# BREATHITT COUNTY SCHOOLS 4th Grade Math Curriculum Week Standard Key Vocabulary Learning Target Resources Assessment

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Operations and Algebraic Thinking OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (Note: See Glossary, Table 2.) 4.OA.4: Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one-digit Product, factors, array, Multiple, Commutative, Zero, Identity Property of Multiplication Distributive Property, Inverse operations, fact family, I can recognize multiplication as repeated addition of equal groups used in arrays and comparisons. I can use patterns to find products with factors of 2, 5, and 9. I can use multiplication properties to simplify computations. I can use the distributive property to find products of the factors of 3, 4, 6, 7, and 8 by breaking apart problems into simpler problems. I can recognize patterns and continue the pattern. I can use arrays to write and complete multiplication and division fact families. EnVision Math Core Standards Lessons 1/1-10 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative Assessment-Topic 1 multiple choice/constructed response test Performance Task p36 1

2 number. Determine whether a given whole number in the range is prime or composite OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Repeating pattern, input, output I can identify a repeating pattern. I can identify number sequences. I can extend a table and generate a number that follows a given rule. I can write a rule for a situation. I can extend geometric patterns. EnVision Math Core Standards Lessons 2/1-6 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative Assessment-Topic 2 multiple choice/constructed response test Performance Task p62 Number and Operations in Base Ten NBT.1: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that = 10 by applying concepts of place value and division. 4.NBT.2: Read and write multi-digit Digits, place value, standard form, expanded form, word form, compare, I can read and write numbers in standard, expanded, and word form. I can recognize that a digit in one place represents ten times what it represents in the place to its right. I can compare two numbers using <, >, or =. Lessons 3/1-6 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative Assessment-Topic 3 multiple choice/constructed 2

3 whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. I can order numbers. I can round whole numbers. response test Performance Task p86 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place NBT.3: Use place value understanding to round multidigit whole numbers to any place. 4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Breaking apart, compensation, counting on, commutative, associative, and identity properties of addition, inverse operations I can use mental math to add and subtract whole numbers. I can fluently add and subtract whole numbers. I can estimate sums and differences. Lessons 4/1-6 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative Assessment-Topic 4 multiple choice/constructed response test Performance Task p112 3

4 NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. product factors multiple multiplication array Lesson 5-1 Arrays and Multiplying by 10 and 100 I can use arrays to multiply by 10 and 100. I can make an array with place-value blocks to help me visualize and find products Lesson 5-2 Multiplying by Multiples of 10 and 100 I can use multiplication facts and number patterns to multiply by multiples of 10 and 100. envision Math Lesson 5-1/5-5 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks grid paper Daily Common Core Review Quick Check Masters partial products Lesson 5-3 Breaking Apart to Multiply I can break apart numbers and use arrays to multiply 2- digit by 1-digit numbers. lattice method Introduce and Practice Lattice Method for Multiplication I can use the lattice method to multiply 2-digit numbers. Lesson 5-4 Using Mental Math to Multiply I can use compensation to multiply numbers mentally. 4

5 9 10 Cont. 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.NBT.5: Multiply a whole number of up compensation Lesson 5-5 Using Rounding to Estimate I can use rounding to estimate solutions to multiplication problems. Lesson 5-6 Problem Solving: Reasonableness I can check for reasonableness by making sure my calculations answer the question asked. I can use estimation to make sure the calculation was performed correctly. Lesson 6-1 Arrays and Using an Expanded Algorithm I can record multiplication using an expanded algorithm. envision Math Lesson 5-1/5-5 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks grid paper Daily Common Core Review Quick Check Masters Topic 5 Reteaching pg 130 Summative Assessments Number Sense: Multiplying by 1-digit Numbers Topic Test pg 132, 133 Performance Assessment pg 134 Extended Response 5

6 11 12 to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. product array factor rounding Lesson 6-2 Connecting the Expanded and Standard Algorithms I can multiply 2-digit numbers by 1-digit numbers using paper-andpencil methods. Lesson 6-3 Multiplying 2-Digit by 1-Digit Numbers I can multiply 2-digit numbers by 1-digit numbers using the standard algorithm and estimate to check for reasonableness. Lesson 6-4 Multiplying 3- and 4- Digit by 1-Digit Numbers I can use the standard algorithm to multiply 3- and 4-digit numbers by 1-digit numbers. envision Math Lesson 6-1/6-6 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks Daily Common Core Review Quick Check Masters Summative assessments Review what you know pg NBT.5: Multiply a whole number of up to four digits by a one-digit whole Lesson 6-5 Multiplying by 1- Digit Numbers I can multiply 2, 3, and 4-digit numbers by 1- digit numbers using the standard algorithm. I can estimate to check for reasonableness. 6

7 11 12 Cont. number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. product array factor rounding Lesson 6-6 Problem Solving: Missing or Extra Information I can identify what information in a problem is missing or is not needed. envision Math Lesson 6-1/6-6 Daily Common Core Reviews Quick Check Masters Daily Common Core Review Student Workbook Quick Check Masters place value blocks Summative Assessments Developing Fluency: Multiplying by 1-Digit Numbers Topic Test pg 160, NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit Lesson 7-1 Arrays and Multiplying 2-Digit Numbers by Multiples of 10 I can use arrays to multiply 2-digit numbers by multiples of 10. Lesson 7-2 Using Mental Math Performance Assessment pg 162 Extended Response 7

8 13 14 numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models equation factors product round array to Multiply 2-Digit Numbers I can use patterns to multiply by multiples of 10. I can use basic facts and place-value patterns to mentally multiply a twodigit number by a multiple of 10 or 100. envision Math Lesson 7-1/7-5 Daily Common Core Reviews Quick Check Masters Daily Common Core Review 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Lesson 7-3 Using Rounding to Estimate I can use rounding to estimate solutions to multiplication problems involving two 2-digit numbers. Student Workbook grid paper place value blocks Quick Check Masters 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of Lesson 7-4 Using Compatible Numbers to Estimate I can use compatible numbers and rounding to estimate solutions to multiplication problems involving two 2-digit numbers. 8

9 13 14 Cont. operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models equation factors product round array compatible numbers Lesson 7-5 Problem Solving: Multiple-Step Problems I can identify and answer hidden questions to solve multistep problems with operations. envision Math Lesson 7-1/7-5 Daily Common Core Reviews Quick Check Masters Daily Common Core Review Student Workbook Quick Check Masters Summative Assessments Number Sense: Multiplying by 2-Digit Numbers Topic Test pg 180, NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models Lesson 8-1 Arrays and Multiplying 2-Digit Numbers I can use arrays to multiply two-digit numbers by twodigit numbers to find the product. Performance Assessment pg 182 Extended Response 9

10 15 16 Cont. 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models rounding Commutative Property compatible Distributive Property rounding Commutative Property compatible Distributive Property Lesson 8-2 Arrays and an Expanded Algorithm I can use an expanded algorithm to multiply twodigit numbers to find the product Lesson 8-3 Multiplying 2-Digit Numbers by Multiples of 10 I can use grids and patterns to multiply 2-digit numbers and multiples of 10. Lesson 8-4 Multiplying 2-Digit by 2-Digit Numbers I can use partial products to multiply 2-digit numbers by 2-digit numbers and find the products. Lesson 8-5 Problem Solving: Two-Question Problems I can solve two-question problems. envision Math Lesson 8-1/8-5 Daily Common Core Reviews Quick Check Masters Student Workbook grid paper Daily Common Core Review Quick Check Masters Summative Assessments Number Sense: Multiplying by 2-Digit Numbers Topic Test pg 200, 201 Performance Assessment pg 202 Extended Response 10

11 Number Operations/Fractions/Algebraic Expressions NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding Divide Divisor Quotient Remainder Dividend Estimate Multiplication equation I can use mental math to divide. I can estimate quotients. I can estimate quotients for greater dividends. I can divide with remainders. I can decide whether to multiply or divide in a math story. I can draw a picture and write an equation to solve a problem. EnVision Math Core Standards Lessons 9-1/9-6 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative Assessment-Topic 9 multiple choice/constructed response test 4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (Note: See 11

12 Glossary, Table 2.) 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that = 10 by applying concepts of place value and division. Repeat Subtraction Division Quotient Divisor Dividend Remainder Multiples Operation digit I can show division as repeated subtraction. I can divide using repeated subtraction. I can use objects to divide. I can divide 2 digit by one digit numbers. I can divide 3 digit by one digit numbers. I can decide where to start dividing. I can divide 4 digit by one digit numbers. I can solve multiple-step problems. EnVision Lessons 10-1/10-8 Manipulatives needed for the lesson--see list of technology resources used for each unit. Summative: Topic 10 test Multiple Choice/constructed response test Performance Task Topic 10 Create an array or use division to help solve the task. 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the 12

13 properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding OA.4: Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. 4.OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting fraction Numerator Denominator Factors Multiples Prime Composite Equivalent Compare Order Common denominator benchmark I can use multiplication to find all the factors of a number. I can find prime and composite numbers. I can find multiples of a number. I can find equivalent fractions. I can find equivalent fractions on a number line. I can use the number line or fraction strips to find equivalent fractions. I can order fractions. EnVision Lessons 11-1/11-8 Manipulatives needed for the lesson--see list of technology resources used for each unit. Standardized test with Summative Test-Topic 11-Multiple Choice and Constructed response 13

14 sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. I can compare fractions with different numerators and denominators. 14

15 NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Fractions Denominators Numerators Number line Improper Mixed number Compose Decompose equation I can model addition of fractions. I can add fractions with like denominators. I can model subtraction of fractions. I can subtract fractions with like denominators. I can add and subtract fractions on a number line. I can write an improper fraction as a mixed number. I can write a mixed number as an improper fraction. I can model addition and subtraction of mixed numbers. I can add mixed numbers. I can subtract mixed numbers. I can compose and decompose fractions. I can draw a picture and write an equation to solve a problem using fractions. EnVision Lessons 12-1/12-11 Manipulatives needed for the lesson--see list of technology resources. Summative: Pages Performance Task Topic 12-page

16 25, 26 Topic 13 Extending Fraction Concepts 4.NF.4a Understand a fraction a/b as a multiple of 1/b. 4.NF.4b Understand a fraction a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. 4.NF.4c Solve word problems involving multiplication of a fraction by a whole number. 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with a denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. Unit Fraction Decimal Point Hundredth Tenth I can show fractions as multiples of unit fractions by using models. I can multiply a fraction by a whole number by using models. I can multiply a fraction by a whole number using symbols to solve problems. I can write a fraction as a decimal. I can write a decimal as a fraction. I can locate and name fractions on a number line. I can locate and name decimals on a number line. I can use equivalent fractions to write fractions as decimals. I can use models and placevalue charts to represent decimals to hundredths. EnVision Lessons 13-1 through Manipulatives needed for the lesson--see list of technology resources used for each unit. : bell ringers exit slips quick check quizzes for each lesson participation and success during wholegroup activities and discussion and lesson practice problems ability to teach/share/lead during small-group activities journaling, Summative: ( quick check quizzes for each lesson) Topic 13 Test: multiple choice and short answer, student text pages Alternate test master for Topic 13 from assessment book Topic 13 Performance Task student text page

17 4.NF.6 Use decimal notation with denominators 10 or 100. I can read and write decimals to the hundredths in expanded, standard, and word form. 27, 28 Topic 14: Measurement Units and 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols <,>, or =, and justify the conclusions. 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.1 Know relative sizes of measurements unit within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurements equivalents in a Inch Foot Yard Mile I can use models and placevalue charts to compare decimals to the hundredths. I can use the four operations to solve word problems involving decimals (money) and problems that require expressing measurements given in a larger unit in terms of a smaller unit. I can solve problems with fractions and decimals by drawing a picture. I can estimate and measure length by choosing the appropriate unit of length. I can measure length with customary units. EnVision Lessons 14-1 through Manipulatives needed for the lesson--see list of technology resources used for each unit : bell ringers exit slips quick check quizzes for each lesson participation and success 17

18 Conversions two-column table. For example, know that 1 frt is 12 times as long as 1 in. Express the length of a 4ft snake as 48 inches. Generate a conversion talbe for feet and inches listing the number pairs: (1,12), (2,24), (3,36). Capacity I can measure lengths with metric units. I can estimate fluently with customary units: cups, pints, quarts, and gallons. I can compare the relative sizes of capacity measurements. during wholegroup activities and discussion and lesson practice problems ability to teach/share/lea d during smallgroup activities journaling, Weight Ounce Pound Ton I can estimate fluently and measure with units of weight: ounces, pounds, and tons. I can convert between customary units of measure for length and capacity. I can solve and explain word problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Summative: ( quick check quizzes for each lesson) Topic 14 Test: multiple choice and short answer, student text pages Alternate test master for Topic 14 from assessment book Topic 14 18

19 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Millimeter Centimeter Decimeter Meter Kilometer Milliliter Liter Mass Gram Kilogram I can estimate and measure length to the nearest centimeter, and choose the most appropriate metric unit for measuring length. I can estimate fluently with milliliters and liters. I can measure capacity with milliliters and liters. I can estimate and measure with units of mass: grams and kilograms. Performance Task student text page 398 I can convert between metric units. I can compare several different units of time and freely convert from one unit of time to another. I can solve word problems that require finding the original times, measurements, or quantities that led to a result that is given. 19

20 29, 30 Topic 15 Solving Measurement Problems 31, 32 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in linie plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and Perimeter Area Line plot Point Line Plane I can use the formulas for the perimeter and area of rectangles to solve real-world problems. I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems. I can solve real-world problems that involve money and giving change by counting. I can construct line plots using given data and use the line plot to answer questions about the data set. I can break a problem into smaller, more manageable pieces and find a pattern to fit. I can identify and describe points, lines, and planes. EnVision Lessons 15-1 through 15-5 Manipulatives needed for the lesson--see list of technology resources used for each unit EnVision Lessons 16-1 through : bell ringers exit slips quick check quizzes for each lesson participation and success during wholegroup activities and discussion and lesson practice problems ability to teach/share/lead during small-group activities journaling, Summative: ( quick check quizzes for each lesson) Topic 15 Test: multiple choice and short answer, student text pages Alternate test master for Topic 15from assessment book Topic 15 Performance Task student text page 418 : bell ringers 20

21 Topic 16 Lines, Angles, and Shapes perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2 I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Parallel lines Intersecting lines Perpendicular lines Line segment Ray Angle Right angle Acute angle Obtuse angle Straight angle Polygon Side Vertex Triangle Quadrilateral Pentagon Hexagon Octagon Equilateral triangle Isosceles triangle Scalene triangle Right triangle Acute triangle Obtuse triangle I can use geometric terms to describe parts of lines and types of angles. I can learn to identify polygons. I can learn to identify triangles. I can learn to identify quadrilaterals.. I can solve problems by making and testing generalizations. Manipulatives needed for the lesson--see list of technology resources used for each unit exit slips quick check quizzes for each lesson participation and success during whole-group activities and discussion and lesson practice problems ability to teach/share/lead during small-group activities journaling, Summative: ( quick check quizzes for each lesson) Topic 15 Test: multiple choice and short answer, student text pages Alternate test master for Topic 16 from assessment book Topic 16 Performance Task student text page 450 Rhombus Trapezoid Parallelogram 21

22 4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Rectangle Square Symmetric Line of symmetry I can determine if a plane figure has line symmetry and, if so, how many lines of symmetry it has. 4.MD.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Degree Unit angle Angle measure I can use unit angles and fractions of a circle to find angle measures. I can find the measure of an unknown angle by adding and subtracting. I can use a smaller angle to measure a larger angle by repeating the unit 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. I can measure and draw angles. 22

23 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angels on a diagram in real world and mathematical problems. Protractor I can find the measure of an unknown angle by adding and subtracting 23

### 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 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

### 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

### 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

### 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:

### 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

### 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

### 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

### 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

### 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

### 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

### 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,

### 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

### 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 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

### 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.

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### Delaware s Common Core State Standards for Mathematics Grade 4 Assessment Examples

Delaware s Common Core State s for Mathematics Grade 4 Assessment Examples Compiled by: Teaching and Learning Branch Katia Foret, Ph.D. Education Associate Rita Fry, Ed.D. Education Associate September

### 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

### 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

### 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

### 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

### 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

### 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

### 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)

### 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

### 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

### 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

### 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

### 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

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

### 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,

### 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

### Summary of Changes for Mathematics Standards Kindergarten Grade 8

CCGPS for Mathematics were revised. The revised standards were adopted on January 15, 2015. This Grade Level Strand Standard Kindergarten Counting and Cardinality CCK.CC.4 CCK.CC.5 Number and Operations

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

### 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

### FOURTH GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2011 2012 Curriculum Mapping Purpose

FOURTH GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2011 2012 Curriculum Mapping Purpose Canyons School District s curriculum math maps are standards-based maps driven by the Common Core

### Fractional Part of a Set

Addition and Subtraction Basic Facts... Subtraction Basic Facts... Order in Addition...7 Adding Three Numbers...8 Inverses: Addition and Subtraction... Problem Solving: Two-Step Problems... 0 Multiplication

### MEASUREMENTS. U.S. CUSTOMARY SYSTEM OF MEASUREMENT LENGTH The standard U.S. Customary System units of length are inch, foot, yard, and mile.

MEASUREMENTS A measurement includes a number and a unit. 3 feet 7 minutes 12 gallons Standard units of measurement have been established to simplify trade and commerce. TIME Equivalences between units

### 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

### 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

### 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

### 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

### 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

### 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:

### Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

### Math. MCC5.OA.1 Use parentheses, brackets, or braces in. these symbols. 11/5/2012 1

MCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 11/5/2012 1 MCC5.OA.2 Write simple expressions that record calculations with numbers,

### 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

### 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

### 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

### 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

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

### 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

### 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

### Quick Reference ebook

This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed

### 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

### 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

### 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

### Grade 4 - Module 4: Angle Measure and Plane Figures

Grade 4 - Module 4: Angle Measure and Plane Figures Acute angle (angle with a measure of less than 90 degrees) Angle (union of two different rays sharing a common vertex) Complementary angles (two angles

### 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

### 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

### 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

### 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

### National Curriculum for England 2014 Abacus Year 4 Medium Term Plan

National Curriculum for England 2014 Year 4 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first

### MATHEMATICS - SCHEMES OF WORK

MATHEMATICS - SCHEMES OF WORK For Children Aged 7 to 12 Mathematics Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore

### Math Dictionary Terms for Grades 4-5:

Math Dictionary Terms for Grades 4-5: A Acute - an angle less than 90 Addend - one of the numbers being added in an addition problem Addition - combining quantities Algebra - a strand of mathematics in

### Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

### Florida Department of Education Curriculum Framework

Florida Department of Education Curriculum Framework July 2014 Program Title: Adult Basic Education (ABE) Program Type: Adult Basic Education Mathematics Career Cluster: N/A ADULT GENERAL EDUCATION Program

### 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.

### 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

### 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

### 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

### Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra

Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings

### 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

### Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed

Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 1: Understanding Place Value 3 weeks Critical Thinking and Problem Solving Communication

### 5 th Grade Texas Mathematics: Unpacked Content

5 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

### 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

### 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

### 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

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

### 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

### 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

### 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.

### K-5 Definitions of Math Terms

TERM acute angle acute triangle addend addition adjacent angle algebraic expression algebraic form/notation algorithm analog clock angle angle measure DEFINITION An angle with measure between zero degrees