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


 Hope Day
 2 years ago
 Views:
Transcription
1 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 NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. digits, place value, word form, standard form, expanded form, period, word form, standard form. Expanded form, period, place value chart, number line compare, order, organized list I can write numbers in different ways. I can name numbers in different ways. I can read and write greater numbers. I understand number lines. I can count and find patterns on a number line. I can compare numbers to find which is greater or less. I can order number from least to greatest and greatest to least. I can make an organized list using clues. EnVision Math Core Standards Grade 3 Lessons 11 to 15 list of technology resources used for each unit. EnVision Lessons 16 to 18 list of technology resources used for each unit. Summative: Pages Topic 2 Use information in a table. 1
2 Week 3 Week 4 Week 5 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. fact family, difference, mental math, estimate equation, reasonablenes s, algorithm, model, place value blocks diagram, algorithm, model, place value I can subtract to find a missing addend. I can use mental math to add. I can use mental math to subtract. I can round numbers to the nearest ten and hundred. I can use rounding to estimate sums. I can make sense of addition and subtraction equations. I can write addition and subtraction equations to answer problems. I can add with an expanded algorithm. I can use a model for adding 3 digit numbers. I can add three digit numbers and use addition to solve problems. I can add 3 or more numbers. I can draw a diagram to solve problems. I can subtract with an expanded algorithm. I can use a model to subtract 3digit numbers. I can use place value to subtract three digit numbers. I can subtract across zero. EnVision Lessons 21 to 27 list of technology resources used for each unit. EnVision Lessons 28 to 29 list of technology resources. EnVision Lessons 31 to 310 Standardized test with short answer questions formative assessments Summative: Page Topic 2 Summative: Page Topic 3 Use a diagram to solve problems. 2
3 Week 6 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) diagram, repeated addition array, commutative property of multiplication I can draw a diagram and write a number sentence to solve a problem. I can use repeated addition to multiply. I can use an array to multiply. I can use the commutative property of multiplication. I can write multiplication stories. EnVision Lessons 41 to 45 Summative: Page Topic 4: Draw a picture & make an arrangement formative assessments 3.OA.5: Apply properties of operations as strategies to multiply and divide. (Note: Students need not use formal terms for these properties.) Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) 3.OA.8: Solve twostep word problems using the four operations. Represent these problems using equations with a letter 3
4 standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (Note: This standard is limited to problems posed with whole numbers and having wholenumber answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order  Order of Operations.) 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 4
5 Week 7 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) factors, product, sum, equal I can write an explanation to a problem. I can multiply using 2 and 5 as factors. I can use nine as a factor. I can multiply with zero and one. EnVision Lessons 51 to 55 Week 8 3.OA.9 3.OA.53.OA.5: Apply properties of operations as strategies to multiply and divide. (Note: Students need not use formal terms for these properties.) Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) Multiple, I can find patterns for multiples of 2, 5 and 9. I can use multiples of 10. I can use the distributive property of multiplication. EnVision Lessons 56 to 57 Manipulatives needed for the lesson See Summative: Pages Topic 5 3.OA.9: Identify arithmetic patterns (including patterns in the addition table or 5
6 multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.NBT.3: Multiply onedigit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. 9 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) Addend, arrays, factor I can use an array to multiply by 3. I can use doubles to multiply by 4. I can use 6 and 7 as factors to multiply. I can use doubles to multiply with eight. EnVision Lessons 61 to 65 Manipulatives needed for the lesson See 10 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) factors, product I can multiply with three factors. I can use strategies to multiply. I can multiply to find combinations. I can do multiple step multiplication problems. EnVision Lessons 66 to 69 Manipulatives needed for the lesson See Summative: Pages Topic 6 Use a chart to multiply. 6
7 OA.2 Interpret wholenumber quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = 3, 6 6 =?. Division, difference, factor, product I can find how many equal groups there are in groups. I can do division as repeated subtraction. I can find missing numbers in a multiplication table. equations I can choose an appropriate equation for division. I can write division stories. I can use objects and draw pictures to solve division problems. EnVision Lessons 71 to 73 Manipulatives needed for the lesson See EnVision Lessons 74 to 76 Standardized test with short answer questions formative assessments Summative: Pages Topic 7 7
8 OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) 3. OA.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. 3.OA.6: Understand division as an unknownfactor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. dividend, divisor, quotient, fact family dividend, divisor, quotient, fact family multiplication, division I can relate multiplication and division. I can use fact families for division with 2, 3, 4, and 5. I can use fact families with 6 and 7. I can use fact families with 8 and 9. I can solve multiple step problems with division. I can make sense of multiplication and division equations. I can divide by 0 and 1. I can an swer multiplication and division facts. I can draw a picture and write numbers sentences for multiplication and division. EnVision Lessons 81 to 89 Summative: Pages Topic 8 Arrays Formative: (bell ringers, exit slips, NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. halves, thirds, fourths, fifths, sixths, seventh, eighths, tenth, twelfths, fraction, unit fraction, numerator, denominator, I can divide regions into equal parts. I can show and name the part of a region. I can write a fraction to name the part of a group. I can find the fractional part of a set. I can locate fractions on a number line. EnVision 91 to 95 Lessons 96 to 98 Summative: Pages 2408
9 a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. group, set, mixed numbers benchmark fractions I can estimate fractions with a benchmark. I can use a fraction to name part of a length. I can make a table and look for a pattern. Manipulatives 241 Topic 9 Read a map; use a number line. class/homework 3.OA.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 2.) 9
10 nf.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. numerator, denominator, equivalent, whole numbers, compare, order I can compare fractions with the same denominator. I can use models to compare fractions. I can compare fractions using a benchmark. I can compare fractions on a numberline. I can find equivalent fractions. I can see what equivalent fractions look like on the number line. I can name fractions using a whole number. I can compare and order fractions. I can draw a picture to show fractions. EnVision 101 to 109 Summative: Pages Topic 10 Read a chart with fractions. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 10
11 20 21 Week 22 3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram 3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters half hour, quarter hour, minute, day, hour, week, days, elapsed time, backward Perimeter, equilateral, pentagon, trapezoid MEASUREMENT AND DATA I can tell time to the nearest half hour or quarter hour. I can tell time to the nearest minute. I can change units of time. I can find elapsed time. I can work backward to tell time. I can find elapsed time. I can find the perimeter of a figure. I can use tools to find the perimeter. I can find the perimeter of common shapes. I can make different shapes with the same perimeter. EnVision Math Core Standards Grade 3 Lessons 121 to 123 Lessons 124 to 125 EnVision Lessons 131 to 135 Summative: Topic 12 quick checks, Summative: Pages Topic 13 Find the perimeter. 11
12 MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. problem solving, area, square unit, rectangle, square, height, perimeter standard units irregular shapes I can check and revise word problems. I can measure area. I know that units describe area. I can find the area using standard units. I can find the area of a square and rectangle. I can use the distributive property to find area. I can find the area of a space inside a shape. I can find the area of irregular shapes. I know that a shape can have a different area and perimeter. I know that some shapes have the same area and perimeter. I can find area using the appropriate tools. EnVision Lessons 141 to 142 Lessons 143 to 146 Lessons 147 to Summative: Pages Topic 14 Standardized test with short answer questions formative assessments 3.MD.7: Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with wholenumber side lengths by tiling 12
13 it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Note: Excludes capacity, cups, pints, quarts, gallons, I can use customary units to know how much a container will hold. EnVision Lessons 151 to 152 Summative: Pages Topic 13
14 28 29 compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Note: Excludes multiplicative comparison problems  problems involving notions of times as much ; see Glossary, Table 2.) 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. milliliters, liters mass, grams, kilograms, weight, ounces, pounds, ton line plots, pictograph, bar graph bar graph, tables, graphs, I can use metric units to know how much a container will hold. I can use metric units to find mass. I can use customary units to find how heavy something is. I can draw a picture to answer problems about weight or mass. I can use a line plot. I can use a line plot to show data collected. I can read pictographs and bar graphs. I can make a pictograph. I can make a bar graph. I can draw conclusions from tables and charts. Lessons 153 to 154 EnVision Lessons 161 to 164 Lessons 165 to Find the mass of objects; Use a chart to answer questions. Summative: Pages Topic 16 Take a survey; make a bar graph and a line plot. 14
15 G.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. point, line, line segment, intersecting lines, parallel lines, ray, angles: right, obtuse, acute, vertex polygon, vertex side, diagonal, triangle, pentagon, hexagon octagon, decagon, quadrilateral, triangles: equilateral, isosceles, scalene, right, acute, obtuse trapezoid, parallelogram, rectangle, rhombus, square design GEOMETRY/MONEY I know that lines and parts of lines are used to describe shapes and solid figures. I can describe an angle by the size of its opening. I understand the sides of shapes. I can describe triangles by their sides and angles. I understand the names for quadrilaterals. I can use the parts of a shape to make a new shape. I can find shapes inside other shapes. I can test ideas about shapes. EnVision Lessons 111 to 112 Lessons 113 to 114 Lessons 115 Lessons 116 to 119 Summative: Pages 296 to 297 Topic 11 Trace patterns. 15
16 WEEKS 34 3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. penny, time, nickel, quarter, half dollar, dollar, cent, dollar sign, decimal point I can identify and know the amount of coins. I can order coins from greatest to least or least to greatest. I can count coins. I can give correct change. I know to subtract to figure out how much change. EnVision Standardized test with short answer questions formative assessments All Standards previous vocabulary Comprehensive Review Core Content Review Books ThinkLink class/homework, games for review) 16
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
More informationThird 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
More informationContent 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
More informationStandards 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
More information3rd 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
More informationSecond 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.
More informationAIMS 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
More informationFormative type assessment (i.e. windshield check, dry erase boards, exit tickets, multiple choice, journals, checklists, etc.
Jones County School District Assessment Blueprint 20132014 Grade/Subject Level: 3rd Grade Math Team Members: A. Mobley, K. Husser, R. Sims, S. Clark, K. Knight, J. Hall Creating Summative / District Benchmark
More information3.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.
More information3rd 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
More information3.OA.A Represent and solve problems involving multiplication and division
MARYLAND COLLEGE AND CAREER READY STANDARDSGRADE 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,
More informationGRADE 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
More informationCCSS Mathematics Standards Operations & Algebraic Thinking Third Grade Date Taught
Operations & Algebraic Thinking Retaught Reviewed Represent and solve problems involving multiplication and division. Assessed CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret
More informationGrade 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
More informationxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District
More informationMeasurement 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
More informationOPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN NUMBER AND OPERATIONS: FRACTIONS
OPERATIONS AND ALGEBRAIC THINKING 003249 REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISON UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (.OA) 1. Interpret products of whole numbers, e.g., interpret 7 as the total number of objects in groups of 7 objects
More informationGRADE 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
More informationNorthern 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 45 Weeks PA Common Core Standard (Descriptor) (Grades
More informationGrade 4 Mathematics Indiana Academic Standards Crosswalk
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
More informationNSCAS  Math Table of Specifications
NSCAS  Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More information7 Days: August 17 August 27. Unit 1: TwoDimensional 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
More informationMath 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS
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
More information2.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.
More informationSecond 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 multidigit multiplication,
More informationMath Mammoth Grade 4. Class Description:
Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multidigit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry
More informationGrade 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
More informationDCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1
Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand twostep word problems involving
More informationFirst 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 110 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs
More informationGeorgia Department of Education Teacher and Leader Keys Effectiveness Systems. Table of Specifications by Item Grade: Third (3)
Table of Specifications by Item Subject: Mathematics/Grade 3 Assessme nt Title:. Ite m 3 rd Grade Math Pre/Post Assessment Course Number: TOS Date: SLO Measure Development Complete during SLO Development
More informationGRADE 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
More information2nd Grade Math Curriculum Map
Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two onedigit numbers. 2.OA.3. Determine whether a group of objects
More information2011 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
More information4NPO3a 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
More informationElko 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;
More informationSaxon 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
More informationGREATER CLARK COUNTY SCHOOLS PACING GUIDE. Grade 4 Mathematics GREATER CLARK COUNTY SCHOOLS
GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 4 Mathematics 20142015 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,
More informationStandards 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
More informationSubtract 2digit numbers mentally with or without regrouping. Use frontend estimation to estimate sums and differences
3 rd Grade Math in Focus Chapter 1Numbers to 10,000 Counting Place Value Comparing Ordering Numbers Use baseten blocks to count, read, write numbers to 10,000 Count on by 1s, 10s, 100s, 1,000s to 10,000
More informationCommon 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
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
More informationThird Grade Mathematics
Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 3840% and use numbers Content Limit: When comparing numbers between 1,000 and
More information4th Grade Mathematics Mathematics CC
Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multidigit multiplication, and developing understanding of dividing to find quotients
More informationI 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.,
More information4 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.AT.1.1.1 Demonstrate an understanding that in a multidigit whole number (through 1,000,000),
More informationSecond Grade Mathematics Goals
Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart,
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base10 notation. Building fluency
More informationSummer 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
More informationGeorgia 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.
More informationSaxon Math K, Math 1, Math 2, and Math 3 Scope and Sequence
,,, and Scope and Sequence Numbers and Operations Number Sense and Numeration Counts by 1 s, 5 s, and 10 s Counts by 2 s, 25 s Counts by 100 s Counts by 3 s, 4 s Counts by 6 s, 7 s, 8 s, 9 s, and 12 s
More informationMath 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 threedigit number represent
More information4th Grade Emphasis Standards
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
More informationMath Grade 2. Understand that three nonzero digits of a 3digit number represent amounts of hundreds, tens and ones.
Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term
More informationCommon 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 ``````````````````````````````````````````````````````````````````````````````````````
More informationClarification of Standards for Parents Grade 3 Mathematics Unit 4
Clarification of Standards for Parents Grade 3 Mathematics Unit 4 Dear Parents, We want to make sure that you have an understanding of the mathematics your child will be learning this year. Below you will
More informationFor more information on the Common Core State Standards, visit Beast Academy Grade 4 Chapters 112:
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.
More informationPennsylvania 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
More informationGrade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100
More informationMCAS/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
More informationPENNSYLVANIA. 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 twodimensional figures. CC.2.3.4.A.2  Classify twodimensional figures by properties of their lines and angles. CC.2.3.4.A.3
More informationSingapore Math 4U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous
Singapore Math 4U.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
More informationSummer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages
Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed
More informationCorrelation of USA Daily Math Grade 2 to Common Core State Standards for Mathematics
2.OA 2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems with unknowns in all positions. 2.OA.2 Fluently add and subtract within 20 using mental strategies. 2.OA.3 Determine
More information2 nd Grade Standards Guide
2 nd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 23 Geometry 4 Measurement & Data 45 Number & Operations in Base Ten 56 Operations & Algebraic Thinking
More information4 th Grade Curriculum Map
4 th Grade Curriculum Map 201718 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING
More informationWITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6
May 06 VIRGINIA MATHEMATICS STANDARDS OF LEARNING CORRELATED TO MOVING WITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6 NUMBER AND NUMBER SENSE 6.1 The student will identify representations of a given percent
More information4 th Grade Math Notebook
4 th Grade Math Notebook By: Aligned to the VA SOLs Table of Contents Quarter 1 Table of Contents Quarter 2 Table of Contents Quarter 3 Table of Contents Quarter 4 Hundred Millions Ten Millions Millions
More informationGrade 6. Prentice Hall. Connected Mathematics 6th Grade Units Alaska Standards and Grade Level Expectations. Grade 6
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
More informationSOL 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
More informationCorrelation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics
Correlation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics 5.OA Operations and Algebraic Thinking (Mondays) 5.OA.1 Use parentheses, brackets, or p. 1 #3 p. 7 #3 p. 12 Brain Stretch
More informationGrade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)
Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from,
More informationVGLA 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
More informationLevel 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level
Level 1 Grade Level 01.9 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.
More informationFourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics FH Approximately 14 days Begin around January 9 th
HIGLEY UNIFIED SCHOOL DISTRICT 2016/2017 INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics FH Approximately 14 days Begin around January
More informationBracken County Schools Curriculum Guide Math. Grade 1 Unit 1: Number Computation Suggested Length: Ongoing
Grade 1 Unit 1: Number Computation Suggested Length: Ongoing Program of Studies 1. How are numbers used in our everyday life? NC2 order groups of objects according to quantity NC3 explore appropriate
More informationMathematics Expectations Page 1 Grade 04
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problemsolving strategies as they pose and solve problems and conduct investigations, to
More information8/22/2013 3:30:59 PM Adapted from UbD Framework Priority Standards Supporting Standards Additional Standards Page 1
Approximate Time Frame: 68 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
More informationUnit 5: Fractions Approximate Time Frame: 68 weeks Connections to Previous Learning: Focus of the Unit:
Approximate Time Frame: 68 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
More informationGrade 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
More informationMathematics Grade 2. grade 2 17
Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of baseten notation; (2) building fluency with addition and subtraction; (3) using standard
More informationCommon 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 ``````````````````````````````````````````````````````````````````````````````````````
More informationMATHEMATICS UTAH CORE GUIDES GRADE 2
MATHEMATICS UTAH CORE GUIDES GRADE 2 UTAH STATE BOARD OF EDUCATION 250 EAST 500 SOUTH P.O. BOX 144200 SALT LAKE CITY, UTAH 841144200 SYDNEE DICKSON, Ed.D., STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Operations
More informationGrade 4 + DIGITAL. EL Strategies. DOK 14 RTI Tiers 13. Flexible Supplemental K8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K8 ELA & Math Online & Print Grade 4 SAMPLER Mathematics EL Strategies DOK 14 RTI Tiers 13 1520 Minute Lessons Assessments Consistent with CA Testing Technology
More informationImagine Schools Summer Math Challenge
Imagine Schools Summer Math Challenge Third Grade Answer Key When completing the problems we need to show all of our work and show all of our thinking. Compare your work to ours, especially if your answer
More informationFSA Math Review. **Rounding / Estimating** **Addition and Subtraction** Rounding a number: Key vocabulary: round, estimate, about
FSA Math Review **Rounding / Estimating** Rounding a number: Key vocabulary: round, estimate, about 5 or more add one moreround UP 04 just ignorestay SAME Find the number in the place value
More informationCommon 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...
More informationStandard 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,
More informationKenmoreTown of Tonawanda UFSD. We educate, prepare, and inspire all students to achieve their highest potential
KenmoreTown of Tonawanda UFSD We educate, prepare, and inspire all students to achieve their highest potential Grade 2 Module 8 Parent Handbook The materials contained within this packet have been taken
More informationMadison County Schools Suggested 2 nd Grade Math Pacing Guide,
Madison County Schools Suggested 2 nd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 201516 MS College and CareerReadiness Standards: Significant Changes (ex: change
More information2nd Grade TLI Common Core Emphasis Standards Emphasis Standards References
2.OA.1 2.OA.1(A) 2.OA.1(B) 2.OA.1(C) 2.OA.1(D) 2.OA.1(E) 2.OA.1(F) 2.OA.1(G) 2nd Grade 20122013 Emphasis Standards References OPERATIONS & ALGEBRAIC THINKING Represent and solve problems involving addition
More informationMathematics Content Standards with Benchmarks Levels 14, Grade Levels
Mathematics Content Standards with Benchmarks Levels 14, Grade Levels 0.08.9 M.1 Number Sense and Operations: Students will develop and apply concepts of number sense and operations to explore, analyze,
More informationConnected Mathematics 2, 6th Grade Units (c) 2006 Correlated to: Utah Core Curriculum for Math (Grade 6)
Core Standards of the Course Standard I Students will acquire number sense and perform operations with rational numbers. Objective 1 Represent whole numbers and decimals in a variety of ways. A. Change
More informationWrite numbers to 100,000 in standard form, word form, and expanded form
4 th Grade Math in Focus Chapter 1Working with Whole to 100,000 Comparing to 100,000 Adding and MultiDigit Write numbers to 100,000 in standard form, word form, and expanded form Compare and order numbers
More information4th Grade Common Core Math Vocabulary
+ = + = + = + = + 4th Grade Common Core Math Vocabulary Created by Alexis Sergi Alexis Sergi http://www.teachersnotebook.com/shop/mathmojo = + = + + = + = + 1 Table of Contents!!!!!!!!!!!! Page Number
More informationOperations & Algebraic Thinking 3rd Grade I Can Do Math I can write and solve problems using multiplication & division.
Operations & Algebraic Thinking I can write and solve problems using multiplication & division. 3.OA.1.a I can understand multiplication by thinking about groups of objects. 3.OA.2.a I can understand division
More informationSimple Solutions Mathematics Level 3. Level 3. Help Pages & Who Knows Drill
Level 3 & Who Knows Drill 283 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and 1 is 4. Product the result or answer to a multiplication
More informationIntermediate A. Help Pages & Who Knows
& Who Knows 83 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and is 4. Product the result or answer to a multiplication problem.
More informationRevised 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;
More informationMath + 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 researchbased course focuses on computational fluency, conceptual understanding, and problemsolving. The engaging course features new graphics, learning tools, and games; adaptive
More information