# Unit 9: May/June Solid Shapes

Size: px
Start display at page:

Transcription

1 Approximate time: 4-5 weeks Connections to Previous Learning: Students have experience studying attributes and names of flat shapes (2-dimensional). Focus of the Unit: Students will extend knowledge of flat (2-dimensional) shapes to name, compose, analyze, and compare 3-dimensional shapes. They will build shapes from components or smaller shapes, and connect them to objects within their environment. Connections to Subsequent Learning: Students will use their knowledge of shapes and their attributes to distinguish between shapes, and use those defining attributes to build and draw other shapes. They will also compose two-dimensional or three-dimensional shapes from other 2 and 3-dimensional shapes. In first grade, students will begin decomposing circles and rectangles into equal, smaller shares (beginning fractions). From the K-6, Geometry progression document pg.6-7 From experiences with varied examples of these shapes (e.g., the variants shown in the margin), students extend their initial intuitions to increasingly comprehensive and accurate intuitive concept images of each shape category. These richer concept images support students ability to perceive a variety of shapes in their environments and describe these shapes in their own words. MP7 This includes recognizing and informally naming three-dimensional shapes, e.g., balls, boxes, cans. Such learning might also occur in the context of solving problems that arise in construction of block buildings and in drawing pictures, simple maps, and so forth. Students also begin to name and describe three-dimensional shapes with mathematical vocabulary, such as sphere, cube, cylinder, and cone. K.G.1 They identify faces of three-dimensional shapes as two-dimensional geometric figures K.G.4 and explicitly identify shapes as two-dimensional ( flat or lying in a plane) or three-dimensional ( solid ). K.G.3 A second important area for kindergartners is the composition of geometric figures. Students not only build shapes from components, but also compose shapes to build pictures and designs. Initially lacking competence in composing geometric shapes, they gain abilities to combine shapes first by trial and error and gradually by considering components into pictures. At first, side length is the only component considered. Later experience brings an intuitive appreciation of angle size. Major Standards Supporting Standards Additional Standards Page 1

2 Standard(s): Desired Outcomes Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three dimensional ( solid ). Analyze, compare, create, and compose shapes K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length) K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Routines: Know number names and the count sequence. K.CC.1 Count to 100 by ones and tens K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Centers: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.5 Fluently add and subtract within 5 Work with numbers to gain foundations for place value. K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Know number names and the count sequence. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Major Standards Supporting Standards Additional Standards Page 2

3 Transfer: Students will apply Knowledge of two-dimensional shapes to three-dimensional shapes to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). Modeling of shapes in the world by building shapes from components and drawing shapes. Understandings: Students will understand that Three-dimensional shapes have unique attributes. Three-dimensional shapes have specific names regardless of their orientations or overall size. Shapes can be used to build pictures, designs and other shapes. Shapes can be built from components. Essential Questions: What determines the difference between 2-dimensional and 3-dimensional shapes? Why is mathematical language critical when describing 2-dimensional and 3-dimensional shapes? Highlighted Mathematical Practices: (Practices to be explicitly emphasized are indicated with an *.) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. Students reason about the attributes of 3-dimensional figures by counting faces, edges and corners. * 3. Construct viable arguments and critique the reasoning of others. Students construct arguments by defending the way they have sorted shapes, when sorting flat and solid figures. They critique each other s reasoning when discussing if they agree or disagree with the way others have sorted. 4. Model with mathematics. Students use informal language to describe attributes of flat and solid shapes. Students will build complex shapes from simpler shapes using geometric tools. In addition, students study the shapes by composing them from 2-dimensional figures. They model when they can describe how real world objects have shapes or are composed of shapes. 5. Use appropriate tools strategically. Students will use their geometric figures and component parts to construct, describe and replicate 3-dimensional figures. * 6. Attend to precision. Students build geometric shapes from other size/orientation of shapes. They will use this knowledge to build a richer vocabulary to describe 3-dimensional shapes in their own words. 7. Look for and make use of structure. Students will examine the structure of 3-dimensional shapes and use the structure to discuss similarities and differences between the figures. 8. Look for and express regularity in repeated reasoning. Major Standards Supporting Standards Additional Standards Page 3

4 Prerequisite Skills/Concepts: Students will compose, analyze, and compare flat shapes to build descriptive knowledge of geometric attributes Advanced Skills/Concepts: Students will determine defining attributes of 3-dimensional figures. Knowledge: Students will know Attributes of flat and solid shapes (K.G.4) Names of 2 and 3-dimensional shapes (K.G.2) WIDA Standard: English Language Learners Skills: Students will be able to do Analyze and compare 2 and 3-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. (K.G.4) Model shapes in the world by building shapes from components and drawing shapes. (K.G.5) Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. (K.G.1) Identify shapes as flat or solid. (K.G.3) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. English language learners would benefit from: The teacher describing objects in the environment using the names of shapes and labeling the shape. Students looking for other objects that are the same shape as the one the teacher shared, vebalizing the shape name. The teacher identifying shapes as two-dimensional (flat) or three dimensional (solid) and showing examples of three-dimensional shapes. Students looking for additional examples of 3D shapes. The teacher showing three-dimensional shapes of different sizes and describing their similarities and differences. Students analyzing and comparing two different sized shapes describing their parts (number of sides and vertices/"corners") and other attributes such as length of sides. Students building shapes from materials such as clay. The teacher modeling how a larger shape can be composed of two smaller shapes and students building a larger shapes using two or more simple shapes. Students repeatedly verbalizing the names of the smaller shapes used to compose the larger shape. Major Standards Supporting Standards Additional Standards Page 4

5 Academic Vocabulary: Critical Terms: Attribute Side Length Orientation Square Circle Triangle Rectangle Hexagon Cube Cone Cylinder Sphere Supplemental Terms: Assessment Pre-Assessments Formative Assessments Summative Assessments Self-Assessments Sample Lesson Sequence Major Standards Supporting Standards Additional Standards Page 5

### KINDERGARTEN GRADE MATH COMMON CORE STANDARDS

1st Nine Weeks K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4a When counting objects, say the number names in the standard order, pairing each

### Kindergarten Mathematics Approved May 30, 2012

Kindergarten Mathematics Approved May 30, 2012 Standard: K.CC.1 Count to 100 by ones and by tens. Counting and Cardinality Know number names and the count sequence Type: X _Knowledge Reasoning Performance

### California Common Core State Standards Comparison - KINDERGARTEN

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards

### Huntington Beach City School District Kindergarten Mathematics Standards Schedule

2016-2017 Interim Assessment Schedule Orange Interim Assessment: November 1 - November 18, 2016 Green Interim Assessment: February 20 - March 10, 2017 Blueprint Summative Assessment: May 1 - June 16, 2017

### Kindergarten Math Curriculum Map

Standards Quarter 1 Dates Taught (For Teacher Use) Academic Vocabulary K.CC.1 Count to 100 by ones and by tens. (0-25) K.CC.2 Count forward beginning from a given number within the known sequence (instead

### CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN

CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN CCSS Teacher s Guide Student Edition Student Workbook Counting and Cardinality K.CC Know number names

### Volumes 1 and 2 Grade K

Grade Level Pacing Guide Grade K Minnesota Volumes 1 and 2 Grade K 2013 1. Counting and Matching Numerals 0-5 with Comparing. 20 Days K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from

### Any items left blank for a given term means the skill is not being assessed at this time.

KINDERGARTEN MATHEMATICS GRADING BENCHMARK (11.29.2016) Any items left blank for a given term means the skill is not being assessed at this time. Counting and Cardinality ENDURING UNDERSTANDING Students

### Common Core Math Curriculum Map

Module 1 - Math Teaching Days: 45 Test: 8/2/2013 (No TLI Identify and describe shapes K.G.1 K.G.2 K.G.3 Describe objects in the environment using names of shapes, and describe the relative positions of

### Monroe County School District Elementary Pacing Guide

Unit 1: Counting and Cardinality Timeline: August 5-October 7, (8 weeks) CMA: Week of October 3-7, K.CC.1 Count to 100 by ones and by tens. (Knowledge) We can count to 10 by ones. We can count to 20 by

### Common Core State Standards for Mathematics Grade K Counting and Cardinality Knowing number names and the count sequence.

PreK Common Core State Standards for Mathematics Grade K Counting and Cardinality Knowing number names and the count sequence. Count to 00 by ones and tens. Count forward beginning from a given number

### PA Common Core - Common Core - PA Academic Standards Crosswalk Grades K-8

Grade K CC..1 K.CC.1 Count to 100 by ones and by tens. CC..1 CC..1 CC..2 PA Common Core - Common Core - PA Academic Standards Crosswalk Grades K-8 K.CC.2 Count forward beginning from a given number within

### Common Core State Standard for Mathematics

Domain: Counting and Cardinality Cluster: Know number names and the count sequence 1. Count to 100 by ones and by tens. CC.K.CC.1 2. Count forward beginning from a given number within the known sequence

### Standards Based Report Card Rubrics

Grade Level: Kindergarten Standards Based Report Card Rubrics Content Area: Math Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. count to 100 by ones and/or tens with

### NMSD Kindergarten Report Card Rubric: Math

Standard: Math: Counting & Cardinality: Counts to 100 (K.CC.1; K.CC.2; K.CC.4; K.CC.5) 4.0 Exceeds Standard: Applies knowledge into multiple contexts Articulates concept effectively & 3.0 The student is

### Math Kindergarten. Within 10 Within 20 standard order, pairing each object with only one number name, and one name with one number of objects counted.

Math Kindergarten Reporting Categories - Kindergarten Number Sense Counting Identifying number of objects Writing numbers Comparing numbers Instant recognition of quantities (to 6) Counting on Standards

### Second Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.

Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially

### Essential Question. Kindergarten Unit 9 Compare, Analyze, and Compose 2D and 3D Shapes

Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics - Geometry Grade Kindergarten Unit 8 Compare, Analyze, and Compose 2D and 3D Shapes Duration 10 Instructional Days (+5

### K Mathematics Curriculum. Analyzing, Comparing, and Composing Shapes. Module Overview... i

K Mathematics Curriculum G R A D E Table of Contents GRADE K MODULE 6 Analyzing, Comparing, and Composing Shapes GRADE K MODULE 6 Module Overview... i Topic A: Building and Drawing Flat and Solid Shapes...

### 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

### CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS

CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS KINDERGARTEN Counting and Cardinality Know number names and the count sequence. 1. Count to 100 by

### 2 Developing. 2 Developing

Roosevelt School District Report Card Rubric Math Kindergarten Reporting : Knows the number names and the counting sequence. K.CC.A. Counts to 0 by ones. Counts to 0 by ones; count to 00 by tens. Counts

### Content Statements Addressed and Whether they are Knowledge, Reasoning, Performance Skill, or Product:

Quarter 4 Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere in Solving them 2. Reasoning Abstractly & Quantitatively 3. Construct Viable Arguments and Critique the Reasoning

### Kindergarten Mathematics Scope and Sequence

Kindergarten Mathematics Scope and Sequence Quarter 1 Domain Counting and Cardinality Geometry Standard K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward within 100 beginning from any given

### Understand the relationship between numbers and quantities; connect counting to cardinality

Counting and Cardinality Know number names and the count sequence AR.Math.Content.K.CC.A.1 Count to 100 by ones, fives, and tens AR.Math.Content.K.CC.A.2 Count forward, by ones, from any given number up

### 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

### Diocese of Boise Math Curriculum Kindergarten

Diocese of Boise Math Curriculum Kindergarten ESSENTIAL Sample Questions What are numbers? counting and how can it be used Counting and Cardinality Know number names and count sequence Count to tell number

### 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess K.G.3 Identify shapes as 2-D (flat) or 3-D (solid)

Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (Standards K.G.1 3). Standard K.G.1 Describe objects in the environment using

### 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

### Kindergarten Common Core State Standards Math Pacing Guide

Topic Content Standards I Can Assessment Marking Period 14 Identifying and Describing K.G.2 Name shapes correctly Shapes K.G.3 Name shapes correctly even when their size and orientation is unusual or different

### Franklin Elementary School Curriculum Prioritization and Mapping Kindergarten Math

Franklin lementary School urriculum Prioritization Mapping Timeline Topic Priority Stard K..1: ount to 10 by ones Sept. K..2: ount forward beginning from a given number within the known sequence (instead

### 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

### Unit 2: Ratio & Proportion Applications

Time Frame: Approximately 3-4 Weeks Connections to previous learning: In Grade 6, students develop an understanding of ratio and proportion using ratio tables, tape diagrams, and double number lines. Focus

### Counting and Cardinality (CC)

Counting Cardinality (CC) K.CC.B Count to tell the number of objects. K.CC.A Know number names the counting sequence. Domain Cluster Stards 1 st nd rd 4 th K.CC.A.1 Count to 100 by ones, fives by tens.

### CPSD: Kindergarten Mathematics Curriculum. Module 3. Comparison of Length, weight, capacity, and numbers to 10

CPSD: Kindergarten Mathematics Curriculum Pre-requisite skills Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Numbers Numbers to Ten 2D and 3D shapes Comparison of Length, weight, capacity, and

### 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

### Grade 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 two-step word problems involving situations of adding to, taking from,

### Alignment of DoDEA s College and Career Ready Standards for Mathematics with DoDEA Academic Standards

DoDEA Mathematics Standards Gap Analysis Alignment of DoDEA s College and Career Ready Standards for Mathematics with DoDEA Academic Standards AIR: AMERICAN INSTITUTES FOR RESEARCH Tad Johnston, Robin

### Problem of the Month: Between the Lines

Problem of the Month: Between the Lines Overview: In the Problem of the Month Between the Lines, students use polygons to solve problems involving area. The mathematical topics that underlie this POM are

### 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

### 1. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape.

Name Unit 7 Shape Up!. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape. 2. Describe each shape you used. Explain how your new

Contents shapes TABLE OF CONTENTS Math Guide 6-72 Overview 3 NTCM Standards (Grades 3-5) 4-5 Lessons and Terms Lesson 1: Introductory Activity 6-8 Lesson 2: Lines and Angles 9-12 Line and Angle Terms 11-12

### Vocabulary Cards and Word Walls Revised: May 23, 2011

Vocabulary Cards and Word Walls Revised: May 23, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,

### Standards Based Map Kindergarten Math

Standards Based Map Kindergarten Math Timeline NxG Standard(s) I Can Statement(s) / Learning Target(s) Counting and Cardinality Essential Questions Academic Vocabulary Strategies / Resources / Materials

### PRACTICE TASK: Tangram Challenge Approximately 1 day

Kindergarten Mathematics Unit 1 PRACTICE TASK: Tangram Challenge Approximately 1 day STANDARDS FOR MATHEMATICAL CONTENT MCC.K.G.5. Model shapes in the world by building shapes from components (e.g., sticks

PRACTICE TASK: Tangram Challenge Approximately 1 day Back To Task Table STANDARDS FOR MATHEMATICAL CONTENT MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay

### 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

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

### MATH K-1 Common Core Assessments

MATH K-1 Common Core Assessments Kindergarten/Grade 1 INTRODUCTION SHAPES KINDERGARTEN Describe and Compare Measurable Attributes Introduction to Shapes The assessments associated with the shape progression

### A SPECIAL RECTANGLE. To be a rectangle, I must have 4 straight sides that are connected. I have those! I must have four corners, or vertices.

2 3 4 5 6 7 9 2 3 4 5 6 7 9 2 2 3 4 5 6 7 9 2 3 4 5 6 7 9 2 To be a rectangle, I must have 4 straight sides that are connected. A SPECIAL RECTANGLE I have those! I must have four corners, or vertices.

### Shape Study. Preschool Kindergarten

Shape Study Preschool Kindergarten Objectives CCSS Math/Geometry: K.G.1, K.G.2, K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres).

### Problem of the Month What s Your Angle?

Problem of the Month What s Your Angle? Overview: In the Problem of the Month What s Your Angle?, students use geometric reasoning to solve problems involving two dimensional objects and angle measurements.

### 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

### Parent Packet. HAUPPAUGE MATH DEPARTMENT CCLS Grade 1 MODULE 5

Parent Packet HAUPPAUGE MATH DEPARTMENT CCLS Grade 1 MODULE 5 http://www.hauppauge.k12.ny.us/math 2014 2015 School Year Grade 1 Module 5 Identifying, Composing, and Partitioning Shapes In Module 5, students

### Kindergarten Math Expressions. Formative Assessments Student Name:

Kindergarten Math Expressions Formative Assessments 2016-2017 Student Name: Blank Page Kindergarten Math Expressions Formative Assessments 2016-2017 Unit 1 /24 Green (20-24) Yellow (15-19) Red (0-14) Unit

### Vocabulary Cards and Word Walls. Ideas for everyday use of a Word Wall to develop vocabulary knowledge and fluency by the students

Vocabulary Cards and Word Walls The vocabulary cards in this file match the Common Core Georgia Performance Standards. The cards are arranged alphabetically. Each card has three sections. o Section 1 is

### Grade 3 Unit Unit Title Lesson Day

into Parts with Equal Areas 1 of 5 1 3.G.2 Partition shapes into parts with equal areas. Express the area Explore partitioning a shape into parts with equal area. SMP2 Reason abstractly and What ways can

### Please bring a laptop or tablet next week! Upcoming Assignment Measurement Investigations Patterns & Algebraic Thinking Investigations Break A Few

Please bring a laptop or tablet next week! Upcoming Assignment Measurement Investigations Patterns & Algebraic Thinking Investigations Break A Few More Investigations Literature Circles Final Lesson Plan

### Course: Math Grade: 7. Unit Plan: Geometry. Length of Unit:

Course: Math Grade: 7 Unit Plan: Geometry Length of Unit: Enduring Understanding(s): Geometry is found in the visual world in two and three dimension. We use geometry daily in problem solving. Essential

### 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

### 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

### 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

### AIMS 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

### 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...

### 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

### Measurement. Larger Numbers Addition Subtraction

1 st Nine Weeks Math Year at a Glance: 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Geometry Sorting Positions Patterns Positions Counting Compare Numbers Addition Measurement Larger

### 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,

### 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

### Grade 2 Math Unit 6 Measurement and Data

Grade 2 Math Unit 6 Measurement and Data 2.MD.1 UNIT OVERVIEW Grade 2 math instructions centers arond 4 Critical Focus Areas. This unit addresses work in Critical Focus Area #3, Using standard units of

### LESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS

GRADE 8 LESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education Department of Public Instruction Word Document versions of the

### Grade: 3 Lesson Title: Equivalent Fractions

Targeted Content Standard(s): Grade: 3 Lesson Title: Equivalent Fractions 3.NF.3 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. a. Understand two

### 2nd 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 one-digit numbers. 2.OA.3. Determine whether a group of objects

Practice Task: Expression Puzzle In this task, students will practice interpreting numeric expressions by matching the numeric form to its meaning written in words, without evaluating the expression. STANDARDS

### MCC2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

CONSTRUCTING TASK: Perfect 500! Approximately 1 Day STANDARDS FOR MATHEMATICAL CONTENT MCC2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. MCC2.NBT.7

### Learning Experience: Angle Circles. When planning, include the following: Models (Concrete Semi-Concrete Semi-Abstract Abstract) Problems/Situations

Learning Experience: Angle Circles When planning, include the following: Models (Concrete Semi-Concrete Semi-Abstract Abstract) Problems/Situations Questions AKS: 40.MD.5 recognize angles as geometric

### Enhanced Instructional Transition Guide

Geometry: Coordinate Plane, Graphing Transformations, and Perspectives (9 days) Possible Lesson 01 (6 days) Possible Lesson 02 (3 days) POSSIBLE LESSON 02 (3 days) This lesson is one approach to teaching

www.aplustutorsoft.com Page 1 of 17 Introduction to Geometry Lesson, Worksheet & Solution Guide Release 7 A+ Interactive Math (By A+ TutorSoft, Inc.) Email: info@aplustutorsoft.com www.aplustutorsoft.com

### Objective: Create composite shapes from two-dimensional shapes.

Lesson 4 1 5 Lesson 4 Objective: Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (13 minutes) (7 minutes) (30 minutes) (10 minutes) (60 minutes)

### Lesson 1 Introductory Geometry: Measurement

Lesson 1 Introductory Geometry: Measurement National Standards Instructional programs for Geometry grades 5 th and 6 th should enable all students to: understand relationships among the angles, side lengths,

### Music, and Glass. Exploring Shapes in Pablo Picasso s Guitar, Sheet ESSENTIAL QUESTION

Exploring Shapes in Pablo Picasso s Guitar, Sheet Music, and Glass ESSENTIAL QUESTION What shapes did Pablo Picasso use to create his piece Guitar, Sheet Music, and Glass and how can similar shapes be

### Grade: 4 Lesson Title: Equivalence and Comparison of Fractions

How do we know if fractions are equivalent, if not how do we compare their relative sizes? Targeted Content Standard(s): 4. NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by

### 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

### 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.

### Vocabulary Cards and Word Walls

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

### Grade 1 Unit Unit Title Lesson Day

1 of 4 1-3 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. SMP5 Use appropriate tools SMP6 Attend to precision. Order three objects by length.

### 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES

Grade 4 Number & Operations in Base Ten 4.NBT.1-3 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES MATH TASKS Number & Operations in Base Ten 4.NBT 1-3

### What role does the central angle play in helping us find lengths of arcs and areas of regions within the circle?

Middletown Public Schools Mathematics Unit Planning Organizer Subject Geometry Grade/Course 10 Unit 5 Circles and other Conic Sections Duration 16 instructional + 4 days for reteaching/enrichment Big Idea

### Georgia Department of Education Common Core Georgia Performance Standards Framework Fifth Grade Mathematics Unit 2

PRACTICE TASK: Adapted from Investigations in Number, Data, and Space: How Many Tens? How Many Ones? Addition, Subtraction, and the Number System. STANDARDS FOR MATHEMATICAL CONTENT MCC5.NBT.7 Add, subtract,

### 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,

### JCS Math Kindergarten First Quarter

First Quarter 2017-2018 Week 1 Staggered Enrollment Week 2 Set up routines Mathematical Practices (MP1-MP8) Begin to set-up problem solving routines (ongoing) Week 3 2-D Shapes and Sorting K.G.A.2 Correctly

### DCSD 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 two-step word problems involving

### 4 th Grade Mathematics Instructional Week 30 Geometry Concepts Paced Standards: 4.G.1: Identify, describe, and draw parallelograms, rhombuses, and

4 th Grade Mathematics Instructional Week 30 Geometry Concepts Paced Standards: 4.G.1: Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge

### Eureka Math. Grade K, Module 2. Student File_A. Contains copy-ready classwork and homework as well as templates (including cut outs)

A Story of Units Eureka Math Grade K, Module 2 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. Copyright 2015

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,

### Grade 3 Area and Perimeter Unit Overview

Grade 3 Area and Perimeter Unit Overview Geometric measurement: Understand concepts of area and relate area to multiplication and to addition. 3.MD.C.5 Recognize area as an attribute of plane figures and