks together to make a composite shape

32 Divide two dimensional shapes equally into halves or fourths Use defining attributes to identify a cube Use defining attributes to identify a rectangular prism Use defining attributes to identify a cylinder Use defining attributes to identify a cone Use three dimensional shapes to make a composite shape See picture examples in My Math Teacher Manual: What's the Math in this Chapter? Section (Chapters 9 10) Academic Vocabulary whole equal part halves fourths two dimensional shapes side vertex

33 square rectangle triangle trapezoid circle composite shape three dimensional shape cube rectangular prism face cone cylinder Learning Goal 1 Distinguish between the defining and nondefining attributes of a variety of shapes (for example, defining attributes of triangles: closed, three sided; nondefining attributes include color, orientation, and overall size

34 Daily Targets SWBAT: Use defining attributes to identify and describe squares and rectangles (Ch 9 Lesson 1; DOK:2) Use defining attributes to identify and describe trapezoids and triangles (Ch 9 Lesson 2; DOK:2) Use defining attributes to identify and describe circles (Ch 9 Lesson 3; DOK:2) Compare two dimensional shapes (Ch 9 Lesson 4; DOK:3) Look at attributes to identify cubes and rectangular prisms (Ch 10 Lesson 1; DOK:1) Look at attributes to identify cones and cylinders (Ch 10 Lesson 2; DOK:1) Look for a pattern to solve problems (Ch 10 Lesson 3; DOK:2) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1GA1 Learning Goal 2 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Distinguish between defining attributes (eg, triangles are closed and three sided) versus non defining attributes (eg, color, orientation, overall size); build and draw shapes to possess defining attributes Create composite shapes by composing three dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders Describe the shares of partitioned circles and rectangles using the

35 words halves, fourths, and quarters Daily Targets SWBAT: Use two dimensional shapes to make a composite shape (Ch 9 Lesson 5; DOK:3) Use two dimensional shapes to make a composite shape and compose new shapes from the composite shape (Ch 9 Lesson 6; DOK:3) Use logical reasoning to solve problems (Ch 9 Lesson 7; DOK:3) Partition shapes into two or four equal shares and identify how many parts there are in the whole (Ch 9 Lesson 8; DOK:2) Partition shapes into two equal parts (Ch 9 Lesson 9; DOK:2) Partition shapes into four equal parts (Ch 9 Lesson 10; DOK:2) Combine three dimensional shapes to make a composite shape (Ch 10 Lesson 4; DOK:3) MAK 12CCSSMathPracticeMP1 MAK 12CCSSMathPracticeMP2 MAK 12CCSSMathPracticeMP3 MAK 12CCSSMathPracticeMP4 MAK 12CCSSMathPracticeMP5 MAK 12CCSSMathPracticeMP6 MAK 12CCSSMathPracticeMP7 MAK 12CCSSMathPracticeMP8 MA1CCSSMathContent1GA2 MA1CCSSMathContent1GA3 Summative Assessment Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Compose two dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter circles) or three dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of Describe the whole as two of, or four of the shares Understand for these examples that decomposing into more equal shares creates smaller shares

36 Chapter Tests Benchmark Assessment 21st Century Life and Careers WORKK WORKK 4914A1 WORKK 4914A2 WORKK 4914A3 WORKK 4914A5 WORKK 4914B1 WORKK WORKK 4914C1 WORKK 4914D1 WORKK 4914D2 WORKK 4914D3 WORKK 4914E1 WORKK 4914E2 WORKK 4914E3 WORKK 4914F2 WORKK WORKK 4914F3 WORKK 4924B5 WORKK 4924D1 WORKK The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time Recognize a problem and brainstorm ways to solve the problem individually or collaboratively Evaluate available resources that can assist in solving problems Determine when the use of technology is appropriate to solve problems Apply critical thinking and problem solving skills in classroom and family settings Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) Use effective oral and written communication in face to face and online interactions and when presenting to an audience Express needs, wants, and feelings appropriately in various situations Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom Explain how digital media are used in daily life in a variety of settings Demonstrate effective communication using digital media during classroom activities Distinguish how digital media are used by individuals, groups, and organizations for varying purposes Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra curricular activities Ethical behaviors support human rights and dignity in all aspects of life Explain the importance of understanding and following rules in family, classroom, and community settings Identify ways to earn and save Determine various ways to save The ability to prioritize wants and needs assists in making informed investments, purchases, and decisions Formative Assessment and Performance Opportunities Chapter quizzes Chapter tests Check My Progress Common Core Quick Check Concept Check Fluency Graded Classwork Homework MAP testing Teacher Observation Differentiation / Enrichment See Common Error! notice in My Math Teacher Manual (Practice and Apply) for tips on differentiation for Chapters 9 10 Centers Clickers Computer If students cannot identify a triangle that is not equilateral, show some examples and count the number of sides and vertices with the students Lesson Extensions Make sure students understand that composite shapes do not always make a familiar shape Manipulatives Modifications as per IEP/504 Review and practice RTI

37 Small group instruction Smartboard Students may not realize that objects can be the same shape but different sizes Show them a variety of objects of one shape in different sizes Unit Resources AAAmath Brainpop Compass Learning Cool math 4 kids Funbrain Math Fact Café Math playground My Math Chapters 9 10 My Math: Foldables My Math: Learning Stations My Math: Model the Math My Math: Trade Books My Math: Vocabulary Cards TenMarks wwwtenmarkscom

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