Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Fourth Grade Mathematics By the end of grade four, students develop quick recall of the basic multiplication facts and related division facts. They develop fluency with efficient procedures for multiplying multidigit whole numbers, understand why the procedures work, and use them to solve problems. Students recognize decimal notation as an extension of the base-ten system. They relate their understanding of fractions to decimals. They generate equivalent fractions, simplify fractions, and identify equivalent fractions and decimals; compare and order whole numbers, simple fractions, and decimals to hundredths; and estimate decimal or fractional amounts in problem solving. Students use transformations, including those that produce line and rotational symmetry. Students understand area as a measurable attribute of two-dimensional regions. They select appropriate units, strategies, and tools for solving problems that involve measuring area. They connect area measure to the area model for multiplication as a way to justify the formula for the area of a rectangle. Standard 1: Students will acquire number sense and perform operations with whole numbers, simple fractions, and decimals. Objective 1: Demonstrate multiple ways to represent whole numbers and decimals, from hundredths to one million, and fractions. a. Read and write numbers in standard and expanded form. b. Demonstrate multiple ways to represent whole numbers and decimals by using models and symbolic representations (e.g., 36 is the same as the square of six, three dozen, or 9 x 4). c. Identify the place and the value of a given digit in a six-digit numeral, including decimals to hundredths, and round to the nearest tenth. d. Divide regions, lengths, and sets of objects into equal parts using a variety of models and illustrations. e. Name and write a fraction to represent a portion of a unit whole, length, or set for halves, thirds, fourths, fifths, sixths, eighths, and tenths. f. Identify and represent square numbers using models and symbols. Objective 2: Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths. a. Compare the relative size of numbers (e.g., 475 is comparable to 500; 475 is small compared to 10,000 but large compared to 98). b. Order whole numbers up to six digits, simple fractions, and decimals using a variety of methods (e.g., number line, fraction pieces) and use the symbols <, >, and = to record the relationships. c. Identify a number that is between two given numbers (e.g., 3.2 is between 3 and 4; find a number between 0.1 and 0.2). d. Identify equivalences between fractions and decimals by connecting models to symbols. e. Generate equivalent fractions and simplify fractions using models, pictures, and symbols. 27

2 Objective 3: Model and illustrate meanings of multiplication and division of whole numbers and the addition and subtraction of fractions. a. Model multiplication (e.g., equal-sized groups, rectangular arrays, area models, equal intervals on the number line), place value, and properties of operations to represent multiplication of a one- or two-digit factor by a two-digit factor and connect the representation to an algorithm. b. Use rectangular arrays to interpret factoring (e.g., find all rectangular arrays of 36 tiles and relate the dimensions of the arrays to factors of 36). c. Demonstrate the mathematical relationship between multiplication and division (e.g., 3 x = 12 is the same as 12 3 = and = 4) and use that relationship to explain that division by zero is not possible. d. Represent division of a three-digit dividend by a one-digit divisor, including whole number remainders, using a variety of methods (e.g., rectangular arrays, manipulatives, pictures), and connect the representation to an algorithm. e. Use models to add and subtract simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4; 3/4-1/8). Objective 4: Solve problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals. a. Use estimation, mental math, paper and pencil, and calculators to perform mathematical calculations and identify when to use each one appropriately. b. Select appropriate methods to solve a single operation problem and estimate computational results or calculate them directly, depending on the context and numbers involved in a problem. c. Write a story problem that relates to a given multiplication or division equation, and select and write a number sentence to solve a problem related to the environment. d. Solve problems involving simple fractions and interpret the meaning of the solution (e.g., A pie has been divided into six pieces and one piece is already gone. How much of the whole pie is there when Mary comes in? If Mary takes two pieces, how much of the whole pie has she taken? How much of the pie is left?) Objective 5: Compute problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals. a. Demonstrate quick recall of basic multiplication and division facts. b. Multiply up to a three- digit factor by a two-digit factor with fluency, using efficient procedures. c. Divide up to a three-digit dividend by a one-digit divisor with fluency, using efficient procedures. d. Add and subtract decimals and simple fractions where one single-digit denominator is 1, 2, or 3 times the other (e.g., 2/4 + 1/4 = 3/4; 1/3 1/6 = 1/6). sum, difference, expanded form, standard form, square number, dividend, divisor, quotient, factor, product, array, multiple, numerator, denominator, sixths, eighths, tenths, equivalent, estimate, <, >, =, 28

3 Use concrete objects and visual models to add and subtract common decimals. Explore numbers less than zero by extending the number line and by using familiar applications such as temperature. Investigate the concept of ratio (e.g., the number of students to the number of teachers). Standard 2: Students will use patterns and relations to represent mathematical problems and number relationships. Objective 1: Identify, analyze, and determine rules for describing numerical patterns involving operations and nonnumerical growing patterns. a. Analyze growing patterns using objects, pictures, numbers, and tables to determine a rule for the pattern. b. Recognize, represent, and extend simple patterns involving multiples and other number patterns (e.g., square numbers) using objects, pictures, numbers, and tables. c. Identify simple relationships in real-life contexts and use mathematical operations to describe the pattern (e.g., the number of legs on a given number of chairs may be determined by counting by fours or by multiplying the number of chairs by 4). Objective 2: Use algebraic expressions, symbols, and properties of the operations to represent, simplify, and solve mathematical equations and inequalities. a. Use the order of operations to evaluate, simplify, and compare mathematical expressions involving the four operations, parentheses, and the symbols <, >, and = (e.g., 2x (4-1) + 3; of the two quantities 7 - (3-2) or (7-3) - 2, which is greater?). b. Express single-operation problem situations as equations and solve the equation. c. Recognize that a symbol represents the same number throughout an equation or expression (e.g., + = 8; thus, = 4). d. Describe and use the commutative, associative, distributive, and identity properties of addition and multiplication, and the zero property of multiplication. growing pattern, order of operations, parentheses, inequality, expression, equation, associative property, commutative property, distributive property, zero property of multiplication, >, <, = Use concrete materials to build an understanding of equality and inequality. Explore properties of equality in number sentences (e.g., when equals are added to equals, then the sums are equal; when equals are multiplied by equals, then the products are equal). 29

4 Standard 3: Students will understand attributes and properties of plane geometric objects and spatial relationships. Objective 1: Identify and describe attributes of two-dimensional geometric shapes. a. Name and describe lines that are parallel, perpendicular, and intersecting. b. Identify and describe right, acute, obtuse, and straight angles. c. Identify and describe the radius and diameter of a circle. d. Identify and describe figures that have line symmetry and rotational symmetry. Objective 2: Specify locations using grids and maps. a. Locate coordinates in the first quadrant of a coordinate grid. b. Give the coordinates in the first quadrant of a coordinate grid. c. Locate regions on a map of Utah. d. Give the regions of a position on a map of Utah. Objective 3: Visualize and identify geometric shapes after applying transformations. a. Identify a translation, rotation, or a reflection of a geometric shape. b. Recognize that 90, 180, 270, and 360 are associated, respectively, with 1/4, 1/2, 3/4, and full turns. parallel, perpendicular, intersecting lines, right angle, acute angle, obtuse angle, straight angle, circle, radius, diameter, line symmetry, rotational symmetry, coordinate, first quadrant, degree, translate, rotate, reflect, transformation Analyze results of transformations (e.g., translations, rotations, reflections) on twodimensional shapes. Investigate two-dimensional representations of three-dimensional objects. Standard 4: Students will describe relationships among units of measure, use appropriate measurement tools, and use formulas to find area measurements. Objective 1: Describe relationships among units of measure for length, capacity, and weight, and determine measurements of angles using appropriate tools. a. Describe the relative size among metric units of length (i.e., millimeter, centimeter, meter), between metric units of capacity (i.e., milliliter, liter), and between metric units of weight (i.e., gram, kilogram). b. Describe the relative size among customary units of capacity (i.e., cup, pint, quart, gallon). c. Estimate and measure capacity using milliliters, liters, cups, pints, quarts, and gallons, and measure weight using grams and kilograms. d. Recognize that angles are measured in degrees and develop benchmark angles (e.g., 45, 60, 120 ) using 90 angles to estimate angle measurement. e. Measure angles using a protractor or angle ruler. 30

5 Objective 2: Recognize and describe area as a measurable attribute of two-dimensional shapes and calculate area measurements. a. Quantify area by finding the total number of same-sized units of area needed to fill the region without gaps or overlaps. b. Recognize that a square that is 1 unit on a side is the standard unit for measuring area. c. Develop the area formula for a rectangle and connect it with the area model for multiplication. d. Develop and use the area formula for a right triangle by comparing with the formula for a rectangle (e.g., two of the same right triangles makes a rectangle). e. Develop, use, and justify the relationships among area formulas of triangles and parallelograms by decomposing and comparing with areas of right triangles and rectangles. f. Determine possible perimeters, in whole units, for a rectangle with a fixed area, and determine possible areas when given a rectangle with a fixed perimeter. millimeter, centimeter, meter, milliliter, liter, gram, kilogram, cup, pint, quart, gallon, area, perimeter Investigate perimeter of rectangles and squares. Investigate area of trapezoids. Standard 5: Students will interpret and organize collected data to make predictions, answer questions, and describe basic concepts of probability. Objective 1: Collect, organize, and display data to answer questions. a. Identify a question that can be answered by collecting data. b. Collect, read, and interpret data from tables, graphs, charts, surveys, and observations. c. Represent data using frequency tables, bar graphs, line plots, and stem and leaf plots. d. Identify and distinguish between clusters and outliers of a data set. 31

6 Objective 2: Describe and predict simple random outcomes. a. Describe the results of experiments involving random outcomes as simple ratios (e.g., 4 out of 9, 4/9). b. Conduct simple probability experiments, with and without replacement, record possible outcomes systematically, and display results in an organized way. c. Use the results of simple probability experiments, with and without replacement, to describe the likelihood of a specific outcome in the future. data, line plot, line graph, bar graph, stem and leaf plot, cluster, outlier, frequency table, probability Explore minimum and maximum values for a set of data. Explore mean, median, mode, and range. 32

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

### 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

### 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

### 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

### 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

### 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

### 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

### New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

### 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

### Everyday Mathematics GOALS

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

### 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

### 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

### 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

### 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.

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

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

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

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### 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

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### 4th Grade Common Core Math Vocabulary

4th Grade Common Core Math Vocabulary a.m. A time between 12:00 midnight and 12:00 noon. acute angle An angle with a measure less than 90. acute triangle A triangle with no angle measuring 90º or more.

### 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

### of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

### 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

### 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

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### 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

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### CCSS-M Critical Areas: Kindergarten

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

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

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

### Concepts of Elementary Mathematics Enduring Understandings & Essential Questions

Concepts of Elementary Mathematics & First through Fourth Grade Content Areas: Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Above all, students should feel enchanted

### ISAT Mathematics Performance Definitions Grade 4

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

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

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

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

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

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

### 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

### 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:

### Math - 5th Grade. two digit by one digit multiplication fact families subtraction with regrouping

Number and Operations Understand division of whole numbers N.MR.05.01 N.MR.05.02 N.MR.05.03 Understand the meaning of division of whole numbers with and without remainders; relate division to and to repeated

### 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

### 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

### 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

### 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,

### Fourth Grade- Unit 1- Whole Numbers, Place Value, and Rounding Computation

Fourth Grade- Unit 1- Whole Numbers, Place Value, and Rounding Computation Unit 1 - Whole Numbers, Place Value and Rounding in Computation MCC4.OA.1 Interpret a multiplication equation as a comparison,

### 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

### 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

### 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,

### 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

### -- Martensdale-St. Marys Community School Math Curriculum

-- Martensdale-St. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.

### 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

### MATHEMATICS. Standard Course of Study and Grade Level Competencies

MATHEMATICS Standard Course of Study and Grade Level Competencies K-12 Public Schools of North Carolina State Board of Education Department of Public Instruction TABLE OF CONTENTS ACKNOWLEDGMENTS...1

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

### 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

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

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

### 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

### Math 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

GRADE 5 UNIT PLANS LINKED TO THE BIG IDEAS STRAND: Patterning and Algebra TERM: 1 First Instructional Strand Patterns and Relationships 1. Experience with a wide variety of patterns helps students recognize

### 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 PA Core Standards - CC.2: PA Core: Mathematics. Eligible Content

Grade 5 Math PA Core Standards - CC.2: PA Core: Mathematics Eligible Content Standard Area - CC.2.1: Numbers and Operations Standard - CC.2.1.5.B.1: Apply place value to show an understanding of operations

### Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

### Unit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)

Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)

### 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

### Georgia Standards Alignment Grades One through Six

Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.

### Third Grade Illustrated Math Dictionary Updated 9-13-10 As presented by the Math Committee of the Northwest Montana Educational Cooperative

Acute An angle less than 90 degrees An acute angle is between 1 and 89 degrees Analog Clock Clock with a face and hands This clock shows ten after ten Angle A figure formed by two line segments that end

### Grade 6 Mathematics Performance Level Descriptors

Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

### 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

### 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

### 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

### Grade Level Expectations for the Sunshine State Standards

for the Sunshine State Standards Mathematics Grades 6-8 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands

### Mathematics K 6 continuum of key ideas

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

### 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.

### 100 Math Facts 6 th Grade

100 Math Facts 6 th Grade Name 1. SUM: What is the answer to an addition problem called? (N. 2.1) 2. DIFFERENCE: What is the answer to a subtraction problem called? (N. 2.1) 3. PRODUCT: What is the answer

### 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

### 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

### Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City. K to 12 Curriculum Guide MATHEMATICS

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10) January 31, 2012 CONCEPTUAL FRAMEWORK Mathematics

### 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

### 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,

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

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

### 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

### Math syllabus Kindergarten 1

Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with

### Grade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

### Vocabulary Cards and Word Walls Revised: June 29, 2011

Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,

### 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

### Ingleby Manor Scheme of Work : Year 7. Objectives Support L3/4 Core L4/5/6 Extension L6/7

Autumn 1 Mathematics Objectives Support L3/4 Core L4/5/6 Extension L6/7 Week 1: Algebra 1 (6 hours) Sequences and functions - Recognize and extend number sequences - Identify the term to term rule - Know

### Number Sense and Operations

Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

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

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

### 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

### NUMBER CORNER YEARLONG CONTENT OVERVIEW

August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently

### Topic 1: Understanding Addition and Subtraction

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

### Fourth Grade Math Measurement Area and Perimeter

Fourth Grade Math Measurement Area and Perimeter Score 1.0 Score 0.0 and applications that go beyond what was taught In addition to score 3.0 performance, the student demonstrates in-depth of recognizing

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

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

### In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

### Florida Department of Education Adult General Education Curriculum Framework

Florida Department of Education Adult General Education Curriculum Framework Program Title Program Number 9900000 Course Title Course Number 9900001 CIP Number 1532010200 Grade Equivalent 0.0 8.9 Grade

### Elementary Mathematics Pacing Guide Grade 3

Elementary Mathematics Pacing Guide Grade 3 FCPS Program of Studies (POS): The state of Virginia provides schools with a standards based curriculum to support student learning. These Standards, Benchmarks,

### Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and

### 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

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