# Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics F-H Approximately 14 days Begin around January 9 th

Size: px
Start display at page:

Download "Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics F-H Approximately 14 days Begin around January 9 th"

Transcription

1 HIGLEY UNIFIED SCHOOL DISTRICT 2016/2017 INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics F-H Approximately 14 days Begin around January 9 th In this 45-day unit, students build on their Grade 3 work with unit fractions as they explore fraction equivalence and extend this understanding to mixed numbers. This leads to the comparison of fractions and mixed numbers and the representation of both in a variety of models. Benchmark fractions play an important part in students ability to generalize and reason about relative fraction and mixed number sizes. Students then have the opportunity to apply what they know to be true for whole number operations to the new concepts of fraction and mixed number operations. Major s: Supporting s: Vocabulary 4.NF.B Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.OA.C Generate and analyze patterns. 4.MD.B Represent and interpret data. Benchmark, common denominator, denominator, line plot, mixed number, numerator s Notes & Resources 4.OA C 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. Patterns involving numbers or symbols either repeat or grow. Students need multiple opportunities creating and extending number and shape patterns. Numerical patterns allow students to reinforce facts and develop fluency with operations. Patterns and rules are related. A pattern is a sequence that repeats the same process over and over. A rule dictates what that process will look like. Students investigate different patterns to find rules, identify features in the patterns, and justify the reason for those features. Module 5 Lesson 41 Rev 6/16/2016 Page 1 of 10

2 s Example: Pattern Rule Feature(s) 3, 8, 13, 18, 23, 28, Start with 3, add 5 The numbers alternately end with a 3 or 8 5, 10, 15, 20 Start with 5, add 5 The numbers are multiples of 5 and end with either 0 or 5. The numbers that end with 5 are products of 5 and an odd number. The numbers that end in 0 are products of 5 and an even number. After students have identified rules and features from patterns, they need to generate a numerical or shape pattern from a given rule. Example: Rule: Starting at 1, create a pattern that starts at 1 and multiplies each number by 3. Stop when you have 6 numbers. Students write 1, 3, 9, 27, 81, 243. Students notice that all the numbers are odd and that the sums of the digits of the 2 digit numbers are each 9. Some students might investigate this beyond 6 numbers. Another feature to investigate is the patterns in the differences of the numbers (3-1 = 2, 9-3 = 6, 27-9 = 18, etc.) 4.NF B 3c Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. b. 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. A fraction with a numerator of one is called a unit fraction. When students investigate fractions other than unit fractions, such as 2/3, they should be able to decompose the non-unit fraction into a combination of several unit fractions. Examples: Fraction Example 1: 2/3 = 1/3 + 1/3 Being able to visualize this decomposition into unit fractions helps students when adding or subtracting fractions. Students need multiple opportunities to work with mixed numbers and be able to decompose them in more than one way. Students may Rev 6/16/2016 Page 2 of 10 Module 5 Lessons 29-34

3 s 4.MP.1. Make sense of problems and persevere in solving them. 4.MP.8. Look for and express regularity in repeated reasoning. use visual models to help develop this understanding. Fraction Example 2: 1 ¼ - ¾ = 4/4 + ¼ = 5/4 5/4 ¾ = 2/4 or ½ Word Problem Example 1: Mary and Lacey decide to share a pizza. Mary ate 3/6 and Lacey ate 2/6 of the pizza. How much of the pizza did the girls eat together? Solution: The amount of pizza Mary ate can be thought of a 3/6 or 1/6 and 1/6 and 1/6. The amount of pizza Lacey ate can be thought of a 1/6 and 1/6. The total amount of pizza they ate is 1/6 + 1/6 + 1/6 + 1/6 + 1/6 or 5/6 of the whole pizza. A separate algorithm for mixed numbers in addition and subtraction is not necessary. Students will tend to add or subtract the whole numbers first and then work with the fractions using the same strategies they have applied to problems that contained only fractions. Word Problem Example 2: Susan and Maria need 8 3/8 feet of ribbon to package gift baskets. Susan has 3 1/8 feet of ribbon and Maria has 5 3/8 feet of ribbon. How much ribbon do they have altogether? Will it be enough to complete the project? Explain why or why not. The student thinks: I can add the ribbon Susan has to the ribbon Maria has to find out how much ribbon they have altogether. Susan has 3 1/8 feet of ribbon and Maria has 5 3/8 feet of ribbon. I can write this as 3 1/ /8. I know they have 8 feet of ribbon by adding the 3 and 5. They also have 1/8 and 3/8 which makes a total of 4/8 more. Altogether they have 8 4/8 feet of ribbon. 8 4/8 is larger than 8 3/8 so they will have enough ribbon to complete the project. They will even have a little extra ribbon left, 1/8 foot. Additional Example: Trevor has 4 1/8 pizzas left over from his soccer party. After giving Rev 6/16/2016 Page 3 of 10

4 s some pizza to his friend, he has 2 4/8 of a pizza left. How much pizza did Trevor give to his friend? Solution: Trevor had 4 1/8 pizzas to start. This is 33/8 of a pizza. The x s show the pizza he has left which is 2 4/8 pizzas or 20/8 pizzas. The shaded rectangles without the x s are the pizza he gave to his friend which is 13/8 or 1 5/8 pizzas. 4.NF B 4 abc Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5(1/4), recording the conclusion by the equation 5/4 = 5(1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3(2/5) as 6(1/5), recognizing this product as 6/5. (In general, n(a/b)=(na)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at Students need many opportunities to work with problems in context to understand the connections between models and corresponding equations. Contexts involving a whole number times a fraction lend themselves to modeling and examining patterns. Examples: 3 x (2/5) = 6 x (1/5) = 6/5 If each person at a party eats 3/8 of a pound of roast beef, and there are 5 people at the party, how many pounds of roast beef are needed? Between what two whole numbers does your answer lie? A student may build a fraction model to represent this problem. Rev 6/16/2016 Page 4 of 10 Module 5 Lessons 35-40

5 s a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? 4.MP.1. Make sense of problems and persevere in solving them. 4.MP.8. Look for and express regularity in repeated reasoning. 4.MD B 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 line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. 3/8 3/8 3/8 3/8 3/8 3/8 + 3/8 + 3/8 + 3/8 + 3/8 = 15/8 = 1 7/8 Ten students in Room 31 measured their pencils at the end of the day. They recorded their results on the line plot below. X X X X X X X X X X 3 ½ 4 4 ¼ 5 1/8 5 1/2 o Possible questions: o What is the difference in length from the longest to the shortest pencil? o If you were to line up all the pencils, what would the total length be? If the 5 1/8 pencils are placed end to end, what would be their total length? Rev 6/16/2016 Page 5 of 10 Module 5 Lessons 35-40

6 s Unit 6: Decimal Fractions Approximately 19 days Begin around January 30 th This 20-day unit gives students their first opportunity to explore decimal numbers via their relationship to decimal fractions, expressing a given quantity in both fraction and decimal forms. Utilizing the understanding of fractions developed throughout Unit 5, students apply the same reasoning to decimal numbers, building a solid foundation for Grade 5 work with decimal operations. Major s: Supporting s: Vocabulary 4.NF.C Understand decimal notation for fractions, and compare decimal fractions. 4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a small unit. Decimal number, decimal expanded form, decimal fraction, decimal point, fraction expanded form, hundredth, tenth s Notes & Resources 4.NF C 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 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) Students can use base ten blocks, graph paper, and other place value models to explore the relationship between fractions with denominators of 10 and denominators of 100. Students may represent 3/10 with 3 longs and may also write the fraction as 30/100 with the whole in this case being the flat (the flat represents one hundred units with each unit equal to one hundredth). Students begin to make connections to the place value chart as shown in 4.NF.6. This work in fourth grade lays the foundation for performing operations with decimal numbers in fifth grade. Module 6 Lessons 4-8, Rev 6/16/2016 Page 6 of 10

7 s 4.NF C 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. Students make connections between fractions with denominators of 10 and 100 and the place value chart. By reading fraction names, students say 32/100 as thirty-two hundredths and rewrite this as 0.32 or represent it on a place value model as shown below. Hundreds Tens Ones Tenths Hundredths 3 2 Students use the representations explored in 4.NF.5 to understand 32/100 can be expanded to 3/10 and 2/100. Students represent values such as 0.32 or 32/100 on a number line. 32/100 is more than 30/100 (or 3/10) and less than 40/100 (or 4/10). It is closer to 30/100 so it would be placed on the number line near that value. Module 6 Lessons 1-8, NF C 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, e.g., by using a visual model. Students build area and other models to compare decimals. Through these experiences and their work with fraction models, they build the understanding that comparisons between decimals or fractions are only valid when the whole is the same for both cases. Each of the models below shows 3/10 but the whole on the right is much bigger than the whole on the left. They are both 3/10 but the model on the right is a much larger quantity than the model on the left. When the wholes are the same, the decimals or fractions can be Rev 6/16/2016 Page 7 of 10 Module 6 Lessons 4-11

8 s compared. Example: Draw a model to show that 0.3 < 0.5. (Students would sketch two models of approximately the same size to show the area that represents three-tenths is smaller than the area that represents five-tenths. 4.MD A 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.MP.1. Make sense of problems and persevere in solving them. Addition: Miguel had 1 dollar bill, 2 dimes, and 7 pennies. John had 2 dollar bills, 3 quarters, and 9 pennies. How much money did the two boys have in all? Subtraction: A pound of apples costs \$1.20. Rachel bought a pound and a half of apples. If she gave the clerk a \$5.00 bill, how much change will she get back? Multiplication: A pen costs \$2.29. A calculator costs 3 times as much as a pen. How much do a pen and a calculator cost together? Number line diagrams that feature a measurement scale can represent measurement quantities. Examples include: ruler, diagram marking off distance along a road with cities at various points, a timetable showing hours throughout the day, or a volume measure on the side of a container. Also addressed in Unit 7 Module 6 Lessons 9-12, Rev 6/16/2016 Page 8 of 10

9 s Unit 7: Angle Measure and Plane Figures, Topics A-B Approximately 10 days Begin around February 27 th This 20-day unit introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in their work throughout the unit, students learn how to create and measure angles, as well as create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. Through decomposition and composition activities as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures based on them. Major s: Supporting s: Vocabulary 4.MD C 5 ab 4.MD.C Geometric measurement: understand concepts of angle and measure angles. 4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles. acute angle; acute triangle; adjacent angle; angle; arc; collinear; complementary angles; degree measure of an angle; diagonal; equilateral triangle; figure; interior of an angle; intersecting lines; isosceles triangle; length of an arc; line; line of symmetry; line segment; obtuse angle; obtuse triangle; parallel; perpendicular; point; protractor; ray; right angle, right triangle; scalene triangle; straight angle; supplementary angles; triangle; vertex; vertical angles Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. 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. b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees. The diagram below will help students understand that an angle measurement is not related to an area since the area between the 2 rays is different for both circles yet the angle measure is the same. Rev 6/16/2016 Page 9 of 10 Module 4 Lessons 5-8

10 s 4.MD C 6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.G A 1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.MP.6. Attend to precision Before students begin measuring angles with protractors, they need to have some experiences with benchmark angles. They transfer their understanding that a 360º rotation about a point makes a complete circle to recognize and sketch angles that measure approximately 90º and 180º. They extend this understanding and recognize and sketch angles that measure approximately 45º and 30º. They use appropriate terminology (acute, right, and obtuse) to describe angles and rays (perpendicular). Examples of points, line segments, lines, angles, parallelism, and perpendicularity can be seen daily. Students do not easily identify lines and rays because they are more abstract. Right angle Acute angle Obtuse angle Straight angle Module 4 Lessons 5-8 Module 4 Lessons 1-4 Rev 6/16/2016 Page 10 of 10

### Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th

HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th In

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multi-digit multiplication,

### GRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.

GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as

PARCC Emphasis Standards References Module(s) Tested (Max. 2) Module(s) Taught NOT Tested (No Max.) NUMBER AND OPERATIONS IN BASE TEN OA 4.OA.1 4.OA.1 (A) 4.OA.1 (B) 4.OA.2 4.OA.2 (A) 4.OA.2 (B) Use the

### Measurement and Data Core Guide Grade 4

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (Standards 4.MD.1 2) Standard 4.MD.1 Know relative sizes of measurement units within each system

Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways

### Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous

Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous elementary math textbooks and workbooks meant to be part of

### GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers

CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole

### Grade 4. COMMON CORE STATE STANDARDS FOR MATHEMATICS Correlations

COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. In most Student Edition lessons. Some examples are: 50

Beast Academy Scope and Sequence for Grade 4 (books 4A through 4D). The content covered in Beast Academy Grade 4 is loosely based on the standards created by the Common Core State Standards Initiative.

### PENNSYLVANIA. List properties, classify, draw, and identify geometric figures in two dimensions.

Know: Understand: Do: CC.2.3.4.A.1 -- Draw lines and angles and identify these in two-dimensional figures. CC.2.3.4.A.2 -- Classify twodimensional figures by properties of their lines and angles. CC.2.3.4.A.3

### Pennsylvania System of School Assessment

Mathematics, Grade 04 Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling

### Georgia Department of Education

Fourth Grade 4.NOP.1 Multiplication and division; Find the factor pairs for a given whole number less than or equal to 100; recognize prime numbers as numbers greater than 1 with exactly one factor pair.

### I can use the four operations (+, -, x, ) to help me understand math.

I Can Common Core! 4 th Grade Math I can use the four operations (+, -, x, ) to help me understand math. Page 1 I can understand that multiplication fact problems can be seen as comparisons of groups (e.g.,

### 7 Days: August 17 August 27. Unit 1: Two-Dimensional Figures

1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 G.1.1 G.1.2 G.1.3 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent

### 2011 Iredell Statesville Schools 4 th Grade Mathematics 1

2011 Iredell Statesville Schools 4 th Grade Mathematics 1 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1 Interpret a multiplication equation as a

### Common Core State Standards 1 st Edition. Math Pacing Guide

Common Core State Standards 1 st Edition Math Pacing Guide Fourth Grade 2 nd Nine Week Period 1 st Edition Developed by: Christy Mitchell, Amy Moreman, Natalie Reno ``````````````````````````````````````````````````````````````````````````````````````

### 4th Grade Mathematics Mathematics CC

Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multi-digit multiplication, and developing understanding of dividing to find quotients

### Angle Measure and Plane Figures

Grade 4 Module 4 Angle Measure and Plane Figures OVERVIEW This module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize,

### Northern York County School District Curriculum

Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 4-5 Weeks PA Common Core Standard (Descriptor) (Grades

### GREATER CLARK COUNTY SCHOOLS PACING GUIDE. Grade 4 Mathematics GREATER CLARK COUNTY SCHOOLS

GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 4 Mathematics 2014-2015 GREATER CLARK COUNTY SCHOOLS ANNUAL PACING GUIDE Learning Old Format New Format Q1LC1 4.NBT.1, 4.NBT.2, 4.NBT.3, (4.1.1, 4.1.2,

### Write numbers to 100,000 in standard form, word form, and expanded form

4 th Grade Math in Focus Chapter 1-Working with Whole to 100,000 Comparing to 100,000 Adding and Multi-Digit Write numbers to 100,000 in standard form, word form, and expanded form Compare and order numbers

### Math Mammoth Grade 4. Class Description:

Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multi-digit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry

### 4 th Grade Mathematics Learning Targets By Unit

INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.A-T.1.1.1 Demonstrate an understanding that in a multi-digit whole number (through 1,000,000),

### BREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment

Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract within 1000 using

### 8/22/2013 3:30:59 PM Adapted from UbD Framework Priority Standards Supporting Standards Additional Standards Page 1

Approximate Time Frame: 6-8 weeks Connections to Previous Learning: Grade 2 students have partitioned circles and rectangles into two, three, or four equal shares. They have used fractional language such

### 4 th Grade Curriculum Map

4 th Grade Curriculum Map 2017-18 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING

### Second Quarter Benchmark Expectations for Units 3 and 4. Represent multiplication as equal groups with arrays.

Mastery Expectations For the Third Grade Curriculum In Third Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of division and strategies within 100.

### 3.NBT NBT.2

Saxon Math 3 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.

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Subtract 2-digit numbers mentally with or without regrouping. Use front-end estimation to estimate sums and differences

3 rd Grade Math in Focus Chapter 1-Numbers to 10,000 Counting Place Value Comparing Ordering Numbers Use base-ten blocks to count, read, write numbers to 10,000 Count on by 1s, 10s, 100s, 1,000s to 10,000

### Unit 5: Fractions Approximate Time Frame: 6-8 weeks Connections to Previous Learning: Focus of the Unit:

Approximate Time Frame: 6-8 weeks Connections to Previous Learning: Grade 2 students have partitioned circles and rectangles into two, three, or four equal shares. They have used fractional language such

### 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 4 Name Date 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.

### Elko County School District 5 th Grade Math Learning Targets

Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

### Mathematical Practices:

Content Area Mathematics Grade Level 4 th Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code 1. Number Sense, Properties, and Operations 2. Patterns, Functions, and Algebraic

### NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:

Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 1-1

### Math + 4 (Red) SEMESTER 1. { Pg. 1 } Unit 1: Whole Number Sense. Unit 2: Whole Number Operations. Unit 3: Applications of Operations

Math + 4 (Red) This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive

### xcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District

### 3rd Grade Math Pacing Guide Unit 1 Board Approved: December 12, 2016

Unit 1 Board Approved: December 12, 2016 # CCSS Unit 1: Represent and solve problems involving multiplication and division September/October 31 Days Go Math Chapters Covered: Completed Student Learning

### MCAS/DCCAS Mathematics Correlation Chart Grade 4

MCAS/DCCAS Mathematics Correlation Chart Grade 4 MCAS Finish Line Mathematics Grade 4 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Number Sense Lesson 1: Whole Number Place Value Lesson

### Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages

4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures

NAME: 5 th Grade MATH SUMMER PACKET ANSWERS Please attach ALL work DATE: 1.) 26.) 51.) 76.) 2.) 27.) 52.) 77.) 3.) 28.) 53.) 78.) 4.) 29.) 54.) 79.) 5.) 30.) 55.) 80.) 6.) 31.) 56.) 81.) 7.) 32.) 57.)

### Third Grade Mathematics Scope and Sequence

Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as

### Number and Operations Fractions

Number and Operations Fractions Standards Entry Points Access Skills 3 Page 59 Pages 60 61 Pages 60 62 4 Pages 63 64 Page 65 67 5 Pages 68 69 Page 70 72 MATHEMATICS 58 CONTENT AREA Mathematics DOMAIN Number

### Content Area: Mathematics- 3 rd Grade

Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings

### 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 Name Date 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw. c.

### Diocese of Erie Mathematics Curriculum Third Grade August 2012

Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups

### Grade 4. Number and Operations - Fractions 4.NF COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS Grade 4 Number and Operations - Fractions 4.NF.1-2 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES

Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard

### Grade 4 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 4 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

### . line segment. 1. Draw a line segment to connect the word to its picture. ray. line. point. angle. 2. How is a line different from a line segment?

COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 4 1. Draw a line segment to connect the word to its picture. ray line. line segment point angle 2. How is a line different from a line segment? Lesson

### AIMS Common Core Math Standards Alignment

AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (3.OA) 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of

### First Name: Last Name: Select the one best answer for each question. DO NOT use a calculator in completing this packet.

5 Entering 5 th Grade Summer Math Packet First Name: Last Name: 5 th Grade Teacher: I have checked the work completed: Parent Signature Select the one best answer for each question. DO NOT use a calculator

### 3rd Grade Math Unit 1 8/18. # of Days: 7. Assessment: Fluency with Addition & Subtraction 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.

Math Unit 1 # of Days: 7 8/18 Fluency with Addition & Subtraction. 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.2 MP 1, 2, 4, 5 3.NBT.A.2 3.OA.D.8 MP 1, 2, 3, 4, 5, 6 3.OA.D.9 MP 3, 6, 7, 8 3.MD.B.3 MP 2, 4 Tell

### 2011 Summer Math Packet Students entering Fifth Grade Math

Name 0 Summer Math Packet Students entering Fifth Grade Math Rachel Carson Elementary PACKET MUST INCLUDE COVER SHEET WITH THE FOLLOWING INFORMATION CLEARLY PRINTED Students Name (first & last) 0-0 Homeroom

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Saxon Math Manipulatives in Motion Primary. Correlations

Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in

### 7 th Grade Math Third Quarter Unit 4: Percent and Proportional Relationships (3 weeks) Topic A: Proportional Reasoning with Percents

HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT 7 th Grade Math Third Quarter Unit 4: Percent and Proportional Relationships (3 weeks) Topic A: Proportional Reasoning with Percents In Unit 4, students

### Problem Solving with the Coordinate Plane

Grade 5 Module 6 Problem Solving with the Coordinate Plane OVERVIEW In this 40-day module, students develop a coordinate system for the first quadrant of the coordinate plane and use it to solve problems.

### First Grade Saxon Math Curriculum Guide Key Standards Addressed in Section

Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 1-10 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs

### Revised Elko County School District 2 nd Grade Math Learning Targets

Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

### 2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2

Saxon Math 2 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.

### Eureka Math. Grade 4, Module 4. Teacher Edition

A Story of Units Eureka Math Grade 4, Module 4 Teacher Edition Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole

### Standard 4.G.1 4.G.2 5.G.3 5.G.4 4.MD.5

Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles (Standards 4.G.1 3). Standard 4.G.1 Draw points, lines, line segments, rays, angles (right, acute,

### Squares Multiplication Facts: Square Numbers

LESSON 61 page 328 Squares Multiplication Facts: Square Numbers Name Teacher Notes: Introduce Hint #21 Multiplication/ Division Fact Families. Review Multiplication Table on page 5 and Quadrilaterals on

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

### 2nd Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary

2nd Grade Math 2007 Stards, Benchmarks, s & Vocabulary Str Stard No. Benchmark (2nd Grade) 2.1.1.1 Read, write represent whole numbers up to 1000. Representations may include numerals, addition, subtraction,

### Triangles, Rectangles, Squares, and Circles

Triangles, Rectangles, Squares, and Circles Triangle sides Rectangle 4 sides Lesson 21 21 Square length a rectangle with 4 equal sides width Measures of a circle: Radius = 1 diameter Diameter = 2 radius

GRADE 5 UNIT 6 Table of Contents Problem Solving with the Coordinate Plane Lessons Topic 1: Coordinate Systems 1-6 Lesson 1: Construct a coordinate system on a line. Lesson 2: Construct a coordinate system

### 7 Mathematics Curriculum

New York State Common Core 7 Mathematics Curriculum GRADE Table of Contents 1 Percent and Proportional Relationships GRADE 7 MODULE 4... 3 Topic A: Finding the Whole (7.RP.A.1, 7.RP.A.2c, 7.RP.A.3)...

### 3.OA.A- Represent and solve problems involving multiplication and division

MARYLAND COLLEGE AND CAREER READY STANDARDS-GRADE 3 OPERATIONS AND ALGEBRAIC THINKING 3.OA.A- Represent and solve problems involving multiplication and division 3.OA.A.1- Interpret products of whole numbers,

### Step 2: Extend the compass from the chosen endpoint so that the width of the compass is more than half the distance between the two points.

Student Name: Teacher: Date: District: Miami-Dade County Public Schools Test: 9_12 Mathematics Geometry Exam 1 Description: GEO Topic 1 Test: Tools of Geometry Form: 201 1. A student followed the given

### Mathematics Expectations Page 1 Grade 04

Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to

### Triangles, Rectangles, Squares, and Circles

LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the

### Problem of the Month: Between the Lines

Problem of the Month: Between the Lines The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common

### Level 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level

Level 1 Grade Level 0-1.9 Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Level M.1.1 Number Sense and Operations M.1.1.1 Associate numbers and words for numbers with quantities.

### Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk

Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the

### 4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.

Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor

### Common Core State Standards for Mathematics

A Correlation of To the Common Core State Standards for Mathematics Table of Contents Operations and Algebraic Thinking... 1 Number and Operations in Base Ten... 2 Measurement and Data... 4 Geometry...

### AGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School

Prentice Hall Connected Mathematics 6th Grade Units 2004 Grade 6 C O R R E L A T E D T O Expectations Grade 6 Content Standard A: Mathematical facts, concepts, principles, and theories Numeration: Understand

### Students will be able to:

GRADE 4 UNIT 5 MEASURE AND CLASSIFY GEOMETRIC FIGURES Established Goals: Standards 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.5 Recognize angles as geometric

### Problem Solving with Length, Money, and Data

Grade 2 Module 7 Problem Solving with Length, Money, and Data OVERVIEW Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills

### VGLA COE Organizer Mathematics 4

4.1 The Student will identify the place value for each digit in a whole number expressed through millions a) orally and in writing; b) compare two whole numbers expressed through millions, using symbols

### SOL Instruction Tracking Form Grade 3 Mathematics

SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence

### Common Core State Standards Pacing Guide 1 st Edition. Math

Common Core State Standards Pacing Guide 1 st Edition Math Fifth Grade 3 rd Nine Week Period 1 st Edition Developed by: Jennifer Trantham, Laura Michalik, Mari Rincon ``````````````````````````````````````````````````````````````````````````````````````

### OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN NUMBER AND OPERATIONS: FRACTIONS

OPERATIONS AND ALGEBRAIC THINKING 003-249 REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISON UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION

### Formative type assessment (i.e. windshield check, dry erase boards, exit tickets, multiple choice, journals, checklists, etc.

Jones County School District Assessment Blueprint 2013-2014 Grade/Subject Level: 3rd Grade Math Team Members: A. Mobley, K. Husser, R. Sims, S. Clark, K. Knight, J. Hall Creating Summative / District Benchmark

### OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA GEOMETRY USER LICENSE 535

OPERATIONS AND ALGEBRAIC THINKING 003-164 REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION ADD AND SUBTRACT WITHIN 20 WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION

### Grade 2 Mathematics Scope and Sequence

Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100

### GRADE 3 TEKS ALIGNMENT CHART

GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial

### Common Core State Standard I Can Statements 2 nd Grade

CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics

Grade 5 Module 3 Addition and Subtraction of Fractions OVERVIEW In Module 3, students understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals.

4th Grade Mathematics Unit 3 Curriculum Map: January 25 - April 12, 2018 ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF MATHEMATICS 1 2 Table of Contents I. Unit Overview/NJSLS/21

### Math Pacing Guide. 2 nd Grade

Unit 1: Extending Base 10 Understanding 5, 10 5 weeks Instructional Days August 8 September 9, 2016 Understand place value. MGSE2.NBT.1 Understand that the three digits of a three-digit number represent

### Objective: Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 5 Lesson 16 Objective: Draw trapezoids to clarify their attributes, and define trapezoids based Suggested Lesson Structure Fluency Practice Application