Fourth Grade Saxon Math Curriculum Guide Key Standards Addressed in Section


 Warren Warren
 2 years ago
 Views:
Transcription
1 Sections and Lessons Fourth Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 110 Focus on Concepts A & B Investigation 1 Sequences, Word Problems, Place Value, Numbers to 999, Missing Addends, expanded Form, Adding 3Digits, Addition Algorithm, Missing Numbers in Subtraction, Inverse Operations, Order of Operations, Subtracting 3 Digits, Subtraction Algorithm Section 2: Lessons Focus on Concepts C & D Investigation 2 Adding Columns of Numbers, Combining, Elapsed Time, Subtraction with Zeroes, Separating, Comparing, Lines, Segments, Rays, and Angles, Triangles, Rectangles, Squares & Circles, Fractions, Fractions as Division, Perimeter, Number Lines 4.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. 4.NBT.2 Read, write & compare multidigit numbers using baseten numerals, number names, and expanded form. 4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. 4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Represent measurement quantities using diagrams. 4.MD.3 Apply the perimeter formula for rectangles. September Late September
2 Curriculum Guide (Page 2) Section 3: Lessons Investigation 3 4.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. Extended Response I November 12 19, 2014 Rounding, Multiplication Facts, Parentheses, Associative Property, Numbers to Hundred Thousands, Dollars & Cents, Fractions of a Dollar, Area Model, Perimeter Section 4: Lessons Focus on Concepts E & F Investigation 4 Perimeter & Area, Fractions & Mixed Numbers, Lines & Line Segments, Relating Multiplication & Division, Divide by Zero, Inverse Operations, order of Operations, Multiples of 10 & 100, Multiply 2Digits, Rounding, Fractions & Decimals 4.NBT.2 Read, write & compare multidigit numbers using baseten numerals, number names, and expanded form. 4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. 4.AO.1 Interpret a multiplication equation as a comparison. 4.AO.2 Multiply to solve word problems involving multiplicative comparison. 4.AO.2 Multiply to solve word problems involving multiplicative comparison. 4.AO.3 Solve multistep word problems posed with whole numbers and having wholenumber answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.4 Find all factor pairs for a whole number in the range NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers. Illustrate and explain the calculation. Early October Late October
3 Curriculum Guide (Page 3) Section 5: Lessons Focus on Concepts G Investigation 5 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and NF.6 Use decimal notation for fractions with denominators 10 or 100. MAP January12 26, 2015 Decimal Place Value, Units of Length, Decimals on a Number Line, Equivalent Decimals, Add & Subtract Decimals, Rounding Decimals, Numbers in Millions, Rounding Large Numbers, Polygons, Displaying Data, Graphs Section 6: Lessons Investigation 6 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. 4.MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). 4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. Nov Add & Subtract Large Numbers, Rates, Multiply Large Numbers, Collecting Data, Surveys Skip lessons 53, 54, 55, 56 and NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers. Illustrate and explain the calculation. 4.MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). Dec End of Trimester 1: December 3, 2014
4 Getting to the Core Division Unit Timeline: 5 weeks, January to Early February Performance Task: Solve problems in real life context, explaining your thinking. Big Idea: Quantities can be divided into equal groups. Essential Questions: How is an array related to an area model? How is repeated subtraction related to equal groups in division? What are the patterns that occur in division? How is the remainder expressed? How can we illustrate and explain division problems? Key Standards emphasized in this unit: 4.AO.2 Divide to solve word problems involving multiplicative comparison. 4.AO.3 Solve multistep word problems posed with whole numbers and having wholenumber answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.4 Find all factor pairs for a whole number in the range NBT.6 Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors. Illustrate and explain the calculation. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money and expressing measurements given in a larger unit in terms of a smaller unit. Standards of Mathematical Practice: MP1 Students explain to themselves the meaning of a problem and look for ways to solve it. MP3 Students decide if explanations make sense and ask appropriate questions. MP4 Students experiment with representing problem situations in multiple ways and should be able to use all of these representations as needed. MP8 Students examine patterns and generate their own algorithms.
5 Getting to the Core Fraction Equivalence Unit Timeline: 6 weeks, Late February to MidMarch Performance Task: Create a floor plan of a house with given fractional parts for each room. Big Idea: Relationships between portions can be represented in many ways. Essential Questions: What is a fraction? How can we represent fractions using an area model? How can we represent fractions on a number line? How can we represent and compare fractions that are related to different wholes? Key Standards emphasized in this unit: 4.NF.1 Explain why a fraction a/b is equivalent to fraction (axb)/(nxb) by using visual fraction models. 4.NF.2 Compare two fractions with different numerators and different denominators. 4.NF.3 Understand a fractional/b with a>1 as a sum of fraction 1/b. 4.NF.3a Understand addition and subtraction of fractions. 4.NF.3b Decompose a fraction as a sum of fractions with the same denominator in more than one way. 4.NF.3c Add and subtract mixed numbers with like denominators. 4.NF.3d Solve word problems involving addition and subtraction of fractions. 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4.NF.4a Understand a fraction a/b as a multiple of 1/b. 4.NF.4b Understand a multiple of a/b as a multiple of 1/b. 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 denominator 100, and use this technique to add two fractions with respective denominators 10 and MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). Standards of Mathematical Practice MP2 Students recognize that a fraction represents a specific quantity. They connect the fraction to written symbols and create a logical representation of the problem, considering the meaning of the fraction. MP5 Students may use graph paper or a number line to represent and compare fractions. MP6 Students use appropriate labels when creating a line plot. MP8 Students use visual fraction models to write equivalent fractions.
6 Curriculum Guide (Page 4) Extended Response II March 2 13, 2015 Section 7: Lessons Focus on Concepts H Investigation 7 Estimating, Rounding Decimals, Order of Operations, write Expressions, 2Step Equations, Exponents, Area of a Rectangle, Similar & Congruent Figures Skip lessons 68, 69 and 70. Section 8: Lessons Focus on Concepts I Multiply by Multiples of 10, Finding Information, Mass & Weight 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. 4.AO.3 Solve multistep word problems posed with whole numbers and having wholenumber answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.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. 4.MD.1 Know relative sizes of measurement units within one system of units. Record measurement equivalents in a twocolumn table. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Jan Feb Skip lessons 72, 73, 74, 75, 77, 78 and 79.
7 Curriculum Guide (Page 5) Section 9 Lessons Investigation 9 4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers. Illustrate and explain the calculation. Extended Response II March 2 13, 2015 Multiply by 10, 100, 1000, Multiply 2Digits, Relationships Skip lessons 81, 82, 83, 87, 89 and 90. Section 10: Lessons Investigation 10 Estimating in Multiplication & Division, Describe & Collect Data, Geometric Solids, Add & Subtract Fractions, Graphing End of Trimester 2: March 17, NF.3a Understand addition and subtraction of fractions. 4.NF.3b Decompose a fraction as a sum of fractions with the same denominator in more than one way. 4.NF.3c Add and subtract mixed numbers with like denominators. 4.NF.3d Solve word problems involving addition and subtraction of fractions. Early March Late March Skip lessons 92, 94, 97, 98 and 99.
8 Curriculum Guide (Page 6) Section 11: Lessons Focus on Concepts J & K Investigation 11 Formulas, Distributive Property, Multiply 2Digit Numbers, Rounding, Factoring, Multiply 3Digits, Probability 4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers. Illustrate and explain the calculation. 4.AO.4 Find all factor pairs for a whole number in the range April MAP May 20 June 8, 2015 Skip lessons 103, 106, 108 and 109. Section 12: Lessons Multiply 3Digits, Perimeter & Area Skip lessons 112 and NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers. Illustrate and explain the calculation. 4.MD.6 Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. Early May 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 angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
9 Getting to the Core Geometry Unit Timeline: 3 weeks, Late May to June Performance Task: Design a map, which includes various types of lines and geometric shapes. Big Idea: Objects can be described, classified, and analyzed based on their attributes. Essential Questions: How can parallel and perpendicular lines be identified? How can we use only a right angle to classify all angles? What geometric components make up figures? What properties do geometric objects have in common? What is symmetry? Key Standards Addressed in this Unit 4.MD.5 Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint. 4.G.1 Draw & identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.2 Classify 2D figures based on parallel or perpendicular lines, or angles of a specified size. Recognize& identify right triangles. 4.G.3 Identify linesymmetric figures and draw lines of symmetry. Standards of Mathematical Practice: MP7 Students look closely to discover a pattern or structure. They generate number or shape patterns that follow a given rule. Review Gear Up for Fifth Grade Sections and Lessons You may now review lessons as needed. You may now teach lessons 53, 54, 55, 56 and 57; lessons 68 and 69; lessons 72, 73, 74, 75, 77, 78 and 79; lessons 81, 82, 83, 87, 89 and 90; lessons 92, 94, 97, 98, and 99; lessons 103, 106, 108 and 109; and lessons 112 and 113. Looking Ahead to Grade 5 Topics End of Trimester 3: June 18, 2015 Key Standards addressed in each section ALL June
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
More informationVocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
More informationMath Common Core Standards Fourth Grade
Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourthgrade standards highlight all four operations, explore fractions in greater detail, and
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationFourth 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
More informationA Correlation of. to the. Common Core State Standards for Mathematics Grade 4
A Correlation of to the Introduction envisionmath2.0 is a comprehensive K6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced
More informationProgressing toward the standard
Report Card Language: add, subtract, multiply, and/or divide to solve multistep word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having wholenumber answers using
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More information4TH 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 multidigit multiplication, and developing understanding of dividing to find quotients involving multidigit
More informationCOURSE 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
More informationMathematics 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
More informationExcel 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
More informationClassworks 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
More informationCCSS 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 multidigit number, a digit in one place represents 10 times as much
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationGrade 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.AT.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationMathematics. 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
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P5)
Grade 5 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Multidigit multiplication Module M1: Whole
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationGrade 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
More informationMAFS: 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
More informationTopic: 1  Understanding Addition and Subtraction
8 days / September Topic: 1  Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one and twostep
More informationGrade 4 MultiDigit Multiplication and Division with One Divisor Unit of Instruction
Grade 4 MultiDigit Multiplication and Division with One Divisor Unit of Instruction This is a progressive unit of instruction beginning with students investigating the concrete area model of fraction
More informationFourth 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,
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationMath. 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,
More informationArizona 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
More informationDivision with Whole Numbers and Decimals
Grade 5 Mathematics, Quarter 2, Unit 2.1 Division with Whole Numbers and Decimals Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Divide multidigit whole numbers
More informationYearataGlance: 5 th Grade
September: UNIT 1 Place Value Whole Numbers Fluently multiply multidigit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
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: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationThe 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
More informationGRADE 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
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationScope 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
More informationMathematical Practices
The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K12 MP 1 CC.K12.MP.1 Make sense of problems and persevere in
More information4 th Grade Mathematics Unpacked Content
4 th Grade Mathematics Unpacked Content This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these
More informationDelaware 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
More informationCarroll County Public Schools Elementary Mathematics Instructional Guide (5 th Grade) Unit #4 : Division of Whole Numbers and Measurement
Background Information and Research By fifth grade, students should understand that division can mean equal sharing or partitioning of equal groups or arrays. They should also understand that it is the
More informationangle Definition and illustration (if applicable): a figure formed by two rays called sides having a common endpoint called the vertex
angle a figure formed by two rays called sides having a common endpoint called the vertex area the number of square units needed to cover a surface array a set of objects or numbers arranged in rows and
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationKnowing 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 twodigit multiplication facts to 10 10 to numbers to derive sums and derive
More informationGraphic Organizers SAMPLES
This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase
More information1) Make Sense and Persevere in Solving Problems.
Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades
More informationJust 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 201213 school year. This document is designed to help North
More informationMaths 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
More informationNCTM 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
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationJust want the standards alone? You can find the standards alone at http://corestandards.org/thestandards
4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213 school year. This document is designed to help North
More informationPrimary 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,
More informationYear 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
More informationMaths Level Targets. This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5.
Maths Level Targets This booklet outlines the maths targets for each sublevel 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
More informationIllinois 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
More informationSecond Grade Math Standards and I Can Statements
Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting
More informationConcepts 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
More informationGrade 2. M4: and M:5 Addition and Subtraction of Numbers to 1000. M3: Place Value, Counting, and Comparison of Numbers to 1000
Grade 2 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums
More informationGrade 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 15 December
More informationStage 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
More informationCommon Core State Standards for Math Grades K  7 2012
correlated to the Grades K  7 The Common Core State Standards recommend more focused and coherent content that will provide the time for students to discuss, reason with, reflect upon, and practice more
More informationMath  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
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationMACMILLAN/McGRAWHILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More informationIndicator 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.
More informationGreater 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
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
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
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
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
More informationUnit 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)
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More information5 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
More informationArizona 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
More informationMATHEMATICS LOWER KS2
MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts
More informationNEW 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
More informationNumbers and Operations in Base 10 and Numbers and Operations Fractions
Numbers and Operations in Base 10 and Numbers As the chart below shows, the Numbers & Operations in Base 10 (NBT) domain of the Common Core State Standards for Mathematics (CCSSM) appears in every grade
More informationStudents 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
More informationMajor Work of the Grade
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count
More informationFlorida 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
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationMATHS 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
More informationGRADE 5 UNIT PLANS LINKED TO THE BIG IDEAS
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
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationI know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10
Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when
More information100 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
More informationGeorgia s Early Intervention Program (EIP) Mathematics K 5 Rubrics
20162017 Georgia s Early Intervention Program (EIP) Mathematics K 5 Rubrics NOTE: The EIP eligibility criteria for student placement and exit decisions must be supported by and consistent with multiple
More informationMath 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
More informationEXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS
To the applicant: The following information will help you review math that is included in the Paraprofessional written examination for the Conejo Valley Unified School District. The Education Code requires
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. 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.
More informationNational 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
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationOral 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
More informationof surface, 569571, 576577, 578581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433
Absolute Value and arithmetic, 730733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property
More informationNUMBER 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
More information4th 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.
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationCAMI 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
More informationNational 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
More informationMy 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
More information