# Progressing toward the standard

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 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 division or properties of operations. By the end of grade 3, know from memory all of the products of two one-digit numbers. toward Meets Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. The student needs significant teacher support to multiply and divide within 50 and to recall multiplication facts 0 s, 1 s, 2 s, and 5 s. The student can multiply and divide within 50 and knows from memory multiplication facts 0 s, 1 s, 2 s, and 5 s. The student can fluently multiply and divide within 100 and knows from memory multiplication facts 0-9. The student can multiply and divide beyond 100 and/or knows from memory multiplication facts 10 s, 11 s and 12 s. Terms for students: operation, multiply, divide, factor, product, quotient, unknown, strategies, reasonableness, mental computation, property

2 Report Card Language: The student can understand properties of multiplication and the relationship between multiplication and division. CCSS: 3.OA.5 Apply properties of operations as strategies to multiply and divide (commutative, associative, and distributive property) Evidence/ Assessments toward Meets Terms for students: operation, multiply, divide, factor, product, quotient, strategies, Properties Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) S The student needs significant teacher support to apply one or two of the following properties to solve multiplication and division problems; the commutative property, the associative property or the distributive property. The student can apply one or two of the following properties to solve multiplication and division problems; the commutative property, the associative property and the distributive property. * The commutative property would probably be the first property to be to master. The student can apply the commutative property, the associative property and the distributive property to solve multiplication and division problems. The student can make connections and communicate how two out of the three properties relate to each other using multiplication and division. Students need not use formal terms for these properties.

3 Report Card Language: The student can use models to represent and solve problems involving multiplication and division within 100. CCSS: 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. toward Meets Different models include: array models equal groups number lines partition model support the student can solve one step word problems involving multiplication and division within 50, using drawings and equations to represent the problem and the solution. one step word problems involving multiplication and division within 50; using drawings and equations to represent the problem and the solution. one step word problems involving multiplication and division within 100; using drawings and equations to represent the problem and the solution. one- or two-step word problems involving multiplication and division within 100; using multiple strategies to represent the problem and the solution.

5 Report Card Language: The student can use the concept of place value to round whole numbers to the nearest 10 or 100. CCSS: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. toward Meets Terms for students: place value, rounding addition, add, addend, sum, subtraction, subtract, difference, strategies, (properties)-rules about how numbers work The student needs significant teacher support to round whole numbers to the nearest 10 using place value understanding. The student can use place value understanding to round whole numbers to the nearest 10 only. The student can communicate the reasoning about their answers. The student can use place value understanding to round whole numbers to the nearest 10 or 100. The student can communicate the reasoning about their answers. The student can use place value understanding to round whole numbers to the nearest The student can communicate the reasoning about their answers.

6 Report Card Language: The student can multiply one digit whole numbers by multiples of 10 (e.g., 5 X10, 5 X 300) CCSS: 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range using strategies based on place value and properties of operations. toward Meets help the student can multiply one digit whole numbers by 10 and but is not able to communicate and reason about the products. The student can multiply one digit whole numbers by 10 and is able to communicate and reason about the products. (not simply using the trick of add a zero) The student can multiply one digit whole numbers by multiples of ten (e.g., 9 x 80, 5 x 60) and is able to communicate and reason/defend the products. For example, for the problem 50 x 4, students should think of this as 4 groups of 5 tens or 20 tens, and that twenty tens equals 200. The student can multiply one digit whole numbers by multiples of ten (e.g., 9 x 80, 5 x 60) and is able to communicate and reason /defend the products by explaining that in a multi-digit number, a digit in one place represents ten times what it represents in the place to its right. They can extend this understanding to multiply one digit numbers by 100 or 1000.

7 Report Card Language: The student can fluently add and subtract within CCSS: 3.NBT.2 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. Evidence/ Assessments toward Meets Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. support the student can add and subtract within 100, but does not demonstrate fluency. The student can fluently add and subtract within 100 and is able to communicate how the problem was solved. The student can fluently add and subtract within 1000 and is able to communicate how the problem was solved. The student can fluently add and subtract within 1000 using more than one strategy to communicate how the problem was solved. The student can use place value to solve addition and subtraction problems greater than 1000 by correctly setting up problems using the algorithm.

8 Report Card Language: The student can understand and represent fractions as part of a whole. CCSS: 3.NF.1 Understand a fraction of 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Performance Levels for Reported Standa toward Meets Fraction models in third grade include only area models (circles, rectangles, squares) and number lines. Terms for students partition(ed) equal parts fraction equal distance ( intervals), equivalent equivalence denominator numerator comparison compare justify The student required significant teacher support to identify halves of an area model and on a number line. The student can identify halves of an area model. Students can label unit fractions (fractions with numerator 1) of a whole with teacher support. The student can label/ identify fractions as fair sharing or parts of a whole, using various contexts (candy bars, fruit, and cakes) and a variety of models (circles, squares, rectangles, fraction bars, and number lines). The student can build fractions from unit fractions (seeing the numerator 3 in 3/4 as the quantity you get when putting 3 of the 1/4s together). *No need to introduce improper fractions initially. Using two or more models student can label/identify fractions as fair sharing or parts of a whole, using various contexts (candy bars, fruit, and cakes) and a variety of area models (circles, squares, rectangles, fraction bars, and number lines) and set models (parts of a group).

9 Report Card Language: The student can use models to order and compare fractions. CCSS: 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Evidence/ Assessments toward Meets help the student can identify the whole and the half on a number line. help the student can place a half onto the number line. The student can identify the whole and the half on a number line. The student can place a half onto the number line. With picture models the student can identify 1/2=2/4. With 1:1 support, the student can compare two simple fractions and identify which one is bigger. The student can identify a fractional amount on a number line, between 0 and 1. example- 0, 1/4, 1/2, 3/4, 1. The student can list simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3) e.g., by using a visual fraction model.students should only explore equivalent fractions using models, rather than using algorithms or procedures. The student can compare two simple fractions with the same denominator and defend why one is bigger than the other. The student can use a number line to order fractions by size and communicate the reasoning. The student can list complex equivalent fractions, using a visual fraction model. Students should only explore equivalent fractions using models, rather than using algorithms or procedures. The student can compare two more complex fractions with the same denominator and defend why one is bigger than the other.

11 Report Card Language: The student can recognize perimeter as an attribute of rectangular arrays and distinguish between perimeter and area. CCSS: 3.MD.8 Solve real world and math problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas with the same area and different perimeters. toward Meets Terms for students: perimeter polygon side length unknown equal unequal support the student can solve real world math problems involving the perimeter of 3 and 4 sided regular polygons. support the student can find perimeter given the side lengths of 3 and 4 sided polygons. support the student can find the length of an unknown side of a square or rectangle. able to do the above even with real world math problems involving the perimeter of 3 and 4 sided regular polygons. The student can find perimeter given the side lengths of 3 and 4 sided polygons. The student can find the length of an unknown side of a square or rectangle (when equal side lengths are known) The student can identify rectangles that have equal perimeters and rectangles that have equal areas. real world math problems involving the perimeter of polygons. The student can find the perimeter of regular polygon, given the side lengths. The student can find the length of an unknown side of a polygon. The student can identify rectangles that have equal perimeters and differing area, as well as, rectangles with equal area and differing perimeter. real world multi-step math problems involving polygons. The student can find the perimeter of irregular polygons given the side lengths. The student can find the length of multiple unknown sides of a polygon.

12 Report Card Language: The student can divide shapes into parts with equal areas and describe the equal parts represented as a fraction of the whole.

13 CCSS: 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as unit fraction of the whole. toward Meets equal parts numerator denominator fractional area partition label describe support the student can cut a shape into equal parts and label those parts with the correct fractional amount. able to complete the task even with The student can cut or fold a shape into equal parts and label those parts with the correct fractional amount. The student can cut or fold a shape into equal parts and label those parts with the correct fractional amount. The student is able to communicate and reason about how these equal parts have the same area. The student extends understanding to partitioning of wholes that involve collections of objects (set models). For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

### Progressing toward the standard

Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit

### Solve 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

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

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

### Students are able to represent and solve problems involving multiplication and division.

Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication

### Progressing toward the standard

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

### Math Common Core Standards Fourth Grade

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

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

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

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

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

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

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

### Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

### Math Journal HMH Mega Math. itools Number

Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and

### Grade 4 Multi-Digit Multiplication and Division with One Divisor Unit of Instruction

Grade 4 Multi-Digit 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

### COURSE OF STUDY UNIT PLANNING GUIDE

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

### Grade 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 K-2: Addition and subtraction-concepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums

### Topic: 1 - Understanding Addition and Subtraction

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

### 4 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

### Just want the standards alone? You can find the standards alone at http://corestandards.org/the-standards

4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North

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

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

### Common 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

### 3rd Grade Texas Mathematics: Unpacked Content

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

### FIRST GRADE MATH Summer 2011

Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in

### Describing 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: 8-10 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and

### A Correlation of. to the. Common Core State Standards for Mathematics Grade 4

A Correlation of to the Introduction envisionmath2.0 is a comprehensive K-6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced

### Carroll 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

### Numbers 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

### Second 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 two-step word problems involving situations of adding to, taking from, putting

### Year 1 maths expectations (New Curriculum)

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

### 1) 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

### Sue. Rubric for the Critical Area of Mathematics Grades K - 2

Rubric for the Critical Area of Mathematics Grades K - 2 The intent of this document is to provide support as teachers transition to Common Core s. It draws attention to the most critical skills for their

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

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

### Oral and Mental calculation

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

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

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

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

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

### Year 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

### Graphic Organizers SAMPLES

This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase

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

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

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

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

### Charlesworth School Year Group Maths Targets

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

### Just want the standards alone? You can find the standards alone at

5 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North

### Grade 5 Common Core State Standard

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

### GLE ID (Content Area, Grade, GLE No.) GLE 1. Count to 100 by ones and by tens. M Count to 100 by 1s, 5s, 10s, and 25s

COMMON CORE STATE STANDARDS (CCSS) LOUISIANA GRADE-LEVEL EXPECTATIONS (GLE) CCSS ID (Grade, Domain, Grade- Specific Stard No.) Grade Domain Cluster CCSS K.CC.1 K Counting Cardinality K.CC.2 K Counting

September: UNIT 1 Place Value Whole Numbers Fluently multiply multi-digit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement

### Overview. 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 whole-number quotients with remainders of up to four-digit dividends

### Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8

Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually

### Georgia Standards of Excellence Grade Level Curriculum Overview. Mathematics. GSE Fourth Grade

Georgia Standards of Excellence Grade Level Curriculum Overview Mathematics GSE Fourth Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

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

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

### Excel Math Fourth Grade Standards for Mathematical Practice

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

### Basic Facts INTENSIVE INTERVENTION. National Center on. at American Institutes for Research

National Center on INTENSIVE INTERVENTION at American Institutes for Research Basic Facts 1000 Thomas Jefferson Street, NW Washington, DC 20007 E-mail: NCII@air.org While permission to reprint this publication

### Division 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

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

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

TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply

### Grade 1. M3: Ordering and Expressing Length Measurements as Numbers

Grade 1 Key Areas of Focus for Grades K-2: Addition and subtraction-concepts, skills and problem solving Expected Fluency: Add and Subtract within 10 Module M1: Addition and Subtraction of Numbers to 10

### Knowing and Using Number Facts

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

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

### Math 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

### Mathematics Grade 5 Year in Detail (SAMPLE)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Whole number operations Place value with decimals Add and Subtract Decimals Add and Subtract Fractions Multiply and Divide Decimals

### MAFS: Mathematics Standards GRADE: K

MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3

### 5 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

### Supporting Rigorous Mathematics Teaching and Learning

Supporting Rigorous Mathematics Teaching and Learning Mathematical Structures: Addition and Subtraction Word Problem Types PARTICIPANT HANDOUT Tennessee Department of Education Elementary School Mathematics,

### Analysis of California Mathematics standards to Common Core standards- Kindergarten

Analysis of California Mathematics standards to Common Core standards- Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense

### Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

### Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat

Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written

### Third Grade - Mathematics. Kentucky Core Academic Standards with Targets Student Friendly Targets Pacing Guide

Third Grade - Mathematics Kentucky Core Academic Standards with Targets Student Friendly Targets Pacing Guide Page 1 of 48 College and Career Readiness Anchor Standards for Math The K-5 standards on the

### Mathematical Practices

The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K-12 MP 1 CC.K-12.MP.1 Make sense of problems and persevere in

### Mathematics. Mathematical Practices

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with

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

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

### Composing and Decomposing Whole Numbers

Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical

### TYPES 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

### Grade 5 Math Content 1

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

### for the Common Core State Standards 2012

A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K-12 Mathematics

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

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

### Mathematics Curricular Guide SIXTH GRADE SCHOOL YEAR. Updated: Thursday, December 02, 2010

Mathematics Curricular Guide SIXTH GRADE 2010-2011 SCHOOL YEAR 1 MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. CMP 2 Bits and Pieces I... 3 2. How Likely Is It? (Probability)... 6 3. CMP 2 Bits

### Such 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

### Progressions for the Common Core State Standards in Mathematics (draft)

Progressions for the Common Core State Standards in Mathematics (draft) cthe Common Core Standards Writing Team 7 April 20 K 5, Number and Operations in Base Ten Overview Students work in the base-ten

### Teaching Basic Facts: Considerations for Instruction

Teaching Basic Facts: Considerations for Instruction Purpose and Overview of Guide The purpose of this guide is to provide strategies and materials for developing and implementing lessons for students

### PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:

### CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS

CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS 1 This policy outlines both the mental and written methods that should be taught from Year 1 to Year 6. The policy has been written

### Mathematics Florida Standards (MAFS) Grade 2

Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction

### GRADE 5 SKILL VOCABULARY MATHEMATICAL PRACTICES Evaluate numerical expressions with parentheses, brackets, and/or braces.

Common Core Math Curriculum Grade 5 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS Operations and Algebraic Thinking 5.0A What can affect the relationship between numbers? round decimals? compare decimals? What

### Autumn - 12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014

A Year 5 Mathematician Planning of coverage and resources. Autumn - 12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place

### The 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

### New York State Testing Program Grade 3 Common Core Mathematics Test. Released Questions with Annotations

New York State Testing Program Grade 3 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY

### My Year 1 Maths Targets

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

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

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

### MACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)

MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright

Addition and subtraction numbers using concrete objects, pictorial representations. All number facts 10 are secure by the end of Year 1 in order to progress and consolidate decimal numbers in KS2. From

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

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

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### Unit 3 Multiplication and Division

WEEK DATES TEK DESCRIPTION 9 Oct 19-23 3.4F, 3.4E, 3.4D Unit 3 Multiplication and Division Unit 3 Multiplication and Division 4 district bi-weekly scanned tests 10 Oct 26-30 3.4G 2x1 digit multiplication

### Primary Curriculum 2014

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

### C R O S S W A L K. Next Generation Mathematics Content Standards and Objectives for WV Schools

C R O S S W A L K Next Generation Mathematics Content Standards and Objectives for WV Schools Introduction to the Next Generation West Virginia Content Standards and Objectives Crosswalk to the West Virginia

### Progressions for the Common Core State Standards in Mathematics (draft)

Progressions for the Common Core State Standards in Mathematics (draft) cthe Common Core Standards Writing Team 2 April 202 K 5, Number and Operations in Base Ten Overview Students work in the base-ten

### Georgia Standards of Excellence Grade Level Curriculum Overview. Mathematics. GSE Fifth Grade

Georgia Standards of Excellence Grade Level Curriculum Overview Mathematics GSE Fifth Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

### Operations and Algebraic Thinking Represent and solve problems involving multiplication and division.

Performance Assessment Task The Answer is 36 Grade 3 The task challenges a student to use knowledge of operations and their inverses to complete number sentences that equal a given quantity. A student

### Building number sense and place value and money understanding

Unit: 1 Place Value, Money, and Sense s to be mastered in this unit: 3.N.1 Skip count by 25 s, 50 s, 100 s to 1,000 3.N.2 Read and write whole numbers to 1,000 place 3.N.3 Compare and order numbers to

### The symbols indicate where the topic is first introduced or specifically addressed.

ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards

### MATHEMATICS LOWER KS2

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

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

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

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit