Grade 4 Mathematics, Quarter 4, Unit 4.3 Using Place Value to Add and Subtract Whole Numbers to the Millions. Overview


 Geoffrey Maxwell
 2 years ago
 Views:
Transcription
1 Whole Numbers to the Millions Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Round multidigit whole numbers using understanding of place value. Recognize that the value of digits in a whole number increases by a power of 10 as you move to the left. Fluently add and subtract multidigit whole numbers using the standard algorithm Solve multistep word problems using whole numbers. Represent word problems with an equation using a letter standing for the unknown quantity. Mathematical Practices to Be Integrated 1 Make sense of problems and persevere in solving them. Analyze the relationships that place value creates in our number system. Check for the reasonableness of an answer by estimating, using your knowledge that the value of the digits in a number increases or decreases by powers of Model with mathematics. Solve addition and subtraction word problems using bar diagrams to find the unknown quantity. Interpret results and revise if necessary. Essential Questions How can you compose and decompose the same number in different ways? What strategy do you use to round a given number? How can you use place value to round numbers? How can you use the standard algorithm to add/subtract? Explain the process. How can you use a letter to represent an unknown quantity when solving an equation? Providence Public Schools D105
2 Version 4 Whole Numbers to the Millions (7 9 days) Standards Common Core State Standards for Mathematical Content Number and Operations in Base Ten 2 2 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000, NBT Generalize place value understanding for multidigit whole numbers. 4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. Use place value understanding and properties of operations to perform multidigit arithmetic. 4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems. 4.OA.3 Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Common Core State Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. D106 Providence Public Schools
3 Grade 4 Mathematics, Quarter 4, Unit 4.3 Whole Numbers to the Millions (7 9 days) Version 4 Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Clarifying the Standards Prior Learning In Grade 2, students compared 2 threedigit numbers. In Grade 3, students rounded whole numbers to the nearest hundred. Place value was an additional rather than a major cluster according to the PARCC document. Adding and subtracting multidigit whole numbers was also an additional cluster according to the PARCC document. Students learned to fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Current Learning In Grade 4, place value is one of the major clusters according to the PARCC document; therefore, it requires more emphasis and time throughout the year. In Quarter 1, students understand, compare, and round up to sixdigit numbers. In Quarter 2, students extend this learning to sevendigit numbers. Adding and subtracting is also a major cluster in Grade 4 according to PARCC. In Quarter 1, students add and subtract multidigit whole numbers up to the hundredthousands place using the standard algorithm. In Quarter 2, students add and subtract multidigit whole numbers to the millions place using the standard algorithm. By the end of Grade 4, students add and subtract fluently to the millions place. Future Learning In Grade 5, students will extend their knowledge of the place value system to decimals and division based on base ten numbers. The extension of the place value system is a major intellectual accomplishment, involving understanding and skill with base ten units. The Number and Operations in Base Ten: Place Value System domain does not appear in grades 6 and beyond. It is expected that students will understand and apply place value in all mathematics. In Grade 5, students will perform the four operations with multidigit whole numbers and with decimals to the hundredths. Additional Findings Conceptual understanding of and procedural fluency with multidigit numbers and decimal fractions require that students understand and use the base ten quantities represented by number words and number notation. Research indicates that much of students difficulty with decimal fractions stems from their failure to understand the base ten representations. (Adding It Up, p. 417) To read numerals between 1,000 and 1,000,000, students need to understand the roles of commas. Each sequence of three digits made by commas is read as hundreds, tens, and ones, followed by the name of the appropriate basethousand unit. (Progressions for the Common Core State Standards in Mathematics: K 5, Number and Operations in Base Ten, p. 12) Providence Public Schools D107
4 Version 4 Whole Numbers to the Millions (7 9 days) By the end of this grade band (3 5), students should be computing fluently with whole numbers. Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. (Principles and Standards for School Mathematics, p. 152). Assessment When constructing an endofunit assessment, be aware that the assessment should measure your students understanding of the big ideas indicated within the standards. The CCSS for Mathematical Content and the CCSS for Mathematical Practice should be considered when designing assessments. Standardsbased mathematics assessment items should vary in difficulty, content, and type. The assessment should comprise a mix of items, which could include multiple choice items, short and extended response items, and performancebased tasks. When creating your assessment, you should be mindful when an item could be differentiated to address the needs of students in your class. The mathematical concepts below are not a prioritized list of assessment items, and your assessment is not limited to these concepts. However, care should be given to assess the skills the students have developed within this unit. The assessment should provide you with credible evidence as to your students attainment of the mathematics within the unit. Round multidigit whole numbers. Explain the pattern that occurs in the value of digits in a whole number as you move to the left. Fluently add and subtract multidigit whole numbers using the standard algorithm. Solve multistep word problems and represent the situation with an equation using a letter standing for the unknown quantity. Use estimation to show that your answer is reasonable. Instruction Learning Objectives Students will be able to: Round multidigit whole numbers using understanding of place value. Explain that the value of digits in a whole number increases by a power of ten as you move to the left. Fluently add and subtract multidigit whole numbers using the standard algorithm. Solve multistep word problems using whole numbers. Represent word problems using an equation with a letter standing for the unknown quantity. Use estimation to show that your answer is reasonable. Demonstrate understanding of the concepts and skills in this unit. D108 Providence Public Schools
5 Grade 4 Mathematics, Quarter 4, Unit 4.3 Whole Numbers to the Millions (7 9 days) Version 4 Resources envision Math Grade 4, Pearson Education, Inc., 2009 Topic 1, Numeration, Teacher Edition Also see Section I, Supplemental Materials Lesson 1.3A, Place Value Relationships Topic 2, Adding and Subtracting Whole Numbers, Teacher Edition Teacher Resource Masters Student Edition Investigations in Numbers, Data, and Space, Grade 4, Pearson Education, Inc., 2008 Implementing Investigations in Grade 4 Implementation Guide Unit 5; Landmarks and Large Numbers, Teacher Edition Investigation 2: Adding It Up Investigation 4: Subtraction Also see Section I, Supplemental Materials Session 3.6A, Larger Place Values Session 4.4A, Studying the U.S. Algorithm for Subtraction Teacher Resources Binder Pearson Online Success Net, Implementing Investigations Site, Exam View Assessment Suite Note: The district resources may contain content that goes beyond the standards addressed in this unit. See the Planning for Effective Instructional Design and Delivery and Assessment sections for ample resources to refer to when planning your unit and individual lessons. Materials Placevalue blocks, placevalue chart Instructional Considerations Key Vocabulary millions demonstrate word form expanded form standard form associative property of addition commutative property of addition decompose identity property of addition Providence Public Schools D109
6 Version 4 Whole Numbers to the Millions (7 9 days) Planning for Effective Instructional Design and Delivery In Unit 1.1 and 1.2, students were working with place value and adding and subtracting whole numbers up to the hundred thousands place. This unit extends their learning to the millions place. Throughout this unit, some parts of the resources will need to be repurposed and reused because this is an extension of the previous units. When planning with the resources, focus on practice with the numbers in the millions place. Students should be developing fluency using the standard algorithm. When planning the unit, refer to envisions Topics 1 and 2 for the Math Background for Teachers on pages 2A, 2B, 26A, and 26B. Also refer to the Investigations Unit 5 TE in the Teacher Notes pages , , and the Dialogue Box pages , Students should have a deep understanding of place value and number sense and be able to explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. This is the first grade level in which students are expected to be proficient at using the standard algorithm to add and subtract. However, other previously learned strategies are still appropriate for students to use. After much practice with using place value to justify their steps, they will develop fluency with the algorithm. As stated in the progression document, the standard algorithm is the culminations of a long progression of reasoning about quantities, the baseten system, and the properties of operations. According to the progressions, students in grade 3 begin the step to formal algebraic language by using a letter for the unknown quantity in expressions or equations for one and two step problems. The symbols for arithmetic, multiplication and division continue to be used in grades 3, 4, and 5. Students use estimation to assess the reasonableness of their answers. Estimation skills include identifying when estimation is appropriate, determining the level of accuracy needed, selecting the appropriate method of estimation, and verifying solutions or determining the reasonableness of situations using various estimation strategies. Incorporate Ten Minute Math Activities, the Problem of the Day, and the Daily Spiral Review that are aligned to The Common Core State Standards for Mathematics. EnVision Center Activities and Investigations Activities offer additional practice for student learning and support small group differentiated instruction. Use teacher created common tasks as formative assessments to monitor student progress and understanding of critical content and essential questions. Use data from formal and informal assessments to guide your instruction and planning. For planning considerations, read through the teacher editions for suggestions about scaffolding techniques, using additional examples, and differentiated instruction as suggested by the envision and Investigations resources, particularly the Algebra Connections and Teacher Notes section. D110 Providence Public Schools
7 Grade 4 Mathematics, Quarter 4, Unit 4.3 Whole Numbers to the Millions (7 9 days) Version 4 Notes Providence Public Schools D111
8 Version 4 Whole Numbers to the Millions (7 9 days) D112 Providence Public Schools
Overview. Essential Questions. Grade 4 Mathematics, Quarter 1, Unit 1.1 Applying Place Value Up to the 100,000s Place
to the 100,000s Place Overview Number of instruction days: 8 10 (1 day = 90 minutes) Content to Be Learned Compare whole numbers within 1,000,000 using >,
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 2, Unit 2.1 Multiplying MultiDigit Whole Numbers
Multiplying MultiDigit Whole Numbers Overview Number of instruction days: 5 7 (1 day = 90 minutes) Content to Be Learned Use strategies based on place value and properties of operations to multiply a
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 3, Unit 3.3 Multiplying Fractions by a Whole Number
Multiplying Fractions by a Whole Number Overview Number of instruction days: 8 10 (1 day = 90 minutes) Content to Be Learned Understand that a fraction can be written as a multiple of unit fractions with
More informationOverview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.1 Adding and Subtracting Decimals
Adding and Subtracting Decimals Overview Number of instruction days: 12 14 (1 day = 90 minutes) Content to Be Learned Add and subtract decimals to the hundredths. Use concrete models, drawings, and strategies
More informationOverview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.2 Multiplying and Dividing With Decimals
Multiplying and Dividing With Decimals Overview Number of instruction days: 9 11 (1 day = 90 minutes) Content to Be Learned Multiply decimals to hundredths. Divide decimals to hundredths. Use models, drawings,
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationDecimals in the Number System
Grade 5 Mathematics, Quarter 1, Unit 1.1 Decimals in the Number System Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Recognize place value relationships. In a multidigit
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationDivision with Whole Numbers and Decimals
Grade 5 Mathematics, Quarter 2, Unit 2.1 Division with Whole Numbers and Decimals Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Divide multidigit whole numbers
More informationOverview. Essential Questions. Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs
Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Draw a picture
More informationUnderstanding Place Value of Whole Numbers and Decimals Including Rounding
Grade 5 Mathematics, Quarter 1, Unit 1.1 Understanding Place Value of Whole Numbers and Decimals Including Rounding Overview Number of instructional days: 14 (1 day = 45 60 minutes) Content to be learned
More informationOverview. Essential Questions. Algebra I, Quarter 1, Unit 1.2 Interpreting and Applying Algebraic Expressions
Algebra I, Quarter 1, Unit 1.2 Interpreting and Applying Algebraic Expressions Overview Number of instruction days: 6 8 (1 day = 53 minutes) Content to Be Learned Write and interpret an expression from
More informationOverview. Essential Questions. Grade 7 Mathematics, Quarter 4, Unit 4.2 Probability of Compound Events. Number of instruction days: 8 10
Probability of Compound Events Number of instruction days: 8 10 Overview Content to Be Learned Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand
More informationPolygons and Area. Overview. Grade 6 Mathematics, Quarter 4, Unit 4.1. Number of instructional days: 12 (1 day = minutes)
Grade 6 Mathematics, Quarter 4, Unit 4.1 Polygons and Area Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Calculate the area of polygons by composing into rectangles
More informationSolving Equations with One Variable
Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable
More informationCommon Core State Standards. Standards for Mathematical Practices Progression through Grade Levels
Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for
More informationLinear Systems of Inequalities
Mathematical Models with Applications, Quarter 2, Unit 2.2 Linear Systems of Inequalities Overview Number of instruction days: 57 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be
More informationQuadratic and Linear Systems
Mathematical Models with Applications, Quarter 3, Unit 3.1 Quadratic and Linear Systems Overview Number of instruction days: 57 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be
More informationProblem of the Month: Calculating Palindromes
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationPA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*
Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed
More informationComparing Fractions and Decimals
Grade 4 Mathematics, Quarter 4, Unit 4.1 Comparing Fractions and Decimals Overview Number of Instructional Days: 10 (1 day = 45 60 minutes) Content to be Learned Explore and reason about how a number representing
More informationOverview. Essential Questions. Precalculus, Quarter 1, Unit 1.4 Analyzing Exponential and Logarithmic Functions
Analyzing Exponential and Logarithmic Functions Overview Number of instruction days: 5 7 (1 day = 53 minutes) Content to Be Learned Rewrite radical expressions using the properties of exponents. Rewrite
More informationOverview. Essential Questions. Precalculus, Quarter 3, Unit 3.4 Arithmetic Operations With Matrices
Arithmetic Operations With Matrices Overview Number of instruction days: 6 8 (1 day = 53 minutes) Content to Be Learned Use matrices to represent and manipulate data. Perform arithmetic operations with
More informationUnit 1: Place value and operations with whole numbers and decimals
Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students
More informationGary School Community Corporation Mathematics Department Unit Document. Unit Number: 3 Grade: 4
Gary School Community Corporation Mathematics Department Unit Document Unit Number: 3 Grade: 4 Unit Name: Measurement with Angles and Rectangles Duration of Unit: 20 Days UNIT FOCUS In this unit, students
More informationUnderstanding Place Value
Grade 5 Mathematics, Quarter 1, Unit 1.1 Understanding Place Value Overview Number of instructional days: 7 (1 day = 45 minutes) Content to be learned Explain that a digit represents a different value
More informationMultiplying Fractions by a Whole Number
Grade 4 Mathematics, Quarter 3, Unit 3.1 Multiplying Fractions by a Whole Number Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Apply understanding of operations
More informationPythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions
Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,
More informationOverview. Essential Questions. Precalculus, Quarter 4, Unit 4.5 Build Arithmetic and Geometric Sequences and Series
Sequences and Series Overview Number of instruction days: 4 6 (1 day = 53 minutes) Content to Be Learned Write arithmetic and geometric sequences both recursively and with an explicit formula, use them
More informationProblem of the Month. Squirreling it Away
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationProblem of the Month The Wheel Shop
Problem of the Month The Wheel Shop The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationQuadratic Functions: Complex Numbers
Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 1214 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop
More informationOverview. Essential Questions. Precalculus, Quarter 2, Unit 2.4 Interpret, Solve, and Graph Inverse Trigonometric Functions
Trigonometric Functions Overview Number of instruction days: 3 5 (1 day = 53 minutes) Content to Be Learned Use restricted domains in order to construct inverse Use inverse trigonometric functions to solve
More informationPerformance Assessment Task Gym Grade 6. Common Core State Standards Math  Content Standards
Performance Assessment Task Gym Grade 6 This task challenges a student to use rules to calculate and compare the costs of memberships. Students must be able to work with the idea of breakeven point to
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationProblem of the Month: Double Down
Problem of the Month: Double Down The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationCCSS: Mathematics. Operations & Algebraic Thinking. CCSS: Grade 5. 5.OA.A. Write and interpret numerical expressions.
CCSS: Mathematics Operations & Algebraic Thinking CCSS: Grade 5 5.OA.A. Write and interpret numerical expressions. 5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationScholastic Do The Math
Scholastic correlated to the Grades K  7 2011 TM & Scholastic Inc. All rights reserved. SCHOLASTIC,, and associated logos are trademarks and/or registered trademarks of Scholastic Inc. Scholastic Correlated
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More information2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1
2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1 The materials are copyrighted (c) and trademarked (tm)
More informationGrades K6. Correlated to the Common Core State Standards
Grades K6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for
More informationJohn Adair Intermediate 4th Grade Math Learning Targets I Can Statements..
John Adair Intermediate 4th Grade Math Learning Targets I Can Statements.. NUMBERS AND OPERATIONS IN BASE TEN 4.NBT Generalize place value understanding for multidigit whole numbers. Explain how the base
More informationThe New York City Department of Education. Grade 4 Mathematics Benchmark Assessment. Teacher Guide Fall 2012
The New York City Department of Education Grade 4 Mathematics Benchmark Assessment Teacher Guide Fall 2012 November 26, 2012 January 11, 2013 2704065 Table of Contents Test Design and Instructional Purpose...
More informationOverview. Essential Questions. Precalculus, Quarter 2, Unit 2.5 Proving Trigonometric Identities. Number of instruction days: 5 7 (1 day = 53 minutes)
Precalculus, Quarter, Unit.5 Proving Trigonometric Identities Overview Number of instruction days: 5 7 (1 day = 53 minutes) Content to Be Learned Verify proofs of Pythagorean identities. Apply Pythagorean,
More informationTopic Skill Homework Title Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Year 1 (Age 56) Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count up to 10 and back (Age 56) Count up to 20 objects (Age 56)
More informationCORE Assessment Module Module Overview
CORE Assessment Module Module Overview Content Area Mathematics Title TShirts Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve reallife and mathematical problems using
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationOperations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. MP.
Performance Assessment Task Incredible Equations Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be able to understand
More informationParent Packet. HAUPPAUGE MATH DEPARTMENT CCLS Grade 4 MODULE 1
Parent Packet HAUPPAUGE MATH DEPARTMENT CCLS Grade 4 MODULE 1 http://www.hauppauge.k12.ny.us/math 2014 2015 School Year Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction
More informationCORE Assessment Module Module Overview
CORE Assessment Module Module Overview Content Area Mathematics Title Speedy Texting Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve reallife and mathematical problems
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More informationCreating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities
Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourthgrade standards highlight all four operations, explore fractions in greater detail, and
More informationProgressing toward the standard
Report Card Language: The student can fluently multiply and divide within 100. CCSS: 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
More informationA Correlation of. to the. Common Core State Standards for Mathematics Grade 4
A Correlation of to the Introduction envisionmath2.0 is a comprehensive K6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced
More information4 th Grade Bookmarks: Standards Reference to Support Planning and Instruction
*Cut and throw away Construction directions: Print back to back on cardstock. Cut the pages in half along the black line. Hole punch the top left corner. Secure with a loose leaf binder ring of the appropriate
More informationOverview. Essential Questions. Grade 7 Mathematics, Quarter 3, Unit 3.3 Area and Circumference of Circles. Number of instruction days: 3 5
Area and Circumference of Circles Number of instruction days: 3 5 Overview Content to Be Learned Develop an understanding of the formulas for the area and circumference of a circle. Explore the relationship
More informationCOMMON CORE CROSSWALK
COMMON CORE CROSSWALK Grades K  4 Mathematics Breakout Session January/February 2011 Missouri Department of Elementary and Secondary Education Agenda Common Focus CCSS Search What s common about the Mathematics
More informationBedford 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
More informationGary School Community Corporation Mathematics Department Unit Document. Unit Number: 8 Grade: 2
Gary School Community Corporation Mathematics Department Unit Document Unit Number: 8 Grade: 2 Unit Name: YOU SEE IT!!! (2D & 3D Shapes) Duration of Unit: 18 days UNIT FOCUS Students describe and analyze
More informationGrade 4 MultiDigit Multiplication and Division with One Divisor Unit of Instruction
Grade 4 MultiDigit Multiplication and Division with One Divisor Unit of Instruction This is a progressive unit of instruction beginning with students investigating the concrete area model of fraction
More informationPerformance Assessment Task Cindy s Cats Grade 5. Common Core State Standards Math  Content Standards
Performance Assessment Task Cindy s Cats Grade 5 This task challenges a student to use knowledge of fractions to solve one and multistep problems with fractions. A student must show understanding of
More informationLaws of Sines and Cosines and Area Formula
Precalculus, Quarter 3, Unit 3.1 Laws of Sines and Cosines and Area Formula Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Derive and use the formula y = 1 2 absin
More informationMath Content by Strand 1
Math Content by Strand 1 Number and Operations: Whole Numbers Addition and Subtraction and the Number System Kindergarten Young students develop their understanding of the operations of addition and subtraction
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationProgressing toward the standard
Report Card Language: add, subtract, multiply, and/or divide to solve multistep word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having wholenumber answers using
More informationGeorgia Department of Education. Calculus
K12 Mathematics Introduction Calculus The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety
More information4 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
More informationCarroll County Public Schools Elementary Mathematics Instructional Guide (5 th Grade) Unit #4 : Division of Whole Numbers and Measurement
Background Information and Research By fifth grade, students should understand that division can mean equal sharing or partitioning of equal groups or arrays. They should also understand that it is the
More informationNumbers and Operations in Base 10 and Numbers and Operations Fractions
Numbers and Operations in Base 10 and Numbers As the chart below shows, the Numbers & Operations in Base 10 (NBT) domain of the Common Core State Standards for Mathematics (CCSSM) appears in every grade
More information4 th Grade Mathematics Unpacked Content
4 th Grade Mathematics Unpacked Content This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these
More informationVocabulary, 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
More informationUNIT TITLE: Module 3 MultiDigit Multiplication and Division Grade: 4th Time: 9 weeks
Common Core Standards: MAFS.4.OA.1.3, MAFS.4.OA.1.2, MAFS.4.OA.1.3, MAFS.4.OA.2.4, MAFS.4.NBT.2.4, MAFS.4.NBT.2.6, MAFS.4.MD.1.3 Mathematical Practice: Mp.2, MP.4, MP.5, MP.8 CCSS Unpacked Know (Level
More informationProblem of the Month: Digging Dinosaurs
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationProblem of the Month: Fair Games
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationAERO/Common Core Alignment 35
AERO/Common Core Alignment 35 Note: In yellow are the AERO Standards and inconsistencies between AERO and Common Core are noted by the strikethrough ( eeeeee) notation. AERO Common Core Mapping 1 Table
More informationCOMMON CORE. DECONSTRUCTED for. State Standards 5TH GRADE ARTS 5MATHEMATICS
COMMON CORE State Standards DECONSTRUCTED for Classroom Impact 5MATHEMATICS 5TH GRADE ARTS 855.809.7018 www.commoncoreinstitute.com MathEMATICS OVERVIEW Introduction The Common Core Institute is pleased
More informationMath 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
More informationMACMILLAN/McGRAWHILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More information2012 Noyce Foundation
Performance Assessment Task Hexagons in a Row Grade 5 This task challenges a student to use knowledge of number patterns and operations to identify and extend a pattern. A student must be able to describe
More informationExplaining Volume Formulas and Modeling Geometric Shapes
Geometry, Quarter 3, Unit 3.1 Explaining Volume Formulas and Modeling Geometric Shapes Overview Number of instructional days: 11 (1 day = 45 60 minutes) Content to be learned Give an informal argument
More informationYearataGlance: 5 th Grade
September: UNIT 1 Place Value Whole Numbers Fluently multiply multidigit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement
More information#1 Make sense of problems and persevere in solving them.
#1 Make sense of problems and persevere in solving them. 1. Make sense of problems and persevere in solving them. Interpret and make meaning of the problem looking for starting points. Analyze what is
More informationContent Elaborations. Standards
Grade Two Mathematics Domain Operations and Algebraic Thinking Cluster Represent and solve problems involving addition and subtraction Pacing Quarter 1: Stepping Stones Modules 1, 2, 3 Quarter 2: Stepping
More informationCOMMON CORE. DECONSTRUCTED for. State Standards FOURTH GRADE ARTS 4MATHEMATICS
COMMON CORE State Standards DECONSTRUCTED for Classroom Impact 4MATHEMATICS FOURTH GRADE ARTS 855.809.7018 www.commoncoreinstitute.com MathEMATICS Introduction The Common Core Institute is pleased to
More informationEffective Mathematics Interventions
Effective Mathematics Interventions Diane P. Bryant, Ph.D. Brian R. Bryant, Ph.D. Kathleen Hughes Pfannenstiel, Ph.D. Meadows Center for Preventing Educational Risk: Mathematics Institute 1 Research to
More informationThird 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
More informationMISSOURI 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 multidigit multiplication,
More informationJust want the standards alone? You can find the standards alone at http://corestandards.org/thestandards
4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213 school year. This document is designed to help North
More informationTopic: 1  Understanding Addition and Subtraction
8 days / September Topic: 1  Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one and twostep
More information4th 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 11 OA1 recognize multiplication as repeated addition G21, G22, G23, G35 12 OA5 use patterns
More informationFourth Grade Saxon Math Curriculum Guide Key Standards Addressed in Section
Sections and Lessons Fourth Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 110 Focus on Concepts A & B Investigation 1 Sequences, Word Problems, Place Value, Numbers to
More informationCommon Core State Standards for Math Grades K  7 2012
correlated to the Grades K  7 The Common Core State Standards recommend more focused and coherent content that will provide the time for students to discuss, reason with, reflect upon, and practice more
More informationCommon Core Standards for Mathematics Grade 4 Operations & Algebraic Thinking Date Taught
Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35
More informationMathematics K8 Critical Areas of Focus
Mathematics K8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K8. The critical areas are designed
More information