Enhanced Instructional Transition Guide


 Shavonne Walton
 3 months ago
 Views:
Transcription
1 Addition and Subtraction with Whole Numbers and Decimals (13 days) Possible Lesson 01 (5 days) Possible Lesson 02 (8 days) POSSIBLE LESSON 01 (5 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Decimal addition and subtraction computations are modeled with baseten blocks, grids, and number lines. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strikethrough (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at 4.3 Number, operation, and quantitative reasoning.. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to: 4.3A Use addition and subtraction to solve problems involving whole numbers. Supporting Standard 4.3B Add and subtract decimals to the hundredths place using concrete objects and pictorial models. Supporting Standard 4.10 Geometry and spatial reasoning.. The student recognizes the connection between numbers and their properties and points on a line. The student is expected to: 4.10 Locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. Readiness Standard page 1 of 22
2 Underlying Processes and Mathematical Tools TEKS: 4.14 Underlying processes and mathematical tools.. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: 4.14A Identify the mathematics in everyday situations. 4.14B Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 4.14C Select or develop an appropriate problemsolving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem. 4.14D Use tools such as real objects, manipulatives, and technology to solve problems Underlying processes and mathematical tools.. The student communicates about Grade 4 mathematics using informal language. The student is expected to 4.15A Explain and record observations using objects, words, pictures, numbers, and technology. 4.15B Relate informal language to mathematical language and symbols Underlying processes and mathematical tools.. The student uses logical reasoning. The student is expected to: 4.16B Justify why an answer is reasonable and explain the solution process. Performance Indicator(s): page 2 of 22
3 Grade 04 Mathematics Unit 02 PI 01 Use grids (tenths or hundredths) and/or number lines to model decimal numbers in addition/subtraction problem situations (e.g., distances, money, etc.) such as: Liza ran 1.7 miles on Monday, 0.8 miles on Tuesday, and 3.75 miles on Wednesday. How many more miles did Liza run on Wednesday than she ran on the other two days? A kitchen floor needs ten rows of tiles with ten tiles in each row. A worker installed 32 hundredths of the tiles the first day. On the second day, the worker finished the job. How many tiles were installed on the second day? Susie purchased a sports drink for $1.34, a sandwich for $2.79, and a bag of chips for 3 quarters. How much did Susie pay for the drink, sandwich, and chips? For each situation, write a description of your observations of how the model was used to identify the decimal numbers in the problem, and then justify how it was used to solve it. Standard(s): 4.3A, 4.3B, 4.10, 4.14A, 4.14B, 4.14C, 4.14D, 4.15A, 4.15B, 4.16B ELPS ELPS.c.4I, ELPS.c.5F, ELPS.c.5G Key Understanding(s): When solving addition and subtraction problems involving whole numbers and decimals, only digits with the same place value can be added or subtracted because digits in like places have the same underlying unit amount. Models, including number lines, can be used to communicate the values of whole numbers and decimals to solve reallife addition and subtraction problem situations and to justify their solutions. Problem solving with addition and subtraction of whole numbers and decimal models involves analyzing the given information, the missing information, and the question(s); developing a plan with strategies; observing and communicating the mathematical ideas through verbal/written descriptions, statements, and/or equations; and evaluating the solution for reasonableness. Misconception(s): Some students may think that 0.9 and 0.09 are equivalent. Use models to create a visual representation showing why these two values are not equivalent. Vocabulary of Instruction: page 3 of 22
4 addend decimal hundredths tenths Materials: BaseTen Block Model Cards (optional) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Explore 1) baseten blocks ( cubes, flats, longs, 10 units in each set) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Explore 1) construction paper (1 sheet per student) glue (1 per 2 students) Local Resource(s) scissors (1 per 2 students) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Decimal Addition and Subtraction Grids Blank Tenths and Hundredths Grids Decimal Problem Solver KEY Decimal Problem Solver Blank Decimal Number Line Adding and Subtracting Decimals Using Number Lines and Grids KEY Adding and Subtracting Decimals Using Number Lines and Grids page 4 of 22
5 GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. Suggested Day Suggested Instructional Procedures Notes for Teacher 1 Topics: Introduce addition with decimal numbers using baseten blocks Spiraling Review Engage 1 Students use baseten blocks to model decimal number addition. MATERIALS Instructional Procedures: 1. Place students in groups of 3 4. Distribute a set of base ten blocks (no 1000 cubes) to each group and display the following problem for the class to see: 2. Instruct student groups to use their baseten blocks to create the numbers in the problem, and to find a solution. Allow students time to construct their models. Monitor and assess groups to check for understanding. Facilitate a class discussion about the different ways groups used the baseten blocks to create a model of the addition problem and how to find the solution. Ask: baseten blocks ( cubes, flats, longs, 10 units in each set) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Explore 1) BaseTen Block Model Cards (optional) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Explore 1) TEACHER NOTE You may distribute the 1000cubes to the groups if you wish. Be prepared to discuss the difference in page 5 of 22
6 Suggested Day Suggested Instructional Procedures Which blocks represent the whole? (the 100flats or 1000cubes) Which blocks represent the tenths? (the 10longs) Which blocks represent the hundredths? (the unit cubes) How is adding decimals like adding whole numbers? How is it different? Answers may vary. It is just like adding whole numbers, but the blocks represent different amounts; The blocks now represent parts of a whole; etc. If this problem were recorded on a grid, what would it look like? Answers may vary. The decimal amounts for tenths can be shaded on a tenths or hundredths grid and the decimal amount for hundredths can be shaded on a hundredths grid; Whole numbers would be a whole grid shaded; etc. Notes for Teacher using the 1000cube as the whole versus using the 100 flat as a whole. Either baseten block will model the problem accurately because the relationship between the blocks is consistent. However, since students will be working with the tenths and hundredths grids in drawing pictorial representations, it may be best to steer the class towards the use of the 100flat rather than the 1000cube. 2 Topics: Model addition and subtraction of decimal numbers with grids Spiraling Review Explore/Explain 1 Students use tenths and hundredths grids to model addition and subtraction of decimal numbers. ATTACHMENTS Instructional Procedures: 1. Display teacher resource: Decimal Addition and Subtraction Grids. Ask: Teacher Resource: Decimal Addition and Subtraction Grids (1 per teacher) Handout: Decimal Addition and Subtraction Grids (1 per student) How did you use the baseten blocks to represent decimals? Answers may vary. The 100flat represented the whole, the 10long represented the tenths, and the unit page 6 of 22
7 Suggested Day Suggested Instructional Procedures represented the hundredths; etc. How are the baseten blocks and decimal grids similar? Answers may vary. The grids are the same shape as the blocks and separated into tenths like the 10longs and/or hundredths which look like the unit blocks; etc. Notes for Teacher 2. Distribute handout: Decimal Addition and Subtraction Grids to each student. Instruct students to shade 4 tenths on the first decimal tenths grid, 5 tenths on the second decimal tenths grid, and an estimate of the sum on the third decimal tenths grid. Allow time for students to complete their shading. Demonstrate the same process with the decimal tenths grids on teacher resource: Decimal Addition and Subtraction Grids. 3. Instruct students to repeat the procedure using the decimal hundredths grids with the numbers 4 hundredths and 5 hundredths, respectively. Remind students to shade an estimate of the sum in the third decimal hundredths grid. Demonstrate the same process with the decimal hundredths grids on teacher resource: Decimal Addition and Subtraction Grids. page 7 of 22
8 Suggested Day Suggested Instructional Procedures Notes for Teacher 4. Instruct several student volunteers to name the decimal number and word form for the amounts shaded in each model. Facilitate a class discussion about the decimals shaded in the tenths and hundredths grids. Ask: When you added 4 tenths to 5 tenths what was the sum? (0.9) Could you write this as a fraction? What would it look like? (Yes; ) When you added 4 hundredths to 5 hundredths what was the sum? (0.09) Could you write this as a fraction? What would it look like? (Yes; ) Are ninetenths and ninehundredths equivalent? How do you know? (No) Answers may vary. On a hundredths grid, ninetenths would have 90 units shaded whereas ninehundredths would only have 9 units shaded; etc. page 8 of 22
9 Suggested Day Suggested Instructional Procedures Notes for Teacher 5. Remind students that in adding decimal numbers vertically, it is important to remember place value. Therefore, liningup the decimal is important during decimal addition and subtraction computation. Demonstrate how to line up the decimal points. Ask: How is the role of the zero in decimals the same as the role of the zero in whole numbers? Answers may vary. It is a place holder and if there is no value, a zero is placed there; the zero represents no digit divided by 10 when moving to the right of the decimal point; the zero represents no digit multiplied by 10 when moving to the left of the hundredths place; etc. How could you model subtraction using tenths and hundredths grids? Answers may vary. Display the numbers in the problem and then cross out the number being subtracted; etc. 6. Display the problem for the class to see. Instruct student groups to discuss how they might solve this problem using a decimal grid, and then record their response using the bottom half of their handout: Decimal Addition and Subtraction Grids. Allow time for students to discuss their solution process and appropriately shade their decimal grids. Monitor and assess student groups to check for understanding. 7. Using teacher resource: Decimal Addition and Subtraction Grids, display the decimal grids below: page 9 of 22
10 Suggested Day Suggested Instructional Procedures Notes for Teacher Facilitate a class discussion about how decimal grids can be used in solving decimal subtraction problems. Model the actual removal of the threetenths from the seventenths to assist students in understanding the operation of subtraction with a decimal grid. 3 Topics: Solve addition and subtraction decimal problems using grids Spiraling Review Explore/Explain 2 Students solve addition and subtraction decimal problems using tenths and hundredths grids. ATTACHMENTS Instructional Procedures: 1. Place students in pairs. Distribute handout: Blank Tenths and Hundredths Grids to each student and handout: Decimal Problem Solver to each student pair. Handout: Blank Tenths and Hundredths Grids (1 per student) Teacher Resource: Decimal Problem Solver KEY (1 per teacher) page 10 of 22
11 Suggested Day Suggested Instructional Procedures 2. Instruct student groups to complete handout: Decimal Problem Solver by shading the appropriate grids on their handout: Blank Tenths and Hundredths Grids to represent the decimal numbers in each problem. 3. Distribute a sheet of construction paper to each student pair, and instruct student pairs to use the grids to model and solve each problem from their handout: Decimal Problem Solver. Instruct student pairs to glue the models of their solutions onto their construction paper. Allow time for student pairs to complete the handout. Monitor and assess student pairs to check for understanding. Facilitate a class discussion about the decimal solution models created. 4. To facilitate student understanding of solving addition and subtraction problems using decimal grids, use Local Resource(s) to find additional addition and subtraction decimal problems in reallife situations, including money. Students should use decimal grids to solve the problems and, in writing, explain their problemsolving process and justify their solution. Notes for Teacher Handout: Decimal Problem Solver (1 per 2 students) MATERIALS construction paper (1 sheet per student) glue (1 per 2 students) scissors (1 per 2 students) Local Resource(s) Clarifications and Considerations Local Resource(s) should be used to meet the specificity and rigor of the Instructional Focus Document for this unit. 4 Topics: Solve decimal problems involving addition and subtraction using number lines and/or grids Spiraling Review Elaborate 1 page 11 of 22
12 Suggested Day Suggested Instructional Procedures Students solve addition and subtraction decimal problems using number lines and/or tenths/hundredths grids. Instructional Procedures: 1. Distribute handout: Blank Decimal Number Line and Blank Tenths and Hundredths Grids to each student. Ask: How might a number line be used to model a decimal addition or subtraction problem? Answers may vary. It could be used to show countingup or countingdown distances in decimal numbers; etc. 2. Display teacher resource: Blank Decimal Number Line and Blank Tenths and Hundredths Grids. Model how to solve a realworld decimal problem such as the following using a number line and a grid. Carrie s plant was 0.88 units tall. She cut off the flower part that was 0.45 inches tall. How tall is her plant now? Use a number line and grid to model how to solve this problem. Number line example: Notes for Teacher ATTACHMENTS Handout: Blank Decimal Number Line (1 per student) Handout: Blank Tenths and Hundredths Grids (1 per student) Teacher Resource: Blank Decimal Number Line (1 per teacher) Teacher Resource: Blank Tenths and Hundredths Grids (1 per teacher) Teacher Resource: Adding and Subtracting Decimals Using Number Lines and Grids KEY (1 per teacher) Handout: Adding and Subtracting Decimals Using Number Lines and Grids (1 per student) Grid example: page 12 of 22
13 Suggested Day Suggested Instructional Procedures Notes for Teacher Ask: How is the number line model like the grid model? Answers may vary. They are both divided into tenths and hundredths; etc. How is the number line model different than the grid model? Answers may vary. The number line is linear (not square); etc. 3. Place students in pairs and distribute handout: Adding and Subtracting Decimals Using Number Lines and Grids to each student. Instruct student pairs to shade the appropriate grid(s) and/or move on the number line to represent the decimal numbers in each problem. Allow time for student pairs to solve the decimal problems. Monitor and assess student pairs to check for understanding. Facilitate a class discussion about the decimal model solutions. 5 Evaluate 1 Instructional Procedures: 1. Assess student understanding of related concepts and processes by using the Performance ATTACHMENTS Handout: Blank Tenths and Hundredths Grids (1 per student) Handout: Blank Decimal Number Line (1 per page 13 of 22
14 Suggested Day Indicator(s) aligned to this lesson. Suggested Instructional Procedures student) Notes for Teacher Performance Indicator(s): Grade 04 Mathematics Unit 02 PI 01 Use grids (tenths or hundredths) and/or number lines to model decimal numbers in addition/subtraction problem situations (e.g., distances, money, etc.) such as: Liza ran 1.7 miles on Monday, 0.8 miles on Tuesday, and 3.75 miles on Wednesday. How many more miles did Liza run on Wednesday than she ran on the other two days? A kitchen floor needs ten rows of tiles with ten tiles in each row. A worker installed 32 hundredths of the tiles the first day. On the second day, the worker finished the job. How many tiles were installed on the second day? Susie purchased a sports drink for $1.34, a sandwich for $2.79, and a bag of chips for 3 quarters. How much did Susie pay for the drink, sandwich, and chips? For each situation, write a description of your observations of how the model was used to identify the decimal numbers in the problem, and then justify how it was used to solve it. Standard(s): 4.3A, 4.3B, 4.10, 4.14A, 4.14B, 4.14C, 4.14D, 4.15A, 4.15B, 4.16B ELPS ELPS.c.4I, ELPS.c.5F, ELPS.c.5G 03/26/13 page 14 of 22
15 page 15 of 22
16 Decimal Addition and Subtraction Grids Grade 4 Mathematics Unit: 02 Lesson: 01 + = + = ======================================================================== = = 2012, TESCCC 05/24/12 page 1 of 1
17 Blank Tenths and Hundredths Grids Grade 4 Mathematics Unit: 02 Lesson: , TESCCC 05/24/12 page 1 of 1
18 Decimal Problem Solver KEY Grade 4 Mathematics Unit: 02 Lesson: 01 Use blank tenths and hundredths grids to model the decimal numbers in each problem. Cut out and glue each problem and the decimal grids onto construction paper to show how you solved it. (1) Liza ran 1.7 miles one day and 0.8 miles the second day. How many miles did Liza run altogether? = 2.5 miles and grids shaded to show same (2) A kitchen floor needs ten rows of tiles with ten tiles in each row. A worker installed 32 hundredths of the tiles the first day. On the second day, the worker finished the job. Create a model showing the number of tiles installed on the second day = 0.68 tiles and grids shaded to show same (3) Hannah has $0.23 and Stefan has $0.45. Jeff has $0.85 and Berto has $0.91. How much more money does Jeff and Berto have than Hannah and Stefan? Hannah & Stefan: = $0.68 Jeff & Berto: = $ = $1.08 and grids shaded to show same 2012, TESCCC 05/24/12 page 1 of 1
19 Decimal Problem Solver Grade 4 Mathematics Unit: 02 Lesson: 01 Use blank tenths and hundredths grids to model the decimal numbers in each problem. Cut out and glue each problem and the decimal grids onto construction paper to show how you solved it. (1) Liza ran 1.7 miles one day and 0.8 miles the second day. How many miles did Liza run altogether? (2) A kitchen floor needs ten rows of tiles with ten tiles in each row. A worker installed 32 hundredths of the tiles the first day. On the second day, the worker finished the job. Create a model showing the number of tiles installed on the second day. (3) Hannah has $0.23 and Stefan has $0.45. Jeff has $0.85 and Berto has $0.91. How much more money does Jeff and Berto have than Hannah and Stefan? 2012, TESCCC 05/24/12 page 1 of 1
20 Blank Decimal Number Lines Grade 4 Mathematics Unit: 02 Lesson: , TESCCC 05/24/12 page 1 of 1
21 Adding and Subtracting with Decimals Using Number Lines and Grids KEY Grade 4 Mathematics Unit: 02 Lesson: 01 In science class a group of students planted sunflower seeds. The plants grew quickly. The students kept very accurate measurements noting their growth from one week to the next week. The table shows the information four students in class collected. Student Plant Growth for 4 Students in Mr. Leavitt s Science Class Height at the end of Week 1 Height at the end of Week 2 Height at the end of Week 3 Height at the end of Week 4 George 0.27 meters 0.5 meters 0.9 meters 1.45 meters Mark 0.18 meters 0.35 meters 0.72 meters 1.4 meters Cooper 0.3 meters 0.55 meters 1.03 meters 1.95 meters Lauren 0.2 meters 0.43 meters 0.86 meters 1.6 meters PROBLEM 1 How tall was George s plant at the end of week 1?0.27 meters How tall was George s plant at the end of week 2?0.5 meters How much did George s plant grow from week 1 to week 2? 0.37 meters SHOW HOW TO SOLVE THIS PROBLEM USING A NUMBER LINE Models may vary PROBLEM 3 How tall was Mark s plant at the end of week 3? 0.72 meters How tall was Cooper s plant at the end of week 3? 1.03 meters How much taller was Cooper s plant than Mark s? 0.31 meters SHOW HOW TO SOLVE THIS PROBLEM USING A NUMBER LINE Models may vary PROBLEM 2 How tall was George s plant at the end of week 4? 1.45 meters George s plant grew 0.27 meters between week 4 and week 5. How tall was George s plant at the end of week 5? 1.72 meters SHOW HOW TO SOLVE THIS PROBLEM USING A GRID Models may vary PROBLEM 4 How tall was Lauren s plant at the end of week 4? 1.6 meters Lauren s plant grew 0.09 meters between week 4 and week 5. How tall was Lauren s plant at the end of week 5? 1.69 meters SHOW HOW TO SOLVE THIS PROBLEM USING A GRID Models may vary 2012, TESCCC 04/24/13 page 1 of 1
22 Grade 4 Mathematics Unit: 02 Lesson: 01 Adding and Subtracting with Decimals Using Number Lines and Grids In science class a group of students planted sunflower seeds. The plants grew quickly. The students kept very accurate measurements noting their growth from one week to the next week. The table shows the information four students in class collected. Student Plant Growth for 4 Students in Mr. Leavitt s Science Class Height at the end of Week 1 Height at the end of Week 2 Height at the end of Week 3 Height at the end of Week 4 George 0.27 meters 0.5 meters 0.9 meters 1.45 meters Mark 0.18 meters 0.35 meters 0.72 meters 1.4 meters Cooper 0.3 meters 0.55 meters 1.03 meters 1.95 meters Lauren 0.2 meters 0.43 meters 0.86 meters 1.6 meters PROBLEM 1 How tall was George s plant at the end of week 1? How tall was George s plant at the end of week 2? How much did George s plant grow from week 1 to week 2? SHOW HOW TO SOLVE THIS PROBLEM USING A NUMBER LINE PROBLEM 3 How tall was Mark s plant at the end of week 3? How tall was Cooper s plant at the end of week 3? How much taller was Cooper s plant than Mark s? SHOW HOW TO SOLVE THIS PROBLEM USING A NUMBER LINE PROBLEM 2 How tall was George s plant at the end of week 4? George s plant grew 0.27 meters between week 4 and week 5. How tall was George s plant at the end of week 5? SHOW HOW TO SOLVE THIS PROBLEM USING A GRID PROBLEM 4 How tall was Lauren s plant at the end of week 4? Lauren s plant grew 0.09 meters between week 4 and week 5. How tall was Lauren s plant at the end of week 5? SHOW HOW TO SOLVE THIS PROBLEM USING A GRID 2012, TESCCC 10/09/12 page 1 of 1
Science Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources
Grade 06 Unit 05 Exemplar Lesson 01: Advantages and Disadvantages of Energy Resources This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
More informationGrade 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
More informationGrade 04 Social Studies Unit 03 Exemplar Lesson 01: Importance of Founding Documents
Unit: 03 Lesson: 01 Suggested Duration: 2 days Grade 04 Unit 03 Exemplar Lesson 01: Importance of Founding Documents This lesson is one approach to teaching the State Standards associated with this unit.
More informationScience Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses
Unit: 09 Lesson: 02 Suggested Duration: 3 days Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses This lesson is one approach to teaching the State Standards associated with this unit. Districts
More informationMath, Grades 13 TEKS and TAKS Alignment
111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are adding and subtracting
More informationScience Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather
Unit: 07 Lesson: 02 Suggested Duration: 4 days Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather This lesson is one approach to teaching the State Standards associated with this
More informationKindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs
Kindergarten Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
More informationKindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics
Kindergarten Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
More informationGrade 04 Social Studies Unit 09 Exemplar Lesson 01: Life of Texas Indians After the Civil War
Unit: 09 Lesson: 01 Suggested Duration: 3 days Grade 04 Unit 09 Exemplar Lesson 01: Life of Texas Indians After the Civil War This lesson is one approach to teaching the State Standards associated with
More informationNumber, Operation, and Quantitative Reasoning
Number, Operation, and Quantitative Reasoning Activity: TEKS: Problem Solving with Fractions (6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to
More informationScience Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy
Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
More informationMathematics Success Grade 6
T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and realworld situations. [PREREQUISITE SKILLS] addition and subtraction
More informationPlace Value to 999,999
Place Value to 999,999 Third Grade Unit: 01 Lesson: 01 Suggested Duration: 5 days Lesson Synopsis: Students use baseten blocks and place value charts to describe place value in numbers up to 999,999.
More informationMultiplication. Year 1 multiply with concrete objects, arrays and pictorial representations
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
More informationTYPES OF NUMBERS. Example 2. Example 1. Problems. Answers
TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationGrade 03 Social Studies Unit 10 Exemplar Lesson 01: Managing Money
Grade 03 Unit 10 Exemplar Lesson 01: Managing Money Unit: 10 Lesson: 01 Suggested Duration: 4 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged
More informationGood Citizenship  My Community Group
Good Citizenship  My Community Group Grade 1 Unit: 03 Lesson: 02 Suggested Duration: 2 Days Lesson Synopsis: In this lesson, students learn that groups are made of members and people can belong to more
More informationGrade 7 PreAP Math Unit 1. Numbers and Operations *CISD Safety Net Standards: 7.3B. Suggested Time Frame. 1 st Six Weeks 15 Days
Numbers and Operations *CISD Safety Net Standards: 7.3B 7.3B Title Big Ideas/Enduring Understandings Problems can be solved easier when using variety of equivalent forms. All numbers fall within the real
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More informationProbability and Statistics
Probability and Statistics Activity: TEKS: Your Average Joe (6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (B) identify mean
More informationGrade 1 and 2: Basic Addition and Subtraction Facts Series 2: First and Second Grade
Grade 1 and 2: Basic Addition and Subtraction Facts Series 2: First and Second Grade Texas Essential Knowledge and Skills (TEKS): (1.3) Number, operation and quantitative reasoning. The student recognizes
More informationKindergarten Social Studies Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community?
Kindergarten Unit 09 Exemplar Lesson 02: George Washington: How Did He Contribute to Our National Community? This lesson is one approach to teaching the State Standards associated with this unit. Districts
More informationFractions. Cavendish Community Primary School
Fractions Children in the Foundation Stage should be introduced to the concept of halves and quarters through play and practical activities in preparation for calculation at Key Stage One. Y Understand
More informationAlgorithm set of steps used to solve a mathematical computation. Area The number of square units that covers a shape or figure
Fifth Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students need to learn the concept but not necessarily the term. Addend Any number being added Algorithm
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 informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson 12: Overview Students review ordering and equivalence and practice adding and subtracting decimals in problem solving contexts.
More informationPlanning Guide. Number Specific Outcomes 8, 9, 10 and 11
Mathematics Planning Guide Grade 5 Working with Decimal Numbers Number Specific Outcomes 8, 9, 10 and 11 This Planning Guide can be accessed online at: http://www.learnalberta.ca/content/mepg5/html/pg5_workingwithdecimalnumbers/index.html
More informationYear 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.
Year 1 Add with numbers up to 20 Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. +1 +1 +1 Children should: Have access to a wide
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationUnit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L34) is a summary BLM for the material
More informationUnit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
More information20122013 Enhanced Instructional Transition Guide Mathematics Algebra I Unit 08
01013 Enhance Instructional Transition Guie Unit 08: Exponents an Polynomial Operations (18 ays) Possible Lesson 01 (4 ays) Possible Lesson 0 (7 ays) Possible Lesson 03 (7 ays) POSSIBLE LESSON 0 (7 ays)
More informationMath Content by Strand 1
Math Content by Strand 1 The BaseTen Number System: Place Value Introduction 2 Learning about whole number computation must be closely connected to learning about the baseten number system. The baseten
More informationIn the number 55.55, each digit is 5, but the value of the digits is different because of the placement.
FIFTH GRADE MATHEMATICS UNIT 2 STANDARDS Dear Parents, As we shift to Common Core Standards, we want to make sure that you have an understanding of the mathematics your child will be learning this year.
More informationGrade 05 Social Studies Unit 01 Exemplar Lesson 02: Where Do You Live and Why?
Grade 05 Unit 01 Exemplar Lesson 02: Where Do You Live and Why? This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
More informationBasic Needs of Plants and Animals
Grade 2 Science Unit: 09 Lesson: 01 Suggested Duration: 4 days Basic Needs of Plants and Animals Lesson Synopsis: This lesson is a review of the basic needs of plants and animals. TEKS: 2.9 Organism and
More informationRound Rock ISD Lesson 1 Grade 3 Measurement Kit. Broken Rulers and Line It Up!*  A Length Measurement Lesson
Round Rock ISD 200809 Lesson 1 Grade 3 Measurement Kit Broken Rulers and Line It Up!*  A Length Measurement Lesson tech *Lesson is adapted from two activities in Sizing Up Measurement: Activities for
More informationCalculation Policy Fractions
Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised
More information1) Make Sense and Persevere in Solving Problems.
Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades
More informationYou ve learned how to round threedigit numbers to the nearest ten or hundred. Take a look at rounding larger numbers.
Lesson 4 Part 1: Introduction Round Whole Numbers Develop Skills and Strategies CCSS 4.NBT.A.3 You ve learned how to round threedigit numbers to the nearest ten or hundred. Take a look at rounding larger
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 informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationMaths Progressions Number and algebra
This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and
More informationNumber Models for Area
Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.
More informationGrade 5 Mathematics Performance Level Descriptors
Limited Grade 5 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 5 Mathematics. A student at this
More informationYear Five Maths Notes
Year Five Maths Notes NUMBER AND PLACE VALUE I can count forwards in steps of powers of 10 for any given number up to 1,000,000. I can count backwards insteps of powers of 10 for any given number up to
More informationMULTIPLICATION. Present practical problem solving activities involving counting equal sets or groups, as above.
MULTIPLICATION Stage 1 Multiply with concrete objects, arrays and pictorial representations How many legs will 3 teddies have? 2 + 2 + 2 = 6 There are 3 sweets in one bag. How many sweets are in 5 bags
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE FIVE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE FIVE 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply does
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationSuggested Time Frame Time Frame: 4 th Six Weeks Suggested Duration: 13 days. Vertical Alignment Expectations
Title Scatterplots and Data Analysis Big Ideas/Enduring Understandings The student will understand how patterns are used when comparing two quantities. Suggested Time Frame Time Frame: 4 th Six Weeks Suggested
More informationGrade 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.
More informationCurriculum Alignment Project
Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan
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 informationLesson Plan Shipping Grade 6 Solving Equations
CCSSM: Grade 6 DOMAIN: Expressions and Equations Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions. Standard: 6.EE.2 Write, read, and evaluate expressions in which
More informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding
More informationFractions: A ProblemSolving Approach
Fractions: A ProblemSolving Approach DeAnn Huinker, University of WisconsinMilwaukee (Submitted for publication in the Wisconsin Teacher of Mathematics, March 2010.) "What's a fraction?" Students, unfortunately,
More informationSecond Grade Math Standards and I Can Statements
Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting
More informationCount back in ones on a numbered number line to take away, with numbers up to 20
SUBTRACTION Stage 1 Subtract from numbers up to 20 Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes etc. and in familiar contexts, and are
More informationReteaching. Properties of Operations
 Properties of Operations The commutative properties state that changing the order of addends or factors in a multiplication or addition expression does not change the sum or the product. Examples: 5
More information4 th Grade Texas Mathematics: Unpacked Content
4 th Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
More informationLesson 4: Convert Fractions, Review Order of Operations
Lesson 4: Convert Fractions, Review Order of Operations LESSON 4: Convert Fractions, Do Order of Operations Weekly Focus: fractions, decimals, percent, order of operations Weekly Skill: convert, compute
More informationRobyn Seifert Decker
Robyn Seifert Decker UltraMathPD@gmail.com Place Value Addition Subtraction Problem Solving Fractions If time allows: Multiplication and Division Spiral of change From Prochaska, DiClemente & Norcross,
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K5 Overview
COMMON CORE STATE STANDARDS FOR MATHEMATICS K5 Overview Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
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 informationMotcombe and Milton on Stour Fractions progression Developed Spring Fractions Progression
Objectives/Activities Year R Key Vocabulary fair, sharing, the same, different, whole, equal, altogether, double, half. 1. Understanding fairness Finding equal and unequal groups. Realising when two groups
More informationArea, Perimeter, Surface Area and Change Overview
Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length
More informationProbability and Statistics
Probability and Statistics Activity: TEKS: (8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to: (C)
More informationAmerican Symbols and Patriotism
Grade 5 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 2 days Lesson Synopsis: American Symbols and Patriotism Students learn about Mt. Rushmore and review United States symbols. Students review
More informationMultiplication Fact Power and Shortcuts
Multiplication Fact Power and Shortcuts Objectives To discuss multiplication facts and the importance of fact power; and to review fact shortcuts. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationCCSSM Critical Areas: Kindergarten
CCSSM 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
More informationOA310 Patterns in Addition Tables
OA310 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20
More informationUnit 5 Length. Year 4. Five daily lessons. Autumn term Unit Objectives. Link Objectives
Unit 5 Length Five daily lessons Year 4 Autumn term Unit Objectives Year 4 Suggest suitable units and measuring equipment to Page 92 estimate or measure length. Use read and write standard metric units
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 informationEvery Day Counts: Partner Games. and Math in Focus Alignment Guide. Grades K 5
Every Day Counts: s and Math in Focus Alignment Guide Grades K 5 7171_Prtnrs_AlgnmtChrt.indd 1 9/22/10 6:04:49 PM Every Day Counts : s s offers 20 simple yet effective games to help students learn, review,
More informationSample Fraction Addition and Subtraction Concepts Activities 1 3
Sample Fraction Addition and Subtraction Concepts Activities 1 3 College and CareerReady Standard Addressed: Build fractions from unit fractions by applying and extending previous understandings of operations
More informationCharlesworth 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
More informationRepton Manor Primary School. Maths Targets
Repton Manor Primary School Maths Targets Which target is for my child? Every child at Repton Manor Primary School will have a Maths Target, which they will keep in their Maths Book. The teachers work
More informationReporting with Precision and Accuracy
COMMON CORE Locker LESSON Reporting with Precision and Accuracy Common Core Standards The student is expected to: COMMON CORE NQA3 Choose a level of accuracy appropriate to limitations on measurement
More information3 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,
More informationPROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationAssessment Management
Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More information11. Solving MultiStep Equations. UNPACKING the TEKS. content Student expectations. Objective. Preparing to Teach. Teacher Resources.
Solving MultiStep Equations UNPACKING the TEKS IN this LESSON content Student expectations In this lesson you will focus on TEKS (5)(A) and (1)(A). (5)(A) Solve linear equations in one variable, including
More informationMultiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5
Multiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5 Mathematics Formative Assessment Lesson Designed by Kentucky Department of Education Mathematics Specialists to be Fieldtested by Kentucky
More informationQueens Federation Maths Calculation Policy
Queens Federation Maths Calculation Policy Draft v3b This document describes the progression in methods of calculation taught within the Queens Federation. It has been developed in line with the 2013 National
More informationSwavesey Primary School Calculation Policy. Addition and Subtraction
Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday
More informationFractions and Decimals
Fractions and Decimals Objectives To provide experience with renaming fractions as decimals and decimals as fractions; and to develop an understanding of the relationship between fractions and division.
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 informationSolving Systems of Linear Equations Elimination (Addition)
Solving Systems of Linear Equations Elimination (Addition) Outcome (lesson objective) Students will accurately solve systems of equations using elimination/addition method. Student/Class Goal Students
More informationUsing Proportions to Solve Percent Problems I
RP71 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
More informationStudent Lesson: Absolute Value Functions
TEKS: a(5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete,
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 informationGrade 2. M4: and M:5 Addition and Subtraction of Numbers to 1000. M3: Place Value, Counting, and Comparison of Numbers to 1000
Grade 2 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums
More informationDecision One: Curriculum Map
Understand and apply the properties of operations and the relationship between addition and subtraction while representing and solving problems involving addition and subtraction equations. Operations
More informationChapter 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,
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More information4.1. Round to the Nearest Ten or Hundred. Are You Ready? Lesson Opener Making Connections. Resources. Texas Essential Knowledge and Skills.
4.1 Round to the Nearest Ten or Hundred? Essential Question How can you round numbers? How can you round numbers? Texas Essential Knowledge and Skills Number and Operation 3.4.B Round to the nearest 10
More informationFirst Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.
First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. Add To combine; put together two or more quantities. Addend Any
More information